The Vinson Inquiry’s first report on the state education system says teacher morale is at an all-time low, so why are students queuing up to study education, and what are the challenges for the future?

By Dr Brian Ferry
Associate Dean (Graduate)
Faculty of Education
University of Wollongong

Studying to become a teacher is becoming attractive again, which is good news for our future school students.

Excellent HSC students are competing for places in teaching courses, and at the University of Wollongong our UAI for teaching is steadily rising.

This popularity appears to be at odds with the Vinson Inquiry’s finding that morale among teachers is at an all-time low, and that teachers are generally feeling under-valued and under-paid. How then can teaching be attracting high quality candidates?
Yes, many teachers are feeling under-paid and under-valued, but that is not stopping talented young people seeking careers in the classroom.

They recognise that it is a secure profession in the midst of a generational change. The average age of school teachers is 48, so many of them will be retiring over the next five to 10 years. Young people are aware of this looming teacher shortage, and see it as a career that will offer opportunities for advancement, even though the pay rates don’t match those of other professions.
These students are dedicated and caring, and want to teach.

As I say, this augers well for future NSW school students who more than ever need teachers with intelligence, enthusiasm and flexibility to help equip them for the challenges of the 21st century.

But it is vital that this next generation of teachers is supported, and the Vinson Inquiry provides a sound blueprint to achieve that, providing the Inquiry’s main concern – that the school system is seriously under-funded - can be addressed.

Key recommendations such as lowering class sizes for the all-important first three years of school, and providing well-structured and meaningful on-going development opportunities for teachers, must be followed through.

The first three years are widely regarded as the most important in a child’s school life. It’s then that the foundations are built for their life of learning. So you won’t get any arguments from educators on the principle of the key recommendation, that class sizes for the first three years of schooling should be reduced to fewer than 20 pupils.

The big question is at what cost can this be done. The report says the extra teachers required would cost $225 million a year, and then there is the issue of extra classrooms and other facilities.
If this outcome can be achieved through additional funding, then it is worthwhile. But if not, we have to consider whether this is the most effective use of resources.

What is required is state and federal governments of courage and vision, who see education as an investment, not a cost, and are prepared to provide the additional funding required to improve the system.

The world is changing rapidly, and children entering school now must be equipped with skills for the future. For that we need teachers who constantly upgrade their own skills. In my experience teachers want to do that, but there is little incentive.
The current development allowance for teachers of $25.60 a year is totally inadequate. The Vinson Inquiry recommends increasing that to a more realistic $800-$1200, so that teachers can afford to undertake meaningful professional development.

Education authorities should go further, by assisting teachers to undertake further study and providing incentives to teachers to develop their skills by increasing their salaries when they have completed further study.

Now a teacher with an Masters degree doesn’t earn any more than a teacher with a BA, but by recognising (with pay increments) those who upgrade their skills the best teachers will be able to stay in the classrooms and do what they do best – teach – rather than chase supervisory roles in order to increase their salaries and advance their careers.

Finally, the recommendation to establish an Institute of Teachers is a sound one. Models elsewhere in the world such as Ontario in Canada show that you can guarantee professional standards by establishing an independent body with stringent requirements that all teachers must be registered with.

De-registration for ineffective teachers is the other side of the coin. But that must also be allowed to occur (within certain standards and safeguards) because you don’t want people who are not effective teaching in our schools. They must be identified and encouraged to move on to other careers – for the sake of the students.