There are five steps that are critical to successfully bringing about constructive, concrete reform in ’s system March 2017

Education will be the engine room of Australia’s future prosperity

www.pwc.com.au Contents

Why education matters to Australia 3

Australia’s investment in education 5

Current school education system performance 6

Critical success factors for reform 8

What can be achieved 12

Endnotes 13

2 | PwC | Education will be the engine room of Australia’s future prosperity Why education matters to Australia

Australia’s education system – from early childhood learning A smart move – future-proofing Australia’s to post- workforce by growing skills in STEM and lifelong learning – has Australia needs to better position itself to compete in the global economy long been a pillar of this of the future. country’s economic growth Businesses have to come to terms with the monumental impact that and social advancement. digitisation and technology is having on business models, supply chains Education leads to innovation, and customer behaviour. increases productivity and has • 4% (or 5.1 million) jobs are at risk from digital disruption. a direct impact on an • Innovation and STEM education are key to future growth. individual’s health, wellbeing and social mobility. • $57.4 billion increase in GDP if we shift just 1% of our workforce into STEM roles. The school education system plays a vital role in equipping students with In this report, we argue the case for growing the STEM workforce the skills and knowledge they will and identify the benefits and impacts on businesses and need for their working life. economy more broadly. See www.pwc.com.au/stem for further details.

PwC | Education will be the engine room of Australia’s future prosperity | 3 Workforce demands likely to end up in lo- paying jobs getting back on track.’ Almost three themselves. Or, as the OECD quarters of students that come from are changing observed in their 2016 Education at a the top socioeconomic quartile and glance report, ‘parents’ educational that started school below the The requirements for the workforce of attainment plays some role in benchmark were on track by Year 7, the future are changing, and so our perpetuating similar educational in comparison to only one third of approach to education must adapt attainment among their children’.6 learners from the lowest accordingly. Demographer Bernard socioeconomic quartile.12 Therefore, Salt that the average 20-year- The statistics are even more stark increasing the amount and quality of old of today will have 20 jobs in 15 when assessing the results for education that people receive can different organisations over a 45-year minorities or any group that has change their life outcome. career.1 suffered some form of societal or structural dislocation or disadvantage Research undertaken by PwC suggests (eg women, immigrants, Indigenous that 44 per cent of current Australian ), a fact borne out by Education leads to a just, jobs are at high risk of being current results. For example, disrupted by computerisation and enriched and fair society Indigenous students are performing technology over the next 20 years, at a significantly lower level than their Level of education attainment has while a further 18.4 per cent of the non-Indigenous peers across science, also been shown to have a direct workforce has a medium probability reading and mathematics. Around 40 impact on an individual’s health. of having their per cent of Indigenous students are Adults who score lower proficiency in roles eliminated.2 classed as low performers compared literacy are more likely than those Seventy-five per cent of the fastest to 17 per cent of non-Indigenous with high proficiency to report poor 13 growing occupations now require students, in both scientific and health. Conversely, better educated STEM skills3 and all require ICT reading literacy.7 The score people have lower morbidity rates and 14 skills. In this changing environment, differences in all subject areas longer life expectancy. education has never been more between the two groups puts The goal of the school education important in ensuring students have Indigenous students more than system is not simply to impart the skill set needed to succeed. Where two years behind their non- learning. It seeks also to build the the school curriculum once focused Indigenous counterparts.8 qualities that will enable students to on providing students with basic Students outside of metropolitan contribute to the overall wellbeing of facts, laws and theories, with a small areas are similarly performing at a our society – skills and attributes percentage going on to be scientists or lower level than those in the city. such as confidence, teamwork, engineers, it is now necessary for all The difference between students in problem-solving, aspiration and a students to be able to find solutions to metropolitan schools and those in love of learning. complex social and environmental remote schools is around a year and a problems. This will require students Education is rightly seen as a half of schooling.9 Overall, the score to develop higher-order thinking foundation of a good society. There is differences shown in the Programme skills, social intelligence, the ability to sound evidence that education creates for International Student Assessment work with diverse groups of people positive physical and mental health, (PISA) results put the most 15 and a commitment to lifelong increases social cohesion , reduces disadvantaged students three years 16 learning. Australia’s National School crime and lowers welfare needs behind their advantaged peers.10 Curriculum is now shifting to try and thereby strengthening civil society adapt to these changing needs and Student socioeconomic background and saving society and government give students the skills they will need remains one of the biggest predictors resources, which can be directed to succeed in the future.4 of success at school, however it is not elsewhere. Research by the OECD has the only factor. About one third of demonstrated a link between higher Education variation in student achievement is literacy and social outcomes, such as underpins social due to school factors, with other trust in others, participation in factors including raw aptitude and volunteer and associative activities, mobility and equity prior knowledge. 11 Similarly, that an individual can have an someone's educational background impact on the political process, and Education is not just important for 17 does not necessarily determine their better health. Australia’s economic wellbeing, it is future socioeconomic status. also critical to the promotion of social mobility. Research indicates that However, Educational Opportunity there is a strong correlation between in Australia, a report released by The high levels of income inequality and Mitchell Institute, noted that for low levels of social mobility.5 In other students who were not up to standard words, children of parents with high- when starting school, socioeconomic paying jobs are likely to also become background ‘was the most powerful high earners, while children whose factor in determining their chances of parents work in low-paid jobs are

4 | PwC | Education will be the engine room of Australia’s future prosperity Australia’s investment in education

In 2014–15, government spending on and post-secondary non-tertiary Modelling by PwC finds that shifting primary and education in Australia increased faster just 1 per cent of the workforce into education in Australia was than the rate of growth in student STEM roles would add $57.4 billion to approximately $43.27 billion. The numbers, with the spend per student Australia’s GDP (net present value over overall figure for all public education increasing by 11 per cent.20 20 years).21 spending (including early childhood As a nation, we are making a significant The key is how the funds can be used to education and development, tertiary investment in education, and it achieve the most effective outcome. education and other associated costs) continues to provide returns in terms of Greater national wealth or higher was $84.57 billion.18 productivity, social wellbeing and our expenditure on education does not Australia’s total (public and private) overall standard of living. guarantee better student performance. expenditure on primary to tertiary Among high-income economies, the Federally, the National Innovation and education as a percentage of GDP was amount spent on education is less Science Agenda (NISA) places a strong 5.6 per cent, slightly higher than the important than how those resources are emphasis on the role of education in OECD average of 5.2 per cent. Annual deployed.22 Despite having an developing the skilled workforce of the expenditure per student for 2013 was in education budget approximately four future, particularly in the STEM line with the OECD average for primary times smaller than Australia’s, Poland disciplines of science, technology, education and slightly higher than the was able to improve student learning engineering and mathematics. average for secondary education.19 outcomes by almost three quarters of a Between 2008 and 2013, total spending school year between 2000 and 2006.23 on primary, secondary

Average reading performance in PISA and average spending per student from of 6 to 15

Source: PISA 2009 Result: What Students Know and Can Do: Student Performance in Reading, Mathematics and Science, Table 1.2.3 Statlink http://dx.doi.org/10.1787/888932381399 PSIA 2009 Result: What Makes a School Successful? Resources, Policies and practices, Table IV.3.21b. Statlink http://dx.doi.org/10.1787/888932382216 Note: Twenty-three partner countries and economics did not report data on cumulative expenditures.

PwC | Education will be the engine room of Australia’s future prosperity | 5 Current school education system performance

In the most recent PISA results our of education than other OECD education system was classified as countries (19.2 years of education high quality and high equity. The between the ages of 5 and 39, nearly Australian average also shows Year 4 two years above the OECD average of and Year 8 students performing above 17.5 years).25 Australia also has one of the OECD average for reading, the highest levels (43 per cent) of science and maths.24 On average, tertiary-educated adults among Australians participate in more years OECD countries.26

Percentage of variance in performance in mathematical literacy explained by the ESCS index (r-squared x 100)

Note: Shaded diamonds represent countries in which the strength of the relationships is significantly different to the OECD average.

6 | PwC | Education will be the engine room of Australia’s future prosperity AUS v. OECD averages (PISA)

While many aspects of the Australian The Graduate School of At present, the rate of change of school education system are strong, Education has found that ‘Australia workforce requirements is more rapid various measures consistently has one of the widest gaps of all than the pace at which we are indicate that it is not operating as well developed nations between the reforming our education system in the as some other nations and systems. achievements of our highest and broadest sense. Consequently, we are The 2015 Trends in International lowest performers’ and cites producing more people with skillsets Mathematics and Science Study ACER’s finding that ‘Australia’s that may not be suited to the future, report showed that Australian overall ranking in 15-year-old who will struggle to find ongoing students are demonstrating about the attainment is significantly behind employment and to be active same levels of skills in these areas as nations that were equivalent to us contributors to society over the they were 20 years ago.27 nine years ago’.30 long term. The 2015 PISA results show that while Clearly, Australia is not seeing the many students have a reasonable same level of improvement in grasp of the basics, they are less able education outcomes as some to apply their knowledge and higher comparable OECD countries. If we order thinking skills to meet real-life continue on the current trajectory, challenges. Australia will fall further behind its peers, and will struggle to remain PISA reveals that the reading and internationally competitive. mathematics skills of Australian 15- Importantly, Australia is falling year-olds are slipping backwards behind in two critical areas that will relative to their peers in other underpin our future prosperity and countries, and also that they are social cohesion – performance and declining in absolute terms.28 For engagement in STEM, and consistent example, Australia’s mean high performance from students from mathematical literacy performance all backgrounds, including those that declined significantly between 2003 are socioeconomically disadvantaged. and 2012 (by 20 score points on If unaddressed, the absence of these average), as has reading literacy (by two elements will have significant 16 score points on average), although implications for Australia. Some of scientific literacy has not changed for these implications within the context the same period.29 of the broader global economy include: the potential for increased levels of unemployment; the stifling of economic growth; and a potential decline in health, wellbeing and social outcomes for our citizens.

PwC | Education will be the engine room of Australia’s future prosperity | 7 Critical success factors for reform

In our work across the school education systems and sectors throughout Australia, PwC are in the lucky position of being involved with and seeing much innovation and many ideas that drive improvements at the local level (see examples below).

Three innovative approaches to driving change in education

Verso learning Pivot professional learning Evidence for Learning Verso is a global education company This Australian start-up, founded Evidence for Learning is an initiative with a ‘ first’ approach to three years ago in Melbourne, is of Social Ventures Australia, with education technology and learning focused on improving assistance from the Commonwealth tools. Verso have created a digital performance in the classroom. Pivot Bank of Australia and the UK’s platform that enables to ask launched an online tool in 2015 that Education Endowment Foundation. questions and students to submit allows students to complete a short Evidence for Learning is a free online their response online. Once a student survey comprising evidence-based toolkit that allows teachers to access has submitted their response, questions that is then used as an evidence base for classroom they can see the responses of their a professional development tool for teaching methods and interventions peers (anonymously) and engage teachers. and measure their cost and impact with them. while giving transparency around the The Pivot tool allows students to robustness of the evidence base. It The Verso learning tool promotes provide feedback on teachers’ helps teachers to understand what engagement of students, provides strengths and weaknesses, which works and why it works. feedback for both students and then delivers evidence and insights teachers, and allows teachers to adapt about how teachers can improve, Evidence for Learning operates right teaching styles to cater for individual differentiated class-by-class. This across the education system to enable needs. Originally developed in teacher data is then de-identified and and support evidence-informed Melbourne, the tool is now used in used to improve the teaching education practice in Australian over 5,000 schools around the world, profession. schools. despite its still limited adoption Pivot is used in over 10,000 within Australia. classrooms and 150 schools across Australia.

8 | PwC | Education will be the engine room of Australia’s future prosperity In addition, through conversation with educators and system architects Case study around the country, a consistent theme emerges of multiple good ideas Raising teaching standards in Scotland that will help school and school Former First Minister of Scotland, Lord Jack McConnell, was responsible system performance, yet significant for introducing a comprehensive package of educational reforms, including variability in the success of these enhancing the professional status and the professional standards of ideas translating into on-the- teachers. To ensure that teaching was an attractive profession to talented ground changes, and relatively few individuals: initiatives being scaled nationally or even across a whole state system. One • the ‘Senior Teacher’ position was developed to ensure that good teachers example that demonstrates the were not leaving the classroom in order to be promoted significant number of great ideas and • teachers that were new to the profession were guaranteed less classroom initiatives is the STEM Programme hours so they could spend more time being mentored by senior teachers Index 2016, released by the Office of the Chief Scientist. This index lists • a jobs guarantee for probationary periods allowed new teachers to over 250 STEM initiatives led by complete their qualifications before entering the profession in a business, , government and reasonable time. community to engage students in To increase the quality of school leadership, head teachers needed to have a studying STEM.31 leadership qualification and all teachers were required to undertake Our research indicates that the crux of continuous professional development (CPD) at least annually. the problem is not the inherent value In order to successfully implement the reform, there was broad and deep or number of the ideas, but rather a engagement across the sector, including unions, teachers and parents. The gap in the resources and capabilities outcome was a significant improvement in the number and quality of people necessary to carry out the changes applying to become teachers, improved morale in classrooms across the (‘operational capability’) and the country, and a subsequent improvement in student results due to better in- necessary support from government class performance by teachers. bodies and communities responsible for approving the change (the ‘authorising environment’). 1. Identify what reforms The skills that will be needed to Successful reform requires finding are required and establish perform the jobs of the future will be ways to implement change, including common ground very different, so employers looking at where other skills and effectively have ‘skin in the game’ In order to implement reform, it’s resources can be co-opted to assist, when it comes to our education necessary to first identify and agree and bringing the responsible system. Not only is their input vital, on what needs to change. Historically, stakeholders together in a way that but they also have a responsibility to divisions between states, and between fosters agreement rather than help shape the education system. exacerbating existing divisions. state and federal governments, have stifled education reform in Australia. The discussion around which reforms We have identified the following Rather than focus on differences, to implement must also take into five steps for implementing all parties involved need to identify account the cohorts that will be reform in the Australian school areas of agreement and build from affected by the reforms. Focusing on education system. there. This could mean working with particular cohorts is necessary in traditional antagonists and engaging some cases; however a broader, them to help find a solution. whole-of-system view should also be taken to identify those reforms that The engagement needs to be both will have the greatest impact across broad and deep. It must go beyond the system. A ‘scan, focus, act’ government to include parents and approach can be taken to hone in on a carers, school communities and small number of reforms that will employers. The requirements for the generate the greatest positive workforce of the future are changing, outcomes for students. and so our approach to education must adapt accordingly.

PwC | Education will be the engine room of Australia’s future prosperity | 9 2. Make better use of standards 3. Get help from people with Case study to improve student learning expertise in reform Getting help from It is critical that the focus of any Implementing change is a distinct and education reform is the impact on unique skill set. Writing in Harvard people with student learning. As Professor John Business Review, Ron Ashkenas has expertise in reform Hattie has (very reasonably) said, ‘no observed ‘most studies show a 60–70 matter where they start, every kid per cent failure rate for organisational The Principals Management deserves that year of growth [for every change projects – a statistic that has Development Programme (PMDP) year of education]’.32 This requires stayed constant from the 1970s to in the KwaZulu-Natal region of better measurement and an approach present’.33 It is therefore important to South Africa is an example of that is standards based and prioritises seek the assistance of people who successfully drawing on specialised student learning outcomes above all have this expertise, wherever they skills from outside the education else, including the views of vested may be. For education reform, this sector to improve educational interests and lobby groups. means looking beyond the education outcomes for students. The system where necessary to draw on Ensuring that teachers are aware of program is centred on the concept skills from the community, from the impact that they are having on the of co-ownership between industry, or from other repositories of student, and taking a student-centric government, the private sector and knowledge. We should not be afraid approach to teaching, is critical. The service providers who work as to seek assistance from different ultimate goal is to give students the co-managers and partners. PwC players and bring different skills to become a well-rounded, South Africa is one of the private capabilities to bear in making change. sector partners supporting this resilient member of society capable of program. making a positive contribution to the Making change at a system level social and economic goals of the requires a different skill set to The PMDP was modelled on community. running a school system. There is a corporate sector development vast body of knowledge around the Standards provide a baseline for training for basic management development of the teaching measuring the success of any reform, competencies. The results speak for profession, but to drive change at a which is vital to deciding what is themselves. In 2010, the first year broader level it is important to look working and what isn’t. They are also of full rollout for the program, of beyond the sector and get help from important when it comes to the 197 schools that offered Year 12 people with the specific skills and embedding equity and access – there was an average improvement experience required to implement important principles of our school of 15.8 per cent in their pass rates. widespread reform. As our work with education system – by ensuring that Of the principals that completed the KwaZulu-Natal province in South those students who are under- survey, 87 per cent said they had Africa shows (see case study below), supported or under-performing can experienced positive changes to there is a largely untapped wealth of be brought up to standard. their management practices that experience from other professions or could be strongly linked to the industries that can be drawn on to quality and effectiveness of the improve education outcomes. coaches and mentors. Using coaches with specialised management skillsets proved a successful model to uplift capability within the schools and achieve better outcomes for students.

10 | PwC | Education will be the engine room of Australia’s future prosperity 4. Plan to scale up the best ideas 5. Make better use of data and industrialise them and technology Case study Many exciting and potentially game- We need to bring more science to 21st Century Minds changing initiatives are not being fully pedagogical practice. Decision- realised, not due to the value of the makers need to be able to make better accelerator ideas, but rather either the capability use of available data that shows which program – to scale up doesn’t exist, or the reforms are making a difference to authorising environment is student outcomes, and therefore successfully preventing them from being further should be pursued. A solid evidence growing STEM expanded. base is vital to overcoming traditional 34 sector and system boundaries and initiatives Australia can learn from other allowing innovations to be countries and jurisdictions that have STEM skills are recognised as a promulgated across the entire implemented large, broad reforms to critical driver of economic growth education system. their education systems, particularly and global competitiveness. Both from how they were able to get Data is not only vital in building a the public and private sector are alignment in the authorising compelling case for change, it is investing heavily in ensuring environment, and how they were able necessary to measure the success of Australia’s workforce is adequately to identify the capabilities required any reform. It must be used to review skilled to meet future demand. and then drew on those capabilities to progress and determine what is However, despite significant effort drive change. This includes drawing working and what is not working, and and investment, Australia’s STEM on the wider community, including adjust accordingly. performance has been trailing many private organisations and NGOs, other OECD countries. We also need to make better use rather than looking solely to of technology to improve learning Wishing to play a role in helping education departments and expecting outcomes. This means identifying and realise Australia’s potential as an them to provide all the answers. trialling new tools and new innovation nation, PwC launched One lesson that stands out is that methodologies as they evolve and the 21st Century Minds (21CM) when government tackles education using data to measure their accelerator program in response. reform alone it only gets so far, but effectiveness. The tools and Our research suggested that the when governments, business, methodologies that are shown to issue was not the number or merit corporate and communities tackle it deliver results should be promulgated of the ideas, but the limited scale together they get a lot further. We throughout the school education and resultant reduced impact on need pathways to scale up successful system. This requires addressing the the system. models such as those cited previously current restrictions imposed by the This collaborative program sought to ensure there is more richness and authoring environment and to grow and scale STEM initiatives diversity in the tapestry of school operational capabilities that are through mentoring, coaching and education in Australia. stifling innovation. access to subject matter expertise. More planning is required in the The success of the 21CM program implementation phase to understand can be largely attributed to the what will work practically within a collaborative efforts of like-minded school environment. In many organisations and individuals using instances the pilot already exists, but a coordinated approach to achieve it may require ongoing adjustment to the same goal. successfully scale up. A successful pilot in one school has the potential to be successful in another – however, adopting an iterative approach rather than taking a view to simply ‘lift and shift’ is critical to ensuring its success across the broader system.

PwC | Education will be the engine room of Australia’s future prosperity | 11 What can be achieved

We believe that the five items listed While education alone cannot – and above are all critical success factors will not – solve the many problems in bringing about constructive, facing Australia, PwC strongly concrete reform in Australia’s believes that further strengthening education system. If implemented, our education system through the potential returns are significant, successful reform is a goal worth and include: pursuing. • a more effective education system Education will be the engine room of Australia’s future prosperity. • better student outcomes for our For the sake of tomorrow’s nation (for example, economic generation of Australian students growth, increased international we need to act today. competitiveness) • better student outcomes for individuals (for example, well-rounded, critical thinkers who enjoy better health and socially mobility).

12 | PwC | Education will be the engine room of Australia’s future prosperity Endnotes

1. SEEK, ‘5 ways the Australian workforce has to change, according to Bernard Salt’, Future of Work Event, SEEK Limited, June 2016. http://insightsresources.seek.com.au/5-ways-australian-workforce-change-according-bernard- salt 2. PwC, A smart move – future-proofing Australia’s workforce by growing skills in STEM, PwC, 2015. 3. Becker, K and Park, K, ‘Effects of integrative approaches among STEM subjects on students’ learning’, Journal of STEM Education, Volume 12 – Issue 5 & 6, July-September 2011. 4. D’Cruz, Marieke, No Mind Left Behind: Building an education system for a Modern Australia, The McKell Institute, October 2016 5. Corak, M, ‘Inequality from generation to generation: the United States in comparison’, Discussion Paper No. 9929, IZA, 2016. http://ftp.iza.org/dp9929.pdf 6. OECD, Education at a Glance 2016: OECD Indicators, Organisation for Economic Co-operation and Development, 2016. 7. Thomson, S; De Bortoli, L and Underwood, C, PISA 2015: A first look at Australian student’s performance, Australian Council for , 2016. 8. Ibid. 9. Ibid. 10. Ibid. 11. Goss, P and Hunter, J, Targeted teaching: How better use of data can improve student learning, Grattan Institute, July 2015. https://grattan.edu.au/report/targeted-teaching-how-better-use-of-data-can-improve-student-learning/ 12. Lamb, S; Jackson, J; Walstab, A and Huo, S, Educational opportunity in Australia 2015: Who succeeds and who misses out, Mitchell Institute, October 2015. http://www.mitchellinstitute.org.au/wp- content/uploads/2015/11/Educational-opportunity-in-Australia-2015-Who-succeeds-and-who-misses-out- 19Nov15.pdf 13. OECD, The 2013 OECD Survey of Adult Skills (PIAAC), Organisation for Economic Co-operation and Development, 2013. http://hdl.voced.edu.au/10707/271578 14. Cutler, DM and Lleras-Muney, A, ‘Education and Health: Evaluating Theories and Evidence’, NBER Working Paper No. 12352, National Bureau of Economic Research, July 2006. http://www.nber.org/papers/w12352 15. OECD, Education at a Glance 2010: OECD Indicators, Organisation for Economic Co-operation and Development, 2010. 16. Wolfe, B and Haveman, R, ‘Social and nonmarket benefits from education in an advanced economy’ in Kodrzycki, Y (Ed.), Education in the 21st Century: Meeting the Challenges of a Changing World, Federal Reserve Bank of Boston, 2002. 17. OECD, The 2013 OECD Survey of Adult Skills (PIAAC), Organisation for Economic Co-operation and Development, 2013. http://hdl.voced.edu.au/10707/271578 18. ABS, Government Finance Statistics, Education, Australia, 2014-2015, Australian Bureau of Statistics, 2016. http://www.abs.gov.au/ausstats/[email protected]/mf/5518.0.55.001 19. OECD, Education at a Glance 2016: OECD Indicators, Organisation for Economic Co-operation and Development, 2016 20. OECD, Education at a Glance 2016: OECD Indicators – Australia, Organisation for Economic Co-operation and Development, 2016. http://www.keepeek.com/Digital-Asset-Management/oecd/education/education-at-a-glance- 2016/australia_eag-2016-41-en#.WK5MY1WGOpo#page2

PwC | Education will be the engine room of Australia’s future prosperity | 13 21. PwC, A smart move – future-proofing Australia’s workforce by growing skills in STEM, PwC, 2015. 22. OECD, PISA in Focus 13: Does Money buy strong performance?, Organisation for Economic Co-operation and Development, 2012. 23. Programme for International Student Assessment, The high cost of low educational performance – The long-run economic impact of improving PISA outcomes, Organisation for Economic Co-operation and Development, 2010. http://www.oecd.org/pisa/44417824.pdf 24. OECD, Education at a Glance 2016: OECD Indicators – Australia, Organisation for Economic Co-operation and Development, 2016. http://www.keepeek.com/Digital-Asset-Management/oecd/education/education-at-a-glance- 2016/australia_eag-2016-41-en#.WK5MY1WGOpo#page2 25. OECD, OECD Better Life Index. http://www.oecdbetterlifeindex.org/topics/education/ 26. OECD, Education at a Glance 2016: OECD Indicators – Australia, Organisation for Economic Co-operation and Development, 2016. http://www.keepeek.com/Digital-Asset-Management/oecd/education/education-at-a-glance- 2016/australia_eag-2016-41-en#.WK5MY1WGOpo#page2 27. Thomson, S; Wernert, N; O’Grady, E and Rodrigues, S, TIMSS 2015: A first look at Australia’s results, Australian Council for Educational Research, 2016. http://research.acer.edu.au/cgi/viewcontent.cgi?article=1000&context=timss_2015&__hstc=227787458.95a976a1 1dcc1ce716807f8be65a69c7.1488225146017.1488225146017.1488225146017.1&__hssc=227787458.1.148822514602 1&__hsfp=1395116972 28. Thomson, S; De Bortoli, L and Buckley, S, PISA in brief: highlights from the full Australian report: PISA 2012: how Australia measures up, Australian Council for Educational Research, 2013. http://research.acer.edu.au/ozpisa/14 29. Ibid. 30. Melbourne Graduate School of Education, Focusing on the learner: Charting a way forward for Australian education, , 2013. http://education.unimelb.edu.au/__data/assets/pdf_file/0018/804510/Green_4_0_web.pdf 31. Office of the Chief Scientist, STEM Programme Index 2016, , 2016. http://www.chiefscientist.gov.au/wp-content/uploads/SPI2016_release.pdf 32. Pearson Australia, ‘The Politics of Distraction (Part 1)’, Interview with Professor John Hattie, Pearson Australia. http://www.pearson.com.au/community/in-conversation/professor-john-hattie-and-the-politics-of-distraction- part-1 33. Ashkenas, R, Change management needs to change, Harvard Business Review, 16 April 2013. https://hbr.org/2013/04/change-management-needs-to-cha 34. PwC, 21st Century Minds, 2016. http://www.21stcenturyminds.com.au

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PwC contacts

David Sacks Tony Peake Sara Caplan Partner, Education Leader Partner, Government and Partner Public Sector Leader +61 3 8603 6151 +61 2 8266 3882 [email protected] +61 3 8603 6248 [email protected] [email protected]

Emma Hardy Ben Gilbertson Kris Isles Partner Partner Partner +61 3 8603 5759 +61 (3) 8603 0928 +61 (7) 3257 8100 [email protected] [email protected] [email protected]

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