October 20131 Volume 12 Issue 5

The ACE forum for policy, research and practice in education

Peter Karmel, the economics of education and second thoughts on education funding

Educating the whole child: The dilemma of educational purpose

Elida Brereton awarded College medal 2 CONTENTS

Plato coming back: 8 A reflection ABN 19 004 398 145 Published for the Australian College of Educators by Studio 131

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Publisher’s note © Copyright. No part of this publication can be used or reproduced in any format without express permission in writing from the Australian College of Educators. The 03 The purposes of education mention of a product or service, person Professor Bob Lingard or company in this publication, does not indicate the publisher’s endorsement. The views expressed in this publication do not 04 Educating the whole child: The dilemma of educational purpose necessarily represent the opinion of the John Quay publisher, its agents, company officers or employees. 12 Q & A with Stephen Dinham 14 The changing purposes of schooling Don Watts 17 An unequal playing field Keith McNaught 21 Peter Karmel, the economics of education and second thoughts on education funding Robin Ryan 29 Book review: Education, experience and existence: Engaging Dewey, Peirce and Heidegger EDITORIAL 3

The purposes of education

critical and informed citizens, about Even more important is the extent producing future workers of various to which educational outcomes are kinds, about producing good people, themselves affected by economic and about providing opportunities for all? social conditions. International research These are matters traversed in this has demonstrated that higher levels edition of Professional Educator. of inequality predict lower levels of educational performance. It is perhaps Robin Ryan’s article on Peter Karmel - significant that as Australia has become one of the most influential figures in the an increasingly more unequal society, history of Australian education, traces to rankings on PISA and other international its origins the idea that education has a tests of student attainment have declined, significant economic purpose. We are so despite pressure on schools to fix the used to hearing that it is up to schools to economy and assure excellent outcome remedy inequality and/or that education for all students. This is the lesson to must ensure our international economic learn from PISA: more equal societies competitiveness that we scarcely notice as measured by the Gini coefficient any more. Indeed, most educators would perform better overall and have a very concur that a major role of schooling is to limited socio-economic-based tail of promote equality and battle its opposite. performance. PISA demonstrates that There is no doubt that until the we can have both equity and quality. educational level of its citizenry reaches Wilkinson and Pickett’s bestseller, The a certain level, the economic development Spirit Level, also confirms these findings. of a nation is hampered. However, once Perhaps it is time to consider education’s that level is surpassed more education purpose beyond it being an engine for does not, despite all the claims, assure driving national productivity. We also more growth. We are used to hearing need to acknowledge that more equal that the poor performance of schools educational opportunities demand a is hampering national competitiveness, complementary array of social and but we never hear that schools should economic policies. The articles that be congratulated when economic times follow will open up debates about these This edition of Professional Educator are good. explores the very highly contested topic important matters. There is no doubt that a better education of: What is education for? In much the helps individuals improve their life same way that the purposes of life itself Professor Bob Lingard PhD FASSA chances. These opportunities are what will never be fully agreed upon, there will National President also always be debate about what we as teachers hope to offer their students. educators should be trying to achieve for Society however is more than the sum the students in our care. This is a most of all its parts, that is, its citizens. Major timely and needed debate, given there social inequality cannot be ‘fixed’ by are some concerns about the impact of increasing the educational attainment testing on curriculum width in primary of individual students. In a society schools and given the strength of the where there are major inequalities in human capital framing that underpins how different jobs are remunerated and national schooling developments. good stable full-time employment is not available to all, no amount of schooling The Melbourne declaration provides quite will address the problems that flow from a good starting point, I always think, for them. These are economic issues that broader and important discussions about can only be addressed through economic the purposes of schooling. Are schools solutions. about educating all, about preparing 4 OPINION

Educating the whole child: The dilemma of

JOHN QUAY educational purpose

Educating the whole child (or person) Adding to the complexity of this picture These purposes, or variants of them, is close to a mantra for many in education of school is that some parts align more pervade all that we do in schools. As – and it seems to make eminent sense. closely with each other – like subjects/ teachers we perhaps think that we can But what do we mean by ‘the whole activities which emphasise: (1) acquisition simply choose amongst them, but this child’? And by extension, what is ‘part of a of curricular facts; (2) comprehension does not work either – because each is child’? More importantly, how do notions of social issues and perspectives; (3) pressing for attention in all educational of part and whole work when it comes development of vocational skills and work, whether we like it or not. A more to someone’s life? These may seem competencies; (4) freedom to pursue fine-grained analysis of teaching reveals frivolous questions, too deep or distant to interests. These alignments are not the resulting compromises that teachers have any real educational relevance. Yet exclusive, and there is a lot of overlap. must make in order to deal with conflict I suggest they are central to education, However, each can be seen to broadly and confusion amongst this multiplicity and they are intimately entwined with express a different purpose for education, of purposes. Through an investigation of questions about the purpose(s) of resulting in a sense of confusion and teaching over the course of the twentieth education. My intention in this article is conflict around the issue of purpose that century, Larry Cuban (1993) arrived at the to embrace these questions, and by doing is so deeply engrained it is generally phrase ‘teacher-centered progressivism’ so to problematize the way we conceive accepted as a normal condition of school. to capture these compromises. Not of purpose in education, requiring a shift teacher-centered or student-centered, Others have also seen this pattern of in the way we understand how education not traditional or progressive, but multiple purposes accompanied by works for the sake of the whole child. teacher-centered progressivism. Yet such confusion and conflict. In a large scale compromises do not solve our problem The journey through school for most study of schools engaging with parents, because the outcome is merely a mixture young people is one made up of many teachers and students, John Goodlad (playing on the technical definition of parts. We see each school subject as (1984) identified four goal areas of this term used in chemistry) where a part; each co-curricular activity as a schooling. Likewise Herbert Kliebard’s nothing truly combines, leaving us with part; and there are numerous other ways (1986) historical examination of the a mishmash - like a jar of hundreds to breakdown life in school into various struggle for the curriculum highlighted and thousands. This is the nature of the component parts. Schools are pretty good four ideological interest groups, each compromises that accompany confusion at dealing with parts: adding new parts, of which pursued a different purpose and conflict, an insight that John perhaps removing other parts, arranging for education. Also similar is Michael Dewey (1902) perceived regarding the parts in timetables and calendars and Schiro’s (2008) analysis of curriculum educational situation more than other logistical structures. However, through which he suggested four a century ago. understanding the coherence that holds curriculum ideologies. The important these parts together as something whole point to note is the broad similarity across is often fraught. How is it that these these various schemes (see table below). parts make up a whole? And how do they connect with life? Goodlad (1984) – Kliebard (1986) – Schiro (2008) – four goal areas four ideological interest groups four curriculum ideologies

academic humanist (liberal) scholar academic social and civic social meliorist social reconstruction vocational social efficiency social efficiency personal developmentalist learner centered OPINION 5

So how do we get beyond this adult orientated conflict, confusion and compromise to find the child? And not just part of a child, but ‘the whole child’? Here I introduce a way forward in which the parts of education are not subjects or activities per se, but ways of being a person. As children grow, they take on an ever wider range of ways of being. Growth as a person is through these ways of being, which continue to change. Young people (in fact all human beings) are intent on the question of who they are, and they wish to explore this question concretely, within a social context. It is these parts which contribute meaningfully to a whole, which is life itself.

Young people (in fact all human beings) are intent on the question of who they are, and they wish to explore this question concretely, within a social context. The idea of occupation opens up singer are ways of being a person as discussion on the many and various ways lived by these children in their activities of being a person how we live and how we and with their understandings. Individual continue to grow and develop. A job is one occupations in this regard are always at of these, but there are so many more that the same time social occupations – they I cannot claim ownership of this way constitute a person’s life, even a child’s. have specific social meanings relevant forward. It was first mooted about a Speaking about the children he was to a particular social group; they are century ago – but still has much to offer familiar with, Dewey made an effort to list defined socially. With all of this and more today, mainly because we continue to some of their favoured occupations. in mind, Dewey argued that "education confront these persistent issues. This through occupations … combines within way forward was proposed by Dewey, Outdoor excursions, gardening, cooking, itself more of the factors conducive to however he struggled to convey his sewing, printing, book-binding, weaving, learning than any other method" (1916, ideas at the time – another reason why painting, drawing, singing, dramatization, p. 361). Note that this isn’t education for we haven’t witnessed a lot of progress. story-telling, reading and writing as active future adult occupations, but through Dewey struggled mainly because the pursuits with social aims (not as mere occupations relevant to the current main word he chose to convey different exercises for acquiring skill for future use), experiences of a group of peers. ways of being a person – occupations in addition to countless variety of plays and – came to be associated with just one games, designate some of the modes of Understood in this way, occupations are educational purpose and was thus caught occupation (Dewey 1916, p. 230). the parts of a child (of life) we should Goodlad (1984) – Kliebard (1986) – Schiro (2008) – in the conflict and confusion. But for be concerned with educationally. We four goal areas four ideological interest groups four curriculum ideologies While expressed here as activities, Dewey occupation did not merely mean an tend to consider the parts of education occupations involve being a certain adult job. It is my task, then, to attempt to be activities or subjects. We commit academic humanist (liberal) scholar academic type of person: a gardener, a cook, a to clarify in a basic way what occupation to teaching these various parts (usually social and civic social meliorist social reconstruction painter, a singer. However, occupations means here and to illuminate how it sequenced according to knowledge and are not only defined in an adult sense vocational social efficiency social efficiency contributes to our understanding of skill development) and believe we are as if children are just striving to become educational purpose. constructing a whole person. But is a personal developmentalist learner centered adults. Gardener, cook, painter and person actually constructed in this way? 6 OPINION

This concept is in error: it is a limited view The problem and the opportunity with the of life. Life isn’t merely activities, nor is it young is selection of orderly and continuous simply subjects or topics – it is more than The general end- modes of occupation, which, while they lead that. Life is occupational: occupations are in-view for being a up to and prepare for the indispensable the lived wholes of human life, they are activities of adult life, have their own who we are. In this way an occupation is student is successful sufficient justification in their present "a continuous activity having a purpose" completion of the reflex influence upon the formation of (Dewey 1916, p. 361) as well as being habits of thought (Dewey 1933, p. 51). "an organizing principle for information assessment, which is The purposes of education cannot be and ideas; for knowledge and intellectual usually some form of achieved when adults believe that who growth" (p. 362). Occupations are ways young people are can be set aside until of being a person – and at the same test to be judged by after school – thereby elevating various time they are ways of doing and ways teachers. forms of being a student to the main way of knowing. Occupations thus offer a of being a person at school and creating a deeper understanding of education raft of problems for young people related as this connects with life – beyond to purpose! In order to move on from our just pedagogy (what we’re doing) and adult fixation on young people spending curriculum (what we need to know). The heart of the issue gets back to that of purpose, which in everyday educational years being students only – aimed at a Yet when we consider schooling terms is discussed as student future in the adult world that only adults through this occupational lens, engagement. Purpose is central to every can really see. We must see young people especially secondary schooling, we see occupation. Dewey describes a purpose for who they are now and support them a fairly limited range of occupations as an "end-in-view" where this means through those occupations which will add on offer (even when including co- the purpose is tangible or "close" (1938, to their life’s growing repertoire and carry curricular activities). The main school- p. 158). A purpose must be close enough them forward to a future they can grasp. based occupation is that of student, that it is actually in view in a living sense, This is the way through the dilemma of pupil, learner. To get the gist of this within an occupation – it can’t be so educational purpose, as it is the way to occupational meaning one must distant as to be beyond the horizon of the educating the whole child. really think about what it is to be a lived occupation. Here lies the problem John Quay student – putting yourself in the shoes with being a student. The general end- of a student – and experiencing life again in-view for being a student is successful from this perspective. Remember what completion of the assessment, which is References it was like to be in Mr Smith’s year seven usually some form of test to be judged by Cuban, L. (1993). How teachers taught: science class? This was one of your teachers. However, for most adults the Constancy and change in American classrooms, occupations, revealing the level of nuance purpose of being a student doesn’t lie 1880-1990 (2nd ed.). New York: Teachers at which occupations operate. Seen in within being a student, it exists beyond College Press. this occupational way, it can be argued being a student – in adult life. Dewey J. (1902b). The educational situation. that the main purpose of schools is to Chicago: The University of Chicago Press. educate young people to be students. The message for adults, for educators, Being a student fits neatly into Dewey’s is that life is not merely a constructed Dewey, J. (1916). Democracy and education. account of how an occupation functions accumulation of parts made up of New York: The Free Press. sequences of knowledge and skills. Life educationally. Dewey, J. (1933). How we think: A restatement of is lived occupationally; it is ‘built’ from the relation of reflective thinking to the educative It calls instincts and habits into play; it is a birth to death as many and various social process (rev ed.). Boston: D. C. Heath and foe to passive receptivity. It has an end in occupations. We thus learn knowledge Company. view; results are to be accomplished. Hence and skills in occupations, whether we are it appeals to thought; it demands that an aware of it or not. Educating the whole Dewey, J. (1938). Logic: The theory of inquiry. New York: Holt, Rinehart and Winston. idea of an end be steadily maintained, so child means understanding the whole that activity cannot be either routine or child through this lens of occupations, Goodlad, J. I. (1984). A place called school: capricious. Since the movement of activity for it is these that provide purposes as Prospects for the future. New York: must be progressive, leading from one ends-in-view: the tangible reasons for McGraw-Hill. stage to another, observation and ingenuity needing specific knowledge and skill. Kliebard, H. M. (1986). The struggle for the are required at each stage to overcome Therefore occupations offer the seeds of American curriculum: 1893-1958. New York: obstacles and to discover and readapt educational opportunity, as Dewey Routledge. means of execution. (Dewey 1916, p. 361) was aware. Schiro, M. (2008). Curriculum theory: Conflicting visions and enduring concerns. Thousand Oaks, CA: Sage. OPINION 7

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Plato coming back: A reflection KIERAN EGAN

Introduction Reflecting on the moral purposes If I had been a Heathen, is not all there is, or that it is a front of education can lead too easily to I'd have crowned Neaera's curls, for deeper meanings. It may be a front generating an image of an ideally And filled my life with love affairs, made of illusions or disguises which educated person. This is, of course, My house with dancing girls; . . . hide another different reality below or a dangerous route because everyone’s behind it. Or it may be a front that is But I, I cannot read it ideal image is rather different from not so much a disguise or illusion as a (Although I run and run), everyone else’s (and usually looks like starting point into deeper recesses not Of them that do not have the faith, the image-generator in light disguise). immediately apparent on the surface. And will not have the fun. Even naming the main components of The sense of the immediately accessible one’s conception of a well-educated Chesterton seems to have believed world as an illusion or disguise of a person gets one into immediate trouble, that the constraining of behavior to different and 'more real' reality behind and conflict with those who do not share what he thought of as moral only it has a long heritage, as has the related one’s view, or who want to allot different sensibly happened if one believed in belief that overcoming the illusions and values to the various components. a Christian God who had laid down recognising reality is a condition for any Notoriously, any attempt to describe the the rules. Today, with the large-scale adequate moral life. moral condition of the well-educated rejection, or perhaps rather sloughing person—apart from all the philosophical off, of traditional religious faiths in Chuang Tse long ago, in what is perhaps problems in trying to pin down an much of the western world, there is his best known playful reflection, acceptable notion of 'moral'—will nevertheless in many people a sense suggested that we are like a man who run into disagreements about what that moral behaviour and an ideally well- is asleep. In sleep that person may are taken to be the sources of moral educated person requires some form dream, and may even dream that he behaviour. That is, to put it crudely, of transcendent, more reliable bedrock is dreaming. But when he wakes, he some conceive of moral behaviour as for everyday actions than pragmatic realises that it was a dream. And so for requiring some transcendent beliefs relativism. us, perhaps some day there will be a to anchor morality and other do not. great awakening when we will realise In general, reference to something more I am reminded of G.K. Chesterton’s this everyday world was just a strange reliable than our conventional forms of poem “The song of the strange ascetic,” dream. A little later, some way from behaviour has involved the belief that the which includes: Chuang Tse, another mystic, jokester, everyday world accessible to our senses FEATURE 9

dreamer, and philosopher, Plato, believe that. For Plato, the first task of suggested a similar image. Our life education was to begin disturbing the is like that of prisoners looking at the conventional beliefs children pick up in Many mystics and Plato shadows on a wall, imagining that those their earliest years. philosophers struggled shadows are all reality. But, by releasing Later, when students approach the prisoner within us, we can come to to articulate their vision adulthood, they need to engage in the see that reality is more abundant and to their disciples, but coming back: kinds of careful inquiry that can help to rich, and as different from the shadows shuck away all false assumptions, and Plato’s insights led him of everyday experience as a dream is discover the nature of things. This will to reality. Moral agency requires being to put into practice an require many years of study along with a A reflection properly awake, able to deal with reality. aggressive educational kind of sanctity. Plato's educated person is more like our modern notions of a program designed to turn Plato combination of the monk or nun with the the mind of the student What remains a little peculiar about scholar. from the conventional Plato is the direction his inquiry into the What is a little odd to us today is his and confused view of the world beyond our senses took. Many insistence that the moral life can be mystics and philosophers struggled to achieved through an austere study of world to a perception of articulate their vision to their disciples, mathematics and the sciences, while the truth about reality. but Plato’s insights led him to put into he expresses considerable suspicion practice an aggressive educational of the arts' ability to aid us in such a program designed to turn the mind development. Today something like of the student from the conventional the opposite is assumed. That is, and confused view of the world to a the arts are assumed to provide the perception of the truth about reality. stimulus to the kinds of sensitivities and He imagined this process taking most of sensibilities that help to carry us in the a person's life. It begins in youth, when directions of moral life. The study of the the child's mind is defenseless against finest literature is supposed to bring illusions. Like most great educational to life, within students, ways of seeing thinkers, Plato was less concerned about deeper meaning in the world and their how to get students to learn but rather experience. (Mind you, if this is the case how to get them to unlearn the errors you would expect English professors they accumulate in their early years. to be the finest exemplars of these This old assumption seems recently to particular virtues. A look at any typical have become common again—and is English department in a university will now taken as a great insight produced by show the absurdity of such a proposition. modern empirical research that shows Also, it is salutary to bear in mind how students' fallacious folk-knowledge Anthony Burgess's fable A Clockwork of physics and other sciences is rarely Orange, in which the central character's adequately displaced by a their school love of the finest music stimulates him science classes. It's always naughtily to sadistic atrocities.) amusing to see modern researchers, Plato's concern, however, is never with ignorant of the history of their area of simply mastering the facts of a subject, study, rediscovering ancient ideas and as though accumulating knowledge trumpeting them as their own most by itself would somehow produce an modern findings. educated person. (A.N. Whitehead says Initially, Plato says, our minds are that such a program would more likely dominated by the appearances of things. produce the greatest bores on God's We assume the world is the way it first earth.) Plato argues that disciplined appears to us; how it seems is how it is. knowledge is required so that we can The stories we are first told about the break down the illusions of our early world are those we mostly die believing. understanding. That is, one primary If children are told the world is flat requirement in Plato's morality is a and rides on the back of a turtle, they precise and careful knowledge of the will interpret their experience in these way things are. The scholarly virtues of terms; if they are told they are on a vast precision, care, and meticulous honesty orb spinning in endless space, they will are rare enough at the best of times, but 10 FEATURE

are nevertheless bases for moral life in reality of our world and experience. his scheme. He acknowledges that this We might also add the reductio ad educational process isn't everyone's cup absurdum mentioned above about of tea, but he thinks it is the best human English professors. If this view of the arts life has to offer, and following the path were true, then the artists and writers through rough ground is consequently of our time would be the exemplary worth a bit of trouble. exponents of this form of moral existence. Perhaps one sees the marks of a deeper Along with the intellectual disciplines understanding of the nature of things come physical and moral disciplines. in artists as a whole than one does in, Students cannot gain the benefits of a say, bank officials as a whole? I'm not moral life if they are cowards. Physical convinced that is really the case. The courage is required, and he outlines a expectation that it is true that artists are program that will encourage this. Central closer to more intense human experience to moral development is the recognition than bank managers seems to me rather that there are things worth suffering for a hangover from one of the cheaper and worth dying for. These disciplines images promoted by Romanticism. Of will ensure that "we will not defile our course the very best poets, say, might souls" and that all will be well with us exemplify some of the virtues we are when we cross the river of Lethe. "Then looking for, but so might some of the best we shall be at peace with Heaven and bank managers. with ourselves." This is his promise as one of the fruits of successfully fulfilling But how are we to bring it about today? his educational program, and those are Some of its constituents seem clear the words with which he concludes his enough to go to work on devising such Republic, and its search for how justice an educational program. It must begin can be made supreme in human affairs. of talking in a democratic age? If that by encouraging children to question the lengthy and intensive study, discipline, conventional beliefs they form about the Education and the moral life and refined virtues are the price maybe world and experience. It will need also to in a postmodern age the moral life can be left to those few who introduce them into the variety of ways are turned on by such austerities. people have struggled to make vivid a All that may be fine for ancient Greeks, range of intense human experience, and The great ally in the battle to encourage you might think, but what relevance to introduce them into the delights of students to discover and explore can it have to a world of Kmarts, scholarly virtues, like precision, caution, the disillusioned life and carry our Macdonalds, and postmodern irony? careful and intense observation, and minds beyond the ubiquitous illusions Well, today we are no less concerned that delight in discovery. It will need to open encouraged by typical Hollywood products students understand the world and their to them the pleasure of self-sacrifice for and those of other media assumed to be experience in more than the conventional the good of others, with no expectation of the arts. If we get them reading poetry terms they will pick up from everyday return. It will need to engage them in the rather than hearing the lyrics of the life in society and from modern public strange pleasures of discovering the past latest pop songs or country music, or media. Indeed, educational institutions and how it shaped the present. listening with joy to Schubert rather than seem often to be at war with a crude ubiquitous pop music, then, it seems materialism and cruder cultural forms Yes, that's right—the curriculum! The to be believed, we will be leading them encouraged by the 'entertainment problem is how to bring that mass of in the direction of a richer appreciation industry.' If by moral life we mean material to life in new minds. I think of their world. And if we get them recognition that human experience we have given up on Plato’s program writing and composing their own poetry offers richness and intensity beyond the too easily, and that ease was perhaps and music, then, it seems commonly surface of easy gratification currently so helped along by forgetting the part about assumed, we are educating them well readily available, how are we to make its courage, precision, and the virtues of in the direction of a more intense and rich appeal as great as that easy gratification? scholarly life. People remembered only human experience. Before going further Perhaps, after all, that richer intensity the knowledge and forgot the virtues with these assumptions, it may be worth isn't everyone's cup of tea, and those who it takes to learn it adequately. And, of pausing to reconsider Plato's objection gravitate towards it are the only ones who course, if we ourselves lack the virtues to them. are likely to enjoy it, so why bother trying whose value we hope to persuade students into taking on, what hope is to proselytize the mass of students who His first objection was that these arts there? are satisfied with the surface sensations are themselves illusions, diverting us of experience. And, anyway, isn't this an from the deeper, more serious tasks appallingly élitist and unpermissible way of understanding and experiencing the FEATURE 11

Conclusion For Plato, virtue and knowledge are tied Truth' is not just a collection of facts. together, and so the pursuit of truth Truthfulness, the search for truth, for a is centrally a moral enterprise. This is closer connection between thought and I think we have something Plato is supposed to have been reality, demands and affects an exercise given up on Plato’s plainly wrong about; he made a category of virtues and a purification of desires . . . mistake which later philosophers program too easily, Thought, goodness and reality are thus have pointed out. But the obverse part seen to be connected" (1992, Metaphysics and that ease was of Plato's belief at least seems true. As A Guide To Morals. London: Chatto and Egotism and selfishness in their various perhaps helped along by Windus p. 8). forms, and other moral inadequacies, forgetting the part about breed illusions and confusions whose Plato built this observation into a complex courage, precision, and result is the impossibility of attaining educational program, and we might give the kind of understanding of which Plato more attention to his ideas in light of the virtues of scholarly presents us with an idealised picture. our own conspicuous lack of success in life. While the love of truth is perhaps, as A. generating in modern students much E. Housman put it, "the faintest of all sign of morality, love of truth, and the human passions," one might have greater disciplines that understanding the world sympathy with Plato's point by seeing requires. it in the terms Iris Murdoch uses: Kieran Egan

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Professor Stephen Dinham OAM FACE is President-Elect of ACE. He is a former ACE NSW Branch President and a recipient of an ACE Fellowship (1999), the Sir Harold Wyndham Medal (ACE NSW, 2005) and the Sir James Darling Medal (ACE Victoria, 2010).

PE: How did you become reports, portfolios and most importantly, publications, policy work and advocacy, involved with ACE? site visits where we watched teachers although this influence has waned teach, something many other awards somewhat and needs to be renewed. SD: I joined ACE in 1989, my first year fail to do. The other aspect was the as an academic after having been a high research derived from the process which PE: What challenges does ACE school teacher for 14 years. I hadn't been was published widely both through ACE face today? greatly aware of the College until then and internationally. i We had a terrific although in the same year I had my first cross-sectoral steering committee for SD: Most professional associations refereed article published in Unicorn. I these awards and the QTA soon became and unions are experiencing declining joined one of the western Sydney regional the benchmark in the profession. There membership and an aging profile and the groups and not long after joined that are now many more awards available College is no exception. The challenge is group’s committee. I’ve been on ACE of varying rigour and credibility and to remain relevant, influential and to add committees ever since. the NSW quality teaching awards have value to Australian education at all levels ceased, but the lessons learned continue from the individual member through I was elected to the New South Wales to be utilised. to the nation as a whole and most Chapter (now Branch) committee in importantly, to influence in a positive 1994 and became NSW President in way the educational outcomes and 2000. That same year ACE was asked PE: What has been the opportunities of young people. by the New South Wales Minister for attraction with ACE? Education to develop a new Quality There are other challenges closer to SD: I have been involved with many Teaching Award (QTA) to recognise home associated with membership other professional associations but ACE and research exemplary teaching and I including the financial viability of the appeals because it is a 'broad church', chaired the committee responsible for College. ACE has been forced to downsize as a former national president Dr Ken the QTA until I left NSW in 2007. This to some degree and now occupies Boston AO FACE termed it. The fact award was based upon the professional office space in the Melbourne Graduate that the College covers all sectors and standards for teachers developed by ACE, School of Education at the University of levels of education makes it unique in AARE and ACSA under the leadership Melbourne. This relationship is more than the Australian educational landscape. of the redoubtable Dr Paul Brock AM just a landlord - tenant arrangement and The ongoing attraction for me with ACE FACE, a great friend and outstanding has been mutually advantageous. It is has been the outstanding quality of the educator who was a key member of the our aim for this collaboration to further membership. Almost without exception QTA steering committee. These awards develop and strengthen. I have found College members to be covered teachers from early childhood highly professional, talented, committed It is no secret that 2012 was a very through to university levels and from all and generous with their time and difficult year for the College and it is sectors. This was ground-breaking work expertise. The calibre of its membership pleasing to see improved financial devising a standards-based process is the College’s most valuable resource. and governance performance in 2013 to assessing teachers’ performance Another attraction has been the influence and a heightened level of activity at all which was both developmental and that ACE has been able to bring to levels. The National Office has a small judgemental. We utilised referees’ bear in education through its research, Q & A 13

staff under an experienced CEO in and stigmatisation of teachers, schools past 10 years and to chart key future Catherine Pickett and is working hard and education generally achieves nothing developments based upon this progress to restore stability and financial viability of a positive nature. and the current context. to the College with pleasing results. The There is a view gaining traction that Returning to the challenge of National Board under the leadership corporate approaches, freer education membership I think we had been too of Prof Bob Lingard has also worked markets and competition will deliver us focused on trying to formulate strategies very hard during this period to put the better educational outcomes. This has yet to attract members and to market the College on a sounder footing whilst state to be proven anywhere else but we can College rather than thinking of the and territory branch committees have expect to see charter schools, so-called contribution potential members might continued to promote and support the free schools and academies - in effect wish to make to education through College. However, it is the grassroots of publicly funded for-profit private schools participation in ACE. It is not always with Stephen Dinham the College that is vital to its survival. - as has occurred in Britain, the US and possible to speak up as an individual in Our regional groups and committees do now New Zealand. The evidence of the one's professional role, but it is possible a wonderful job in promoting education, benefits of such approaches is either to speak collectively and powerfully fellowship, professional learning and in lacking or questionable but the main through a professional association such recognising the outstanding contributions consequence seems to be middle-class as ACE. of their colleagues. We need to grow the flight from public education. Corporate membership at the local level and to offer In the next few years it is vital for ACE role models, values and practices being to younger educators the opportunities to reconsider its mission and to fulfil its pushed for education are of questionable provided by the College for members to responsibility to speak on behalf of the value, particularly when one considers contribute and to grow as professionals. profession in collaboration with other the overall performance of the corporate If every member and fellow of the professional associations. It is a reality sector in recent times. College could sign up one new member that ACE and these other associations during the coming year our financial have lost their seat at the table when it situation and what we could achieve for PE: What needs to happen? comes to policy and decision making in our members and the profession would SD: We need to stop regarding education Australian education. If we can't reverse improve dramatically. as a cost or commodity and start thinking this trend the College will have become an irrelevance and an anachronism and it Australian education is at a crucial again about education as an investment is likely that education will be steered into juncture and I've written elsewhere ii in the personal, social and economic dangerous waters because the profession about our loss of confidence and how we prosperity of the nation. has been silent, ignored or silenced. are being distracted by a fixation with the performance of other nations on However, I am confident that this will not international measures of achievement. be the case and that our membership Governments and educational systems We need to stop will provide the necessary momentum seem to have stopped listening to regarding education for ACE to move forward and to be educators and are taking their lead from as a cost or commodity increasingly influential in the complex the corporate sector, economists and debates over, about and within Australian others. There has recently been a change and start thinking education. We cannot afford to fail. of government federally and what this again about education i See McCulla, N.; Dinham, S. & Scott, C. means for education is unclear. as an investment ... (2007). ‘Stepping Out from the Crowd: It is vitally important for the College to Some Findings from the NSW Quality strengthen its work in the policy and Teaching Awards On Seeking Recognition advocacy spaces. We need to argue from for Professional Accomplishment’, Unicorn a position of evidence in order to counter Online Refereed Article, ORA 51, pp. 3-32.; Dinham, S. & Scott, C. (2003). ‘Benefits some of the half-baked misinformed To Teachers Of The Professional Learning solutions to the so-called problems of Educators need to find their voice in Portfolio: A Case Study’, Teacher Development, education. There is no doubt that we the current debates and the College is 7(2), pp. 187-202. have slipped on world rankings to some well placed to facilitate this process. ii extent but our performance overall is still In 2003 ACE brought together 15 Dinham, S. (2013). ‘The Quality Teaching admirable. We can't rest on our laurels professional associations to develop a Movement in Australia: Losing Our Confidence, Losing Our Way and Getting Back on Track’, and we need to build on a foundation National Statement from the Teaching Phillip Hughes Oration, Australian College Profession on Teacher Standards, Quality of what we know works in Australian of Educators, ACT Branch, Canberra, 28th education contexts without slavishly, and Professionalism. In 2013 we are February. Available at: http://austcolled.com. unthinkingly seeking to copy Shanghai or reconvening a range of professional au/article/2013-annual-phillip-hughes-oration Finland. We still have much to be proud of associations to revisit this statement ; Dinham, S. ‘The Quality Teaching Movement in Australian education. Blanket criticism in the light of developments over the in Australia Encounters Difficult Terrain: A Personal Perspective’, Australian Journal of Education, 57(2), pp. 91-106. 14 FEATURE

The changing purposes of schooling DON WATTS

I have been involved in education for 75 My parents had great respect for all my The most remarkable difference years, the period since, at the age of 5, teachers, as did I. When, from time to between learning in both schools and I commenced my adventures in time, my exuberance led to behaviour university in the 1950s and 1960s was the education at Dalkeith Primary School in demanding sanctions I never told them understanding that what you learn today Western Australia. I spent 1942, amid because I did not think it wise to risk will be a necessary prerequisite of what concerns about the possible invasion of earning a second dose. Both my parents was to follow. What was taught in one the West Coast, at Mukinbudin Primary had a view that, like my brother, I would year had to be learned well because this School in the northern wheat belt. In proceed to UWA to do something of learning was to form part of the building 1943, I returned to Perth and East my choice, excluding medicine that was of an inventory of knowledge that would Claremont Practicing School, a not then available in 'the West.' become a necessary foundation of your demonstration primary school future learning. In the 20 years I describe I discovered associated with Claremont Teachers’ some very ordinary teachers and some Sometimes as I look back the connections College. From here in 1946, I moved who were quite outstanding. None, did I seem tenuous. When I sat for the to Hale School, an independent school feel, was other than a good person and Junior Certificate at the end of Year 10, with very ordinary facilities at that time, all were trying hard. I guess the attitude I presented in four languages, English, and teaching staff who were either very of our generation was that where the French, Latin and German, along with two old or young having returned from war- teaching had deficiencies we simply had mathematics and two physical sciences. service. Some were completing their to apply ourselves a little more. There How I finished up with a collection of four studies at Teachers’ Colleges. In 1951, I was never any feeling that we were not languages I have no idea, but I have never went to UWA to study physical sciences on the same side. It strikes me that in regretted these experiences. I gained a eventually emerging with a PhD many schools you do not find this spirit real grounding in grammar, which I never degree and a research scholarship at today. In particular, there is evidence found absorbing in English classes. I University College London. that many parents accept no learned a bit about national differences My parents had both left school for responsibility for their role in creating but, above all, I gained a knowledge of work at the age of 14. My brother was attitudes that reinforce the difficult how to learn and to self-motivate when 15 years older than I and had a degree role of teachers in the complex school the task was difficult and the other in languages and a Dip ed before I environment of the 21st century. It disciplines of mathematics and physical entered secondary school. Most of my seems to me that on the whole teachers sciences provided little challenge to me. peers were first generation university are doing a better job than parents in I found the processes of education bound. adjusting to the culture of 2013. absorbing because of the way in which longitudinal relationships were obvious FEATURE 15

in the development of understanding. are set through statutory bodies that, that it would be discriminatory to provide I trusted the processes of schooling using false values about the connections children with a second chance to master because we had glimpses of how between standards and discrimination, essential competencies, thus creating knowledge was structured and built. have lowered the expectations of 12 years renewed confidence and an ambition to of schooling. After years of complacency continue to learn? My observation of schooling today is that about these trends a number of States the discipline that links the development There is little doubt that without are, at last, expressing dismay about the of learning as sequential processes unambiguous objectives for, say, the learning background of those seeking building on accumulated knowledge and first three years of schooling, perhaps to qualify for teaching careers. The understanding has been lost. It might 20 per cent of each cohort are already problems and the current solutions, be possible to present some subjects accumulating deficiencies that will as expressed by the New South Wales as isolated experiences sampling from continue to multiply. It is in the interests Government, while presented as a way an endless smorgasbord. However, it of this group of students that each be of improving the talent of those entering seems to me that mathematics, the given a year in school proving their teacher training, one more likely simply to physical sciences and languages must be readiness to move to the next challenges diminish the size of the recruitment pool developed and taught through processes with the competencies demanded by the leading to an undersupply of teachers. that recognise and then benefit from next stage of schooling. imbedded sequential processes. To ignore It is time that Australia realised that I offer the figure of 20 per cent of this sequentiality and not to use accumulated those who qualify to train as teachers are population as provided in discussions knowledge as an advantage creates false simply the obvious tail in a school-leaving with teachers involved in the teaching views about what is difficult. population which has studied in a system at this level. It appears to me that there demanding little in standards. It is easy to see the influences that led is no cumulative testing procedures in to this difficulty in developing depth of use that would provide a measure of understanding through planned use of readiness to use the sequentially related sequential knowledge. It stems from I suspect that elements of prescribed learning. not having teachers who have studied At the end of the primary school, there these disciplines and prefer to prepare some 20 per cent of the should be further rigorous testing lessons that are part of a series of stand young entering Year 4 at against the expectations established as alone experiences that do not reflect school are lost because the prerequisites of secondary schooling. the nature of these disciplines and their The young provided with testing systems historic development. An understanding of deficiencies already and knowledge about the standards of this history shows clearly how our obvious to teachers and expected will respond. current knowledge flowed from logical growth in understanding which led to new not acted on. Progressively our schools have been challenges and new knowledge. indoctrinated with the view that to examine rigorously and to diagnose At the end of Year 12, I sat for external learning deficiencies is damaging to the examinations in seven subjects (English, child. The alternative of allowing French, three different mathematics There is no doubt that elements of progression upwards through school subjects, chemistry and physics.) In discrimination were obvious in the without forthright assessment is the Western Australia, these examinations systems that operated when the foundation of discrimination. Children were largely under the control of the universities controlled the specification who have obvious learning deficits and UWA. All these subjects were specified as of end of school standards. However, their parents must be made aware prerequisites to studying these disciplines what we now have is a schooling system that there are as many reasons for at the university level. Today, entry to that secures the privileged in a system of the young to find learning difficult as university specifies very few prerequisite lower standards. there are children in a class. A year requirements and many accumulate I suspect that some 20 per cent of the invested in providing an opportunity to enough credit for university entry from young entering Year 4 at school are lost gain competence is the least Australia presenting in only four or five subjects, a because of deficiencies already obvious can do. In a creative environment with number of which are examined at lower to teachers and not acted on. These good teaching an extra year invested in levels. A good percentage of the young deficiencies clearly establish a foundation creating learning confidence is the only are less challenged academically today for discrimination. How can we expect respectable path to the achievement of than those who completed schooling in children who display such discrepancies equitable outcomes. the 1960s. after three years in schooling to thrive in The system of complacency built into the Over the years universities have given up their fourth year while, at the same time, primary schooling in Australia simply their control over the learning outcomes making up the objectives expected but assures the young that, no matter how of twelve years of schooling. Standards not mastered in the three previous years? What possible logic leads us to accept seriously they treat learning in the 16 FEATURE

future, they will not make up ground, at war with the dynamics of schooling Our children are empowered to aspire unless of course, the rest of the class is and appreciated the new environment of unrestrained for success in any sport forced to stand still. No one gains from technical schools that provided training and, of course, opportunities exist for our this philosophy. oriented to employment but, of at least children to flourish in music and the arts. equal importance, were able to admit to It is incongruous if those who excel as While we continue with a philosophy deficiencies accumulated in first years of scholars are restrained to develop in a that no one will be disadvantaged by schooling and to look to have another go. system designed for the average. This not learning in the first three years of When I was studying at university I was system fails those who are inspired to do primary school, the corollary is that no always impressed by the achievements of better and, tragically, fails those who are one can be advantaged either. It is equally those who used the Technical School as a experiencing learning difficulties. true that, perhaps 20 per cent within the path to succeed at the university level. same classes are not challenged and It is encouraging that our culture has become complacent about school. The The current Labor alternative of supplying found a way to address our failures in notion that holding 100 per cent of each training options within the school meeting the needs of those who are age cohort in classes presented with curriculum fails to understand that this truly disabled. It is time we found a the same learning challenge will never group simply wants out of school and the way to recognise formally the loss of be equitable. It fails both ends of the experiences that it represents. national productivity that arises from achievement spectrum. the complacency imbedded in our The biggest waste is the discrimination approaches to schooling. Prior to 1973, all States had a solution against those who thrive in schooling as to the broad spectrum of learning it is. Our systems in all States show little The solutions simply demand innovative achievement existing after 10 years of concern for those who present at school approaches to creating diversity in our schooling and Australia presented a real each year without truly challenging schooling systems that differentiate the alternative for those who had failed to learning options. needs of our children, none of whom flourish during these years. Many were are average. Don Watts

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An unequal playing field KEITH MCNAUGHT

Central to the Gonski Report was the more capable students, and students phenomenon, which happens far earlier commitment that every Australian child from more aspirational families, are on that educational journey. should be provided with an excellent placed into ‘better schools’. Parents have The impact of the absence of high standard of education, regardless either been willing to pay the cost and achieving students on a cohort is of where he or she lives, and that place their children in private schools, significant and cannot be underestimated. disadvantage has to be addressed or alternatively, they have sought out The absence of a core of high achievers to create an equitable system. ways to have their children access other within an entering cohort to secondary Disadvantaged secondary schools, Government schools, often through school will skew the academic particularly in low socio-economic specialist program entry. Bright and performance of the entire group areas, are often unfairly criticised for eager learners in these schools are often downwards. Lower achieving students their results and performance, without socially isolated, frequently bullied, and are often disengaged and demotivated, taking in to account that their cohorts, most often learn 'not to stand out' by leading to behavioural issues which from entry, are innately different from reducing their engagement and outputs. impact negatively on aspirational learners those in other schools. and committed teachers. Likewise, the As an example, one metropolitan, low absence of well behaved, high achieving socio-economic, Australian secondary The impact of students has a dramatic negative impact school analysed their incoming 2013 on staff and student morale and pride. secondary cohort. Of the entire entering the absence of high It is critical that these issues are cohort, 65 per cent of students were achieving students on addressed with systemic, well- in the bottom quarter of performance resourced responses. Schools which on academic results, with less than a cohort is significant can demonstrate that their entry cohort 2 per cent in the top quarter. Of the and cannot be is a negatively skewed one, should be entering students, eight had achieved well positioned to receive the types B’s in their primary reports and there underestimated. of resourcing and funding that could were no students with an A-grade on dramatically change outcomes for their their exit primary reports. This school students. These schools require specialist acknowledges that it is struggling to programs and interventions, particularly implement the Australian Curriculum One low socio-economic school in a appropriate pathways that engage content in all but their top classes. metropolitan location had 280 Year 11 and support learners. For example, Parents and communities know that students and of those, less than 10 per alternative Year 11 and 12 programs these local schools do not offer the cent were enrolled in ATAR bound courses which focus on training programs and same opportunities as other schools. and subjects. This trend, whilst appearing pathways to employment have the This school is simply not a desired to be an upper secondary phenomenon, potential to address at least some of the option; on exiting their primary school, is an outcome of the skewed entry group 18 OPINION

inherent issues. Innovative programs only for less academically able students, The impacts on staff retention, between can attract and retain committed and and this is blatantly untrue. Success can the two schools, parallel their blatant dedicated teachers and administrators, be defined in multiple ways and often external differences. who have a deep desire to make a real those ‘easy to measure’ are, in the more The true purposes of education are difference by offering alternative and global view, some of the least important seen well beyond the school yard, in an supplementary programs. Such schools dimensions. For example, having equitable society which intentionally, depend on having the highest quality students interact positively and holding purposefully, and strategically, creates staff, but without adequate resourcing, hopeful aspirations for their futures, is opportunities to overcome disadvantage. and the capacity to be creative, these staff every bit as valuable as a reading score International reviews of best practice will not be retained. on a NAPLAN test. repeatedly show that schooling is Systems have to be honest about The disparity between schools, within comparable in these locations, and that schools which effectively just reinforce similar geographical locations, is stark. geographical location does not determine disadvantage. These schools must be One dilapidated school is surrounded by the standard of education a student provided with the necessary independent fencing akin to a prison; in the other, the will receive. A key step to significant governance to respond to local needs, grounds and buildings are palatial; the structural change, for education to and to have the necessary resources and two schools, one public and one private, make a difference, is to acknowledge capacity to offer programs that lead to are 5 kilometres apart. A teacher in one that the dynamics of an entry cohort of a student success. Many parents and their comments that it takes a year ‘to lift the secondary school have enormous impact children are collectively demotivated in shutters’ and have students connect with on future actions and outcomes. schooling that fails to recognise that their you; they are often defiantly oppositional Professor Keith McNaught ambitions are seen as worthwhile. Too or incredibly challenging to motivate, often the message in career counselling in order to engage them with learning. is that trades and training are pathways

provides an opportunity for teachers, school leaders, teacher educators and pre- service teachers to identify what they know about the Standards, how they are using the Standards in their daily practice, and their perception of the Standards.

http://education.unimelb.edu.au/EAPST

http://www.teacherstandards.aitsl.edu.au/Evaluation CASE STUDY 19

Elida Brereton awarded College medal CASE STUDY

Former Camberwell High School principal and ACE National President (2002-2003) Elida Brereton is the recipient of the 2013 Australian College of Educators medal in honour of her outstanding and inspirational contribution to Australian education throughout her career. 20 CASE STUDY

The College Medal, ACE’s highest Elida became a very active member of of her retirement Elida spent time honour, was presented at the gala dinner ACE and went on to serve as the National working with the Bastow Institute preceding the ACE National Conference President for two years between 2002 and supporting high-potential would-be in Melbourne on June 20. Elida joins 2003. During this time she worked with principals who were placed into schools leading Australian educators including the board and national office team, led by to contribute to that school while also Peter Karmel, Walter Neal, Barry Jim Cumming, to ensure ACE provided a gaining inhouse experience on the McGaw, Ruth Rogers, Lyndsay Connors, relevant voice for the teaching profession role of a principal. This position saw Phillip Hughes and Denise Bradley as while striving to increase membership Elida visiting and mentoring principal previous recipients. and successfully raise the College’s interns across regional Victoria, and she profile in the education sector. remains in touch with some of those she Elida described receiving the medal mentored. as a ‘fabulous honour’. Elida gained new notoriety in 2007 when she took a cameo role as fictional Currently Elida is working as a coach with "It was unexpected and I’m quite principal Margaret Murray in Chris new principals, acting as a Critical Friend overwhelmed really when I think of being Lilley’s hit comedy Summer Heights helping schools through review processes among the incredible people who have High, an opportunity that came to her by and enjoying the recent success of her received it ahead of me. It is a wonderful accident. beloved Geelong Cats in the AFL. honour and I’m very thrilled," Elida said. "After filming most of the show the This is the third major College honour producers couldn’t find a woman actor to The Australian awarded to Elida. She was previously play the principal," Elida explained. named Fellow of the College in 1997 and, College of Educators in 2006, received ACE’s highest Victorian "I heard they auditioned about 50 and award, the Sir James Darling medal, couldn’t find anyone they were happy congratulates Elida named after the founder of the College with. Someone then suggested “why don’t Brereton, a worthy and awarded to an eminent Victorian you try a real principal who can act?” educator, who has made an outstanding The producers contacted the Victorian recipient of the 2013 and sustained contribution to Victorian State Secondary Principals Association. education. A friend of mine, who happened to be in College medal. the office when the call came through Best-known for her 15-year term as said “why don’t you try Elida out at Principal of Camberwell High School in Camberwell.” I originally said no but suburban Melbourne, Elida has also been they were very persistent and I eventually an author, curriculum developer, lecturer agreed to do it." and, more recently, a consultant and mentor. Elida’s ‘cred’ with her peers in the education community was already Elida began her career teaching well established, but it soared to geography and history and quickly gained enormously high levels with the children an outstanding reputation in geography, at Camberwell High following her and authored / co-authored seven major appearance in the popular show. geography textbooks. "They were absolutely thrilled that their It was while Elida was Principal of principal was in it," Elida said. Camberwell High that she first joined ACE in the mid-1990s. Elida retired as principal in January 2010, but remains an active contributor to "I was invited to an ACE meeting and I education. In the first three years met people there who encouraged me to join," Elida recalls. "Being part of ACE offered me contact with the private system, which I thought ...Elida has was fabulous. Up until then, being a high also been an author, school principal, I wasn’t mixing with curriculum developer, other people (from outside the public system) and hearing other opinions. I was lecturer and, more dealing mostly with the state system and recently, a consultant the College covered everybody. I was then able to mix with a variety of people from and a mentor. other systems, learn and share with them". FEATURE 21

Peter Karmel, the economics of education and second thoughts on education

ROBIN RYAN funding

Two recent Australian College of Educators Archival Briefs (number 15, December 2012 and number 17, August 2013, where relevant quotations and references are set out) explored the contribution made to thinking about the resourcing of education by the late Professor Peter Karmel. While his work as a statesman of public policy on education has often been explored, these briefs seek to link his work to trends in the academic discipline of the economics of education and the way this seems to have led him to rethink some of his earlier ideas and, indeed, hopes.

Economists thinking about education Economists were surprisingly late in paying attention to education as an economic factor. Certainly Adam Smith introduced the concept of human capital and noted the higher returns needed to recompense for the time and expense of extended education; but classical economists by and large ignored education. Generally, classical theory adopted an equilibrium-focused view of the economy and such long-term outlooks as were considered earned the discipline the title of the dismal science. This homeostatic view of the economy was disrupted by the events of the 1930s and the subsequent Keynesian revolution, but these theoretical innovations concentrated on relatively short-term departures from normal functioning of the economy. After the war, economists 22 FEATURE

finally returned to Smith’s fascination public debate is widely recognised growth model focussed on total factor with the causes of long-term growth: as the starting point of a new, more productivity as well the individual the nature and causes of the wealth of interventionist and needs-based stance factors of production, accommodating nations, as his 1776 title described it. of Australian public policy in education, improvements stemming from education, a point recognised by the Academy of although technological change was Keynes’ biographer Sir Roy Harrod began Social Sciences’ 1979 review of Australian usually identified as a larger contributor. in the 1930s to develop Keynes’ insights economics. Some more recent theory, using in a way which could be utilised to explore endogenous growth models, represent issues of economic growth and, after the Karmel clearly adopted the stance something of a return to Schulz’ war, he and Russian-American economist advocated by Schulz, arguing that, while emphasis. Evsey Domar independently published there were many important personal theoretical ideas which became known qualities produced by education, it Karmel’s use of economic theory as a as the Harrod-Domar model of economic also supported economic growth and guide to his public policy thinking must be growth. This model considered only the thus investment in education paid inferred, as he seldom referred explicitly factors of the savings rate of the economy for itself to an extent that was widely to his academic specialty, however the and its capital output ratio. underestimated. Without referring to the 1979 Academy of Social Sciences review, new theoretical contributions, he began which took a somewhat jaundiced view Education and other human factors had by stating in words what economists of human capital theory, was in no doubt no role in Harrod-Domar, but in 1960 denote algebraically as an economy’s that 'the flowering of Karmelism' had led Theodore Schulz, in his Presidential production function, which was the to excessive concentration on education address to the American Economic starting point for theoreticians who were quality and equality in the literature, Association, pointed out that empirical at that time displacing the Harrod-Domar just as 'the enormous increases in studies constantly produced a residual approach. educational expenditures [could] be source of growth not accounted for traced to Karmel’s Buntine Oration'. by purely physical inputs, even with Karmel’s analysis of Australian data relaxation of the rigid assumptions of followed Swedish economist Ingvar contemporary growth models. Schulz, Svennilson’s approach, which Karmel An alternative track who won the Nobel Prize for unrelated made explicit when he wrote more A different strand of the economics work in Agricultural Economics, argued technically in a Melbourne Studies in of education appeared in the 1970s that it seemed reasonable to accept that Education contribution in 1966, which he alongside the education for growth focus. the unexplained residual 'represents a referred to as 'Buntine revisited'. This Derived from the work of 1972 Nobel return to the investment that has been study was primarily statistical rather winner Kenneth Arrow by future (2001) made in human beings'. This address than theory-based, but resonated with Laureate Michael Spence, it began from marked the birth of a new academic contemporary thinking which placed a considerations of information asymmetry discipline - the economics of education. positive if varying emphasis on education in labour markets and argued that as a factor in economic growth. education acted as much as a screening Peter Karmel and the Buntine By the later 1960s Harrod-Domar or filtering device as a contributor to Oration had been overtaken as the standard economic development. Spence did theory of economic growth by a model not rule out benefits to the economy In 1962 the then newly created Australian from investment in education, just as College of Education began its prestigious independently developed by Australian economist Trevor Swan and American Arrow insisted that it would be wrong to series of public lectures, the Buntine conclude that education involved nothing Oration, with economist Peter Karmel Nobel Laureate Robert Solow in 1956. This exogenous Solow-Swan but signalling to employers. However, as first orator. This entry into the both concluded that overinvestment in education was a real possibility. Whether or not he took note of these theoretical developments, Karmel by the 1970s was beginning to think along similar lines. This derived from his (and the community’s) increasing concern about unemployment, especially youth unemployment, and his unwavering commitment to equality of opportunity. It seemed to him that there was little point in clamorous demands that education must ‘do something’ about youth unemployment: he believed that education in itself could not FEATURE 23

and culminating in a preference for Maglen, an economist at Monash narrow vocationalism by the 1990s. When University, later Australia’s first professor ...while it would Karmel gave the 1981 Archer Memorial of vocational education. Lecture at Caulfield Grammar, his own always be beneficial The Maglen paper explored the early old school, founded by W.M Buntine, he to an individual to association of education investment regretted that the Australian community with human capital growth theory and engage in education, 'appear[ed] to have only a shallow concluded that later developments commitment to education'. as more individuals do had shown that the relation between so higher qualifications On the other hand, he argued that education and economic performance might be needed simply educators had often oversold the was both more limited and more subtle promise of education and that resistance than had first been assumed. to maintain relative to community demands for greater position; a failing of the accountability, and shibboleths like demands for ever smaller class sizes, ...later developments labour market, not of the represented rigidities in the modes of education system. thought of educationists, along with a had shown that the considerable dose of self-interest. relation between Governments had certainly started to education and economic become sceptical of the returns the performance was both solve fundamental labour market community received from its large failures but might change the roster investments in education and it was more limited and more of the employable, leaving the most no great surprise when the Hawke subtle than had first been disadvantaged behind even for jobs which Government in 1984 asked Karmel to assumed. did not require higher levels of education. conduct an inquiry into the benefits which Karmel gave an early indication of his had flowed from his recommendations thinking in the 1976 Sir John Morris of the 1970s. This was the Quality of Lecture conducted by the Adult Education Education Review (QERC), which reported The College closed the decade with Board of Tasmania. As well as supporting in April1985. a special issue of Unicorn devoted to the then novel concept of recurrent The QERC Report identified that most ‘the new economics of education’. That education, he argued that, while it would of the increased funding of the previous issue specifically noted the change always be beneficial to an individual to decade had gone on employing more in the economics of education from engage in education, as more individuals staff: while student numbers had risen by human capital theory to the market do so higher qualifications might be 5 per cent, teacher numbers had gone up signals alternative, the influence of this needed simply to maintain relative by one third. There were improvements in change on international organisations position; a failing of the labour market, physical facilities and in the proportion of such as the OECD and subsequently its not of the education system. the population with qualifications, but no application to Australian policy (a link provided partly through Minister John He made a similar point in the incontrovertible evidence that cognitive Dawkins’ chairmanship of the OECD Commonwealth education department’s outcomes for students had become either education committee). house journal in 1977: that action within better or worse since the early 1970s. the education system alone will not create The editorial concluded that "the new jobs but may lead to the more employable The College's response economics of education is a term which pushing aside the less employable. He suggests that drier economic policies The College was certainly aware of the also referred to what he perceived as now have currency... and that economic emerging education debate in the 1980s. unfairly attributed disappointment with decisions are increasingly being used It had made a submission to QERC education, noting at a 1980 conference as a point of reference for educational which repeated the College’s traditional how 'the high hopes for education in decisions". It’s a conclusion that remains values and noted the need to consider the 1960s and early 1970s have in some with us today, although not all education more than simply cognitive outcomes. quarters been replaced by despair'. advocates have shown the same But it did not adopt a merely defensive combination of intellectual flexibility attitude. Although it had published a and consistent core values as Professor The quality of the education discussion paper from the New England Peter Karmel. review Regional group suspicious of the QERC Dr Robin Ryan is adjunct lecturer in In an interview for the College’s Oral approach, it neither endorsed nor educational leadership and management History Project, Karmel reflected on a rejected its findings, but instead, after at Flinders University and a member of significant shift in community attitudes considering the report, commissioned a the Editorial Board of the National Centre to education in the 1980s, leading to comprehensive review of the economics for Vocational Education Research in demands for increased accountability of Australian education from Dr Leo Adelaide. 24 OPINION AMY CHAPMAN & RACHEL BUCHANAN AMY CHAPMAN & RACHEL Educational purposes and the Melbourne declaration OPINION 25

Ongoing calls to identify the most The signing of the Melbourne Declaration If we look to the orientating arguments efficient means to deliver schooling (2008) by Australia’s state and federal stated in the preamble of the Melbourne in a system that is failing have been education ministers in December 2008 Declaration to get some context on the much more prominent in recent years established an agenda for Australia’s current state of educational goals in than discussion ‘purposes’. The debates educational future. Australia, it appears education is certainly on this topic have been wide ranging. being directed toward embracing this Goal one states: From declining academic standards, pluralism. The preamble recognises that: "Australian schooling promotes illiteracy, schooling outcomes generally, equity and excellence." "Schools play a vital role in promoting the teaching quality, teacher quality, a intellectual, physical, social, emotional, deteriorating social order growing social Goal two states: moral, spiritual and aesthetic development inequality and concerns over economic "All young Australians become: and wellbeing of young Australians, and competitiveness, the series of endless successful learners, confident and in ensuring the nation’s ongoing economic calls to schooling to ‘shape up’ in respect creative individuals, and active prosperity and social cohesion." to a whole range and informed citizens." of agendas seems never ending. Yet Also prominent is the substantial focus The policy enactment of the Australian many also say that talking about the on the economic aims of education. The National Curriculum, the Digital purposes of education is a far too preamble also states: Education Revolution and a national abstract and lofty job to be worthy of teacher accreditation agenda are just much time and consideration. Instead, "Improving educational outcomes for all three examples of significant changes this article would like to challenge such young Australians is central to the nation’s to education in Australia that have been a view by making a case for standing social and economic prosperity…" facilitated by the agreement reached by back for a moment to ask ourselves Such purposes align with the ‘new’ type the Council of Australian Governments some important questions about the of education advocated by the OECD for (COAG) and formulated in the Melbourne direction in which education is heading the development of the kinds of persons Declaration. Educational purposes in and what it is we want schools to do. required in the emerging knowledge this sense not only construct particular economy. Indeed, the OECD suggests courses of action, but that also provide that education systems need to produce a rationale for a range of policies that people who can think creatively with should (more or less successfully), result knowledge, work flexibly to adapt to ever in the achievement of the stated goals. changing circumstances, are mobile, Yet the field of formal schooling (as who think and connect globally and distinct from formal political agreements interculturally, and who are prepared to and policy) is complex and dynamic, be life-long learners (Rizvi, 2008). Such with a range of competing goals and a goal seems logical enough given our agendas that are intended to serve a interconnectedness to a global world variety of educative and social purposes. economy, but if, as noted educational Whilst importance is most often placed researcher, Allan Luke states: "Australian upon achieving academic outcomes, schools are in effect currently serving other important educational goals, the social and economic interests of such as, social justice, social inclusion, slightly less than half of all Australian democratic participation, wellbeing and youth" (2010, p. 340) then such a focus environmental sustainability often work seems distinctly inequitable. The in tandem, but also compete for attention problem with the goal of education for in the everyday lives of those working the global economy may be in part that in schools. "[It] assumes that knowledge is neutral and that concepts such as cultural and social capital don’t exist; and it fails to acknowledge the ways in which the very structures of the curriculum can discriminate against certain groups of students" (Reid, 2009, p. 5). 26 OPINION

The false front of the all-inclusive logic purposes, particularly those that that of the many educational goals now given envisage education as serving a common Whilst an to schools is that they hide ambiguities good, however, this may be defined. The and tensions at the foundation of their situation that we have created is not just emphasis on the agendas. For example, whilst the a technocratic issue to be solved, but economic value of Melbourne Declaration places emphasis also an ideological struggle based on on the dual purposes of promoting arguments about what schools should education has been equity and excellence, it can also create do (Ladwig, 2010). some dilemmas for educators. Does used as a tactic to Here, the public and private purposes commitment to educational excellence of education are worthy of some detail. validate increased take precedence? Do we focus on Some researchers suggest there are educational equity? Does such an spending on education, three main purposes of education; approach draw a false distinction, that no Democratic, Individual and Economic the issues it creates for system can be truly excellent without also (Reid, 2010; Cranston et al, 2010). being equitable, thereby balancing each those teaching children Democratic schooling, that is schooling of the claims equally? Or that perhaps, to enhance the social fabric of society, is and young people neither goal is really possible. characterised as being a public purpose cannot be rhetorically Although an emphasis on the economic of schooling. Individual schooling is glossed over in one value of education has been used as a schooling to secure individual advantage tactic to validate increased spending in economic and social life, in which swift sweep of the pen. on education, the issues it creates for education is treated as a commodity for those teaching children and young private purposes. The economic purpose people cannot be rhetorically glossed of schooling is considered to have a over in one swift sweep of the pen. For “constrained public purpose” (Reid, example, Alan Reid’s (2009; 2010) ongoing 2010, p. 2) since becoming a successful analysis has shown that the focus on the economic citizen has both public and economic goals has resulted in a raft private benefits. Reid calls for a re- of policies designed to make education visioning of "education as a common about the preparation of human capital good" (2010, p. 2) through a renewed for the labour market. Despite the emphasis on a democratic public purpose rhetoric of the Melbourne Declaration, for Australian education noting that the goals for Australian schooling are the Melbourne Declaration does in fact implicitly couched in language where the represent a ‘formal commitment’ to such economic aims of education are given a goal. precedence amongst many other aims Renowned educational philosopher Nel worthy of attention. Accompanied by an Noddings states: “Aims-talk should be arrangement of policy initiatives, such central to education, but today it is often as NAPLAN and MySchool, the current neglected. Indeed thoughtful teachers vision for education is aimed at economic who ask, ‘Why are we doing this?’ are reform and achieving higher productivity frequently accused of obstructionism” and participation in the global knowledge (2004, p. 265). Admittedly engaging in economy. aims-talk is a risk and not all are in This means that we have not only a position to afford such risk. But by developed a system that potentially views introducing aims-talk it is possible to young people as the primary means to draw attention to ways in which the an internationally competitive economic purposes, and especially the purposes system, hence failing to recognise of a common good, can be envisaged as students and their learning as ends-in- a viable and useful educational goal for themselves, but we have also managed Australian schooling. to marginalise discussion, research and programs directed toward other public OPINION 27

Viewing the Melbourne Declaration References as a document that justifies purposes Biesta, G. (2012). Philosophy of Education as diverse as; increased standardised for the Public Good: Five challenges and an testing, concerns and action on issues agenda. Educational Philosophy and Theory, of educational equity, increased use of 44(6), 581-593. ICT, better physical activity, and informed environmental programs, warrants Cranston, N., Kimber, M., Mulford, B., Reid, A., & Keating, J. (2010). Politics and school education returning to some core education in Australia: a case of shifting questions. purposes. Journal of Educational What goals should we have and why? Administration, 48(2), 182 – 195. What priority should be attached to each? Ladwig, J. (2010). Beyond Academic Are the means selected compatible with Outcomes. Review of Research them? in Education, 34(4), 113-141. Such questions are not exactly new to Luke, A. (2010). Australia: The challenges education, however, may have been lost of poverty, pedagogy and pathways. in recent years in the ongoing debates In I. Rotberg (Ed), Balancing change concerned with identifying the most and tradition in global education reform, (pp. 339-347). Maryland: Rowman and efficient means to deliver schooling. If Littlefield Publishers we concentrate purely on the means of delivery we miss the opportunity to Ministerial Council for Education, Employment, stand back and ask ourselves a host of Training and Youth Affairs [MCEETYA]. (2008). important questions about the direction Melbourne Declaration on Educational Goals for in which we are heading. Young Australians, December 2008. Retrieved from http://www.curriculum.edu.au/verve/_ Are we concerned about the role of resources/National_Declaration_on_the_ the individual to society (and not just a Educational_Goals_for_Young_Australians.pdf national society but a global one)? Noddings, N. (2004). High stakes testing: Are we concerned about the Why? Theory and Research in Education, 2(3), 263-269. contemporary meanings attached to justice, equity (both generational Reid, A. (2009). Revolution or reversion? and intergenerational), inclusion, A review of two key aspects of the Rudd multiculturalism, wellbeing, sustainability givernment’s ‘educatin revolution’. and the current state of our democracy? Journal of the Home Economic Institure of Austalian. 16(3), 2 - 8. And are we concerned about who is Reid, A. (2010). Accountability and the public advocating a particular ideology for us purposes of education. Accessed from: http:// to follow and their reasons for doing so? www.aeufederal.org.au/Publications/2010/NS/ (and the authors are not exempt from AReid.pdf this). Rizvi, F. (2008). Rethinking educational aims Education itself (and not just economics in an era of globalization. In P.D. Hershock, and politics) is an important stakeholder M. Mason, & J.N. Hawkins (Ed.s) Changing in the debate about educational purposes. Education – Leadership, Innovation and Being engaged with these issues is not development in a Globalising Asia Pacific. easy for any of us, but they are important Netherlands: Springer. because it “requires that we keep working on the question as to what is distinctively educational about education” (Biesta, 2012, p.2).

Dr Amy Chapman, Australian Catholic University Dr Rachel Buchanan, University of Newcastle 28 OPINION

‘In-school’ and ‘contextual’ factors in systemic school performance: ‘Complexifying’ education policy for achieving social justice

Presented by Professor Bob Lingard National President, ACE and School of Education, University of Queensland Thursday 31 October, 6pm – 7pm Theatre Q230, Level 2, 234 Queensberry Street, Victoria

Inaugural Jack Keating Memorial lecture, presented in partnership with the Melbourne Graduate School of Education In accordance with Professor Keating’s research, this lecture will explore how policy might contribute to higher quality and more socially just outcomes for all students. It will advocate a focus on in-school and contextual factors and the productive use of data, as well as the conceptualisation of social justice beyond its ‘enumerated’ forms like PISA results, NAPLAN scores and the MySchool website. It will explore how and why contemporary education policy uses data and numbers to focus on teachers and their practices, arguing that successful policies must take this context into consideration. It will also argue that policies on matters like redistributive funding must recognise a broader conceptualisation of social justice. In line with Professor Jack Keating’s research, this lecture takes a policy sociology approach to analyse and critique aspects of policy settings.

Places are limited and registrations will close when the lecture is fully booked. Register your attendance online: http://tinyurl.com/offm9zh Free public lecture - all welcome. For more information: T: +61 3 9035 7646 E: [email protected]

Professor Bob Lingard is a Professorial Research Fellow in the School of Education at The University of Queensland, a Fellow of the Academy of Social Sciences in Australia and National President of The Australian College of Educators. He held the Andrew Bell Chair of Education at The University of Edinburgh from 2006-2008. Bob has an international research reputation in the areas of sociology of education and education policy, having authored more than 100 journal articles and book chapters and authored/edited 18 books. Bob was the inaugural Chair of the Queensland Studies Authority (QSA), appointed by the Minister for Education, and is currently a member of the Governing Board of the QSA and Chair of its P-12 Curriculum Committee. BOOK REVIEW 29

Education, experience and existence: Engaging Dewey, Peirce and Heidegger Book review by Jefferson Kinsman

While Australian teachers typically embrace inquiry-based learning programs, their approach is not without its critics. High profile researchers have claimed that inquiry programs have little impact, advocating in its place a direct- instruction-with-feedback approach. Their arguments, which are typically grounded in quantitative forms of analysis, tend to pay scant attention to the philosophical status of the concepts that they claim to be researching. In school staffrooms, teaching through project construction or inquiry activities is often criticised for granting the students too much autonomy, while the teacher stands accused of contributing too little to the development of the student’s knowledge. Meanwhile, a polemic continues to rage between conservatives who define teaching and learning as instruction and recall, and progressives who believe education to a process of experience and inquiry. Rather than leaping to a taking a side in the debate, teachers who are presented with an inquiry-based curriculum might consider the following two questions: Firstly, how sound is the philosophy that underpins inquiry-based learning? And secondly, what is the most effective way to go about it?

Education, Experience and The first of these two questions is Existence: Engaging Dewey, commonly overlooked in teacher training Peirce and Heidegger courses and professional development programs. As a clinical specialist at the Written by John Quay Melbourne Graduate School of Education, Pubished by Routledge, New York, I have observed many teachers introduce in 2013 as a part of the New Directions inquiry process into their curriculum, in the Philosophy of Education Series. often with wildly varying degrees of 30 BOOK REVIEW

success. More often than not, their an act of interpreting, in the aesthetic otherwise), Quay presents this as a success appears to depend upon their and poetic sense, involving the whole of failure to connect the curriculum and understanding of the foundational our life-experiences. In other words, our the whole-world experience of young philosophical ideas that underpin their thoughts are synonymous with our whole people. Teaching, he argues, is better pedagogy. being-here. understood as the discovery and creation of opportunities for young people to be In the context of this manifestation of the those phenomenological occupations theory-practice gap, John’s Quay recently which encompass their tangible published work Education, Experience ...he boldly aspirations. and Existence: Engaging Dewey, Pierce and Heidegger offers a foundational argues that For Quay, as for Dewey, the term guide from which to reflect on project- curriculum projects 'occupation' is always social in its based teaching. Working methodically orientation. It is particularly useful through difficult ontological concepts, should adopt what when describing the limited and generic Quay provides a handy point of entry into Dewey termed occupational experience of being-a- the philosophical analysis of meaningful student, which is defined by a respectful education. By synthesizing the work of an occupational fear of the teacher and the hope of pragmatists and phenomenologists – he orientation, rather success in assessment tasks. Instead, boldly argues that curriculum projects than being restricted when professional teachers reorient should adopt what Dewey termed an the curriculum around other more occupational orientation, rather than to the research meaningful occupations, students can being restricted to the research and and consumption be said to experience acts of authentic consumption of a set-knowledge interest. Learning is thus understood as curriculum. of a set-knowledge the result of doing things that are called for in social situations. Quay reconciles I first encountered Quay’s book when curriculum. this with Heidegger’s idea of learning he asked me to read a draft of the as a commitment to doing whatever manuscript some months before it went is required in a given moment. Thus, to press. At the time, I was systematically embracing an authentic occupation, or working my way through the recordings Quay goes on to trace Heidegger’s a way of be-ing, is what gives a learning of Hubert Dreyfus’ series of lectures from sophisticated account of phenomenology project its potential. For Dewey, personal his course Philosophy 185 Heidegger, through to the emergence of an concern must exist in the study of a which was delivered at Berkeley in the alternative but coherent theory of subject, which is shown to accord with Fall of 2007. Such was the clarity with experience. The pragmatic perspective, Heidegger’s notion of an aesthetic whole which Quay interprets Heidegger’s which gives us the categories as ‘being-here’. phenomenology that I was able to use of subject/object and organism/ it as guide whenever I lost my way in environment, is reconstructed using the Quay's book is anything but a light read. Dreyfus’ lectures. phenomenological concepts of care/ Considered separately, phenomenology and pragmatism are highly complex It might seem odd to some teachers that significance and who/world. Those philosophical systems, and so marrying their opinions on the nature of experience with a background in philosophy may the two philosophies in an educational and existence have consequences for recognize this as Heidegger’s radical shift context is a bound to involve difficult their teaching practices. Dewey’s analysis away from, or destruction of, Aristotle’s philosophical and poetical terminology. of the difference between reflective and doctrine of causation. The understanding However, educators with an interest aesthetic experience is largely premised of people as things contained within in affective or qualitative thinking are on our existence being primarily a matter a material universe is replaced by an well advised to explore the conceptual of reaction and interaction. Quay points existential vision in which the notion of origins of these ideas. Furthermore, by out that Heidegger takes a different context only makes sense as a temporal becoming familiar with the categories pathway when he distinguishes between manifestation of a being as a whole or and arguments set out in this book, calculative and meditative. For Heidegger, being-the-world. readers can expect to find themselves in the pragmatic methods of science alone All of this provides Quay with a useful a stronger position to develop, evaluate offer an insufficient account of human aesthetic account of existence, which and defend their choice of pedagogy. beings, since thinking is essentially he applies in Part III of his own book amounts to a contingent anthropological to Dewey’s idea of education through Jefferson Kinsman is a lecturer and standpoint. Another way of describing occupations. Whereas teachers commonly researcher at Melbourne Graduate this is to say that the human mind exercise reflective thinking in order School of Education. escapes machination by operating in an to prepare students for a remote and un-systematic state of mindfulness. For pre-determined future (vocational or Heidegger, the act of thinking is foremost BOOK REVIEW 31

2013-2014 Fellowship Nominations

Fellowship of the Australian College of Educators is one of the highest honours that the College can bestow, and should be seen by College Members and Fellows, and by the wider education community, to be recognition of outstanding and distinctive contributions to the advancement of education. All members are encouraged to participate in the 2014 ACE Fellowships Awards Nomination. The Fellowships Awards process has been revised for 2013-2014. It is important for members to read through the new Fellowship Guidelines that are available on the College website at www.austcolled.com.au/felloship-guidelines before preparing your nominations. Please note that the due date for the Initial Notification Form (Attachment 1 of the guidelines) is 19 October 2013

Deadlines Stage of Process 19 October 2013 Due date for submission of Initial Notification of intent to nominate to State/Territory Awards Committees. State/Territory Awards Committees acknowledge receipt of submissions. 1 November 2013 Due date for State/Territory Awards Committees to advise nominators to proceed to complete the full Nomination for Fellowship. 13 December 2013 Due date for submission of fully completed Nomination for Fellowship forms to State/Territory Awards Committees. State/Territory Awards Committees provide nominators with acknowledgement of receipt of their submissions. State/Territory Awards Committees to assist and support nominators in completing their submissions to the required standard of documentation for forwarding to the National Awards Committee through the National Office.

State and Territory Awards Committee Chairs

National Awards Committee Chair Dr Margaret Batten [email protected] NSW Dr Alan Rice [email protected] Victoria Ian Sloane [email protected] QLD Bill Sultmann [email protected] TAS Dr Julie Rimes [email protected] SA Dr Robin Ryan [email protected] WA Alec O’Connell [email protected] ACT Trish Keller OAM [email protected] NT Greg O’Mullane [email protected]

For more information please visit https://austcolled.com.au/award/fellowship-face or contact the National Office via [email protected] ACE DIRECTORY

Australian College of Educators Professional Educator is the professional journal of the Australian College of Educators (ACE), a professional association representing educators across all sectors and systems of education. We encourage and foster open, collaborative discussion to enable our members to provide the best outcomes for Australian students across all levels of education.

Contact Details Publications Committee Phone 03 9035 5473 Members Mrs Elaine Blake FACE Fax 03 9341 6021 Dr Catherine Burrows MACE Email [email protected] Ms Paola Ghirelli Web www.austcolled.com.au Dr Norman McCulla FACE Postal address PO Box 73 Carlton South VIC 3053 Mr Nigel Mitchell MACE Street address Level 3, 234 Queensberry Street Dr Fiona Mueller MACE Carlton VIC 3053 Dr John Quay MACE Dr Catherine Scott MACE Board Chair Professor Robert Lingard MACE National Office Chair-elect Professor Stephen Dinham OAM FACE Chief Executive Officer Catherine Pickett Mr Peter Jacob MACE Publications and Communications Paola Ghirelli Mr David Kronenberg MACE Member Services and Events Meaghan Flynn Dr Norman McCulla FACE EA and Administration Jessie McFarlane Ms Annette Rome FACE College Archivist Tony Ryan FACE Mrs Cristina Sandri FACE

Membership National Council As a member of ACE you will be part of a community ACT Mrs Tracey Cappie-Wood MACE of educators who have made a commitment to raising NSW Dr Frederik Osman FACE the status of their profession, and to their own professional NT Mr David Cannon MACE growth and development, by joining Australia’s leading education professional association. ACE members engage QLD Mr Patrick Elsworthy FACE with enduring educational issues, and the hot topics of the SA Associate Professor Susan Hyde MACE day, through networking, professional reading and a range TAS Mr David Kronenberg MACE of events and activities organised through our regional groups across Australia. Member benefits include: VIC Ms Annette Rome FACE WA Dr Tania Broadley MACE • the opportunity to contribute to an informed advocacy body for the education profession

Fellowships Committee • the entitlement to use the letters MACE as a recognised, professional post-nominal Chair Professor Stephen Dinham OAM FACE • opportunities to network with your colleagues and cutting-edge presenters at ACE conferences and events • an annual subscription to Professional Educator as well as free or discounted access to a range of other ACE publications.

October 2013 Volume 12 Issue 5