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Official publication of the Australian Education Union (SA Branch)
Vol 41 I No.1
February 2009
AEUJOURNAL SA
www.appleforteacher.com.au
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FPERAT E SUI D RE N ST’S VIEW
AEU JOURNAL
Interim Award application heard page 15 Finally, industrial success in the Commission.
Australian Education Union | SA Branch Telephone: 8272 1399 Facsimile: 8373 1254 Email: journal@aeusa.asn.au Editor: Craig Greer Graphic Designer: Jo Frost AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union. AEU Journal 2008 Dates Deadline #2 March 6 #3 May 1 #4 June 5 #5 July 24 #6 August 28 #7 October 16
Publication date March 25 May 20 June 24 August 12 September 16 November 4
Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year. Print Post approved PP 531629/0025 ISSN 1440-2971 Printing: Finsbury Green Printing
www.appleforteacher.com.au appleforteacher.com.au
Member profile
pages 12 and 13 New AEU campaign builds on support in schools and the community.
page 10 New Educator Sara Eisner on life at school.
Advertise in the AEU Journal. Reach over 13,500 members across South Australia.
8272 1399 journal@aeusa.asn.au
L E T T E R S TO T H E E D I TO R
TOP LETTER
*Winner of TOP LETTER!
Educational Visionary I was saddened to read about the passing away of one of Australia’s leading educators, Professor Peter Karmel. In my bookshelf proudly sits Education in South Australia: Report of the Committee of Enquiry into Education in South Australia by Peter Karmel. As a teacher for 30 years, I remember fondly the invaluable contribution made by visionaries like Peter Karmel, Garth Boomer and politicians like Hugh Hudson. These educators understood the educational notion that if you want quality education, you must consider the inputs which go into education. In fact, South Australia in the late sixties and seventies led not only Australia, but the southern hemisphere in education and educational innovation. Why? Because we had outstanding educationalists, we put money into education and supported teachers with
The AEU Journal welcomes all letters. Top letter each issue WINS two bottles of wine.
journal@aeusa.asn.au
curriculum methodologists. These educationalists understood the critical link teachers play in the academic success of students. Schools and curricular always have a tendency to replicate the existing cultural, economic and political patterns of life in a society. Professor Karmel also played a crucial role in trying to break this pattern. His contribution to breaking down barriers to educational disadvantage was immense. Finally, Professor Karmel frequently warned about the dangers of excessive politicisation and control of educational policy-making, both at the school and higher education level. In 1989, in a speech given about higher education he stated “We must avoid artificial
and contrived structural changes. Finally, we must resist unwarranted political and bureaucratic intervention and argue for a return to the days when the institutions were at arms length from the Government”. The lesson to learn is that institutional autonomy, with high safeguards for accountability and responsibility built-in, are the best formula for efficiency and effective educational institutions. Professor Karmel always argued schools play an important role in creating a just, prosperous and democratic society, but they should not be scapegoats and are not panaceas. I Michael Wohltmann, Greenwith
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NATA Young Scientists Award
Australian Education Union
Science teachers looking for an engaging project for their students might want to consider the 2009 NATA Young Scientists Award. The competition, which is now in its third year, is open to individuals and classes in Years 5, 6 and 7 throughout Australia. Students can win up to $5,000 in science equipment for their schools. Mallala Primary School, just north of Adelaide, received a Finalist Award for their entry in the 2008 Award. The aim of the award is to foster an interest in science and science careers among young people. This is especially important given how Australia's technical and scientific expertise is shrinking at an alarming rate. The National Association of Testing Authorities (NATA) is a government-endorsed, not-for-profit organisation that conducts technical audits of Australia's laboratories and other testing and inspection facilities.
2009 NEW EDUCATORS’ STATE CONFERENCE
The 2008 competition attracted a strong field of entrants. “I was impressed by the range of complex issues that the students addressed,” said NATA Chair, Dr Barry Inglis. “Clearly school students are concerned about the environmental issues affecting Australia and the world.”
“Education Revolution!” FRI. 13 MARCH 9.15am – 6.00pm
The competition encourages students to look at how science impacts on people’s lives. Entrants are invited to conduct a practical scientific experiment and in the first instance write a 300-word summary online. Finalists are then asked to prepare a poster illustrating in more detail how they conducted their investigation.
SAT. 14 MARCH 9.15am – 3.00pm
The submission deadline for the 300-word summaries is Friday, 7 August 2009.
www.aeusa.asn.au/events Relief, accommodation and travel for members. JOIN NOW! To register:
More information is available on NATA’s website:
www.nata.com.au/go/nysa
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Donna Glass p: 8263 2422 Eastern Adelaide, Adelaide Hills, Yorke Peninsula and Mid North
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B U S H F I R E S C A U S E D E VA STAT I O N I N V I C TO R I A
The AEU in Victoria has set up a fund in support of their members directly affected by the recent bushfires.
Donations can be made by calling:
1800 013 379
Some of the money raised will support the work of the State Schools Relief Committee which will have great demand on their services.
Please give generously.
The AEU South Australian branch extends its sincere condolences to our colleagues in Victoria who have suffered devastating losses in the bushfires. Tragically, the AEU Victorian branch has lost members and their families in the fires. This has been compounded by the loss of personal property for many others, and the destruction of at least three local schools. AEU Branch Executive has contributed $5,000 to the VIC Branch Bushfire Appeal (see left) and we urge members to show solidarity and support by making donations to this fund. Our thoughts are with the communities and people of Victoria at this time. I Correna Haythorpe, AEU President
AEU PRESIDENT’S VIEW
Interim granted but our fight continues After the long, hard EB campaign in 2008, members finished the year feeling tired and disillusioned with the State Labor Government. As we begin 2009 with another long, hard political campaign ahead, it is time to refocus our priorities and keep a firm eye on the prize for public education. This campaign has become a moral and highly principled fight to protect those sections of our membership less valued by the State Government. Premier Rann’s cynical attempts in 2008 to buy off the teaching sector with a different salary than that offered to other members did not bear fruit. Who would sign up to a pay deal that meant colleagues would receive less salary or would face the loss of their jobs with Kevin Foley’s proposed changes to funding? We stood united in saying “no deal” and took our fight to the Industrial Relations Commission to get an interim salary payment. Success in the Commission put an end to 16 months without an increase. The Commission found that the State Government’s preference to pay ZERO $$ until the end of the arbitration would cause hardship for education workers. This led to a decision of 3.75% for all sectors of membership. Whilst the quantum of 3.75% seems disappointing, we need to look beyond this to understand why the decision is a huge win overall for the AEU and our members. With the industrial relations decision in our favour, all members will receive the interim payrise without having to accept any of the unpalatable components of the Government’s offer. We did not have to: • accept the proposed funding model for our schools • sacrifice our working conditions
• accept the loss of autonomy of preschool leadership, leadership time, school counsellor and teacher librarian time • accept the separation of TAFE members. This decision is just the first step forward for our union. We have a long road ahead to achieve increased funding for preschools, schools and TAFE as part of our ongoing community campaign and arbitration. Our priorities must be the protection of our workloads, nationally competitive salaries and a fair and equitable result for all members. In this pre-election year, we will be focusing our attention firmly on the Rann Government and its commitment, or lack of, to Public Education. The fight for proper funding for our preschools, schools and TAFE must extend beyond the EB. The AEU has launched a new campaign:
appleforteacher.com.au in order to engage the community and our parents in this debate. Please bring this website to the attention of your sub-branch and local communities and urge people to sign the online petition. Look out for the Apple Central bus in the electorates of Premier Rann, Treasurer Foley, Minister Caica and Minister Lomax Smith as we take our message to the streets. Solidarity and united action will be required by all members so that we can produce a strong outcome for Public Education way beyond 2009.
I
In Solidarity, Correna Haythorpe, AEU President
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F E D E R A L E D U C AT I O N F U N D I N G
Overdue investment in education infrastructure welcomed Written by Sally Edsall, Research Officer, New South Wales Teachers Federation As readers will be aware, the federal government has announced a massive fiscal stimulus package aimed at ameliorating the effects of the global financial crisis. The fact it includes $14.7 billion for primary and secondary education must be welcomed. In a 2004 election promise, the Howard Government announced $1 billion for their Investing In Our Schools program. (They subsequently spent an extra 117 million). It was popular and made a visible difference to many schools. In NSW more than seventy percent went into public schools. The same expectation must be held for this major investment. In 2008 monetary terms, using the Reserve Bank inflation calculator, the Howard $1 billion would cost $1.3 billion. The Rudd Government’s total package is more than ten times that amount.
The new funding components are: • $12.4 billion for a primary, special and K-12 schools building program – e.g. libraries, halls, multipurpose centres. $1 billion for science and language teaching centres in secondary schools. The schools must be able to demonstrate capacity to complete construction by 30 June 2010 • $1.3 billion for refurbishment, maintenance and minor building works up to $200,000 per school, depending on size • $1 billion for science labs and language learning centres in secondary schools • An additional $110 million for stage two of the Trade Training Centres in Schools program
Primary Building Program Primary Schools for the 21st Century There will be a condition placed on schools that receive funding – they must be made available for community use at no or low cost. These schools will create community hubs to enhance and nurture the wide and varied community relationships. Schools that have recently built new libraries or multipurpose halls will be able to apply for money for refurbishment or building other facilities.
Approximate Funding Caps Enrolment (Full time equivalent) Indicative Funding Cap 0 – 50 $ 250 000 51 – 150 $ 850 000 151 – 300 $ 2 000 000 301 – 400 $ 2 500 000 401 + $ 3 000 000
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Decisions about final funding for individual public schools will be made by state and territory governments.
Maintenance, Refurbishment and Minor Building: Renewing Australian Schools Public schools will apply through their state and territory government department for up to $200 000 for projects which could include minor refurbishment of buildings, covered outdoor learning areas, fixed shade structures, green initiatives like water tanks, support for students with disabilities and special needs. Enrolment (Full time equivalent) Indicative Funding Cap 0 – 50 $ 50 000 51 – 150 $ 75 000 151 – 300 $ 125 000 301 – 400 $ 150 000 401+ $ 200 000
replace, existing funding priorities of the states. On February 4th, the Prime Minister said on ABC Radio that there will be financial penalties to the states through deductions from education general purpose grants if they seek to substitute these funds for their own spending. Of course, we are yet to see details about how these projects will be administered. However, they represent a real investment in the development of school infrastructure, particularly at primary school level.
Tribute to the Public Education Campaign Real tribute must be to the union members and school communities who have maintained the ongoing campaign for funds and have not gone away, despite discouragement over decades. Every good idea has its time eventually!
$1 billion will be spent on up to fivehundred secondary schools to build either science or language learning facilities. Funding will be allocated on the basis of demonstrated need and evidence that the school is ready and capable of having the building completed within the 2009/10 financial year. There will be a competitive application process.
In the past months, the Australian Education Union has commissioned reports from former public servant and advisor to government on education, Dr Jim McMorrow, which detailed the under-investment in public education, and economist Adam Rorris, which concentrated more specifically on the urgent infrastructure needs in the nation’s public schools. He concluded that between 2002 and 2005, Australian public schools were underfunded by $ 8.4 billion compared to their private school counterparts, and that an extra $1.9 billion a year needs to be invested in public school capital to match the per student capital investment in the private sector. I
Public schools without access to private architects, planning consent and the like, will need expedited support from the state government bureaucracy to ensure this can happen. It is meant to complement, not
Jim McMorrow’s latest report on funding (January 2009) can be read here: http://www.aeufederal.org.au/Publications/20 09/JMcMorrowpaper2009.pdf
It is anticipated many projects will begin immediately and minor infrastructure builds will be completed in six to eight months – major builds like libraries and halls in fifteen to eighteen months.
Science and Language Centres
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SSOs – WORK/LIFE BALANCE
I T ’ S YO A FAC U R TPAC “I work in a special school. It’s a good school with supportive staff and leadership. SSOs and teachers work together in a very collaborative manner. Although I’ve heard there are often clear demarcation lines in some worksites, I’ve not experienced that at SASVI. Everyone pitches in no matter what the task. However, the lack of job security, the difficulty in gaining permanency and the low rate of pay, does detract from what is otherwise an enjoyable and rewarding job”, she says. Like teachers, SSOs working in special schools are obliged to take on a considerable amount of after-hours work. Much of which is unpaid. “I go on school camps. I don’t sleep. I don’t get paid overtime. I am considered a ‘volunteer’ after my official working day has ended. We enjoy going on camps and obviously you need staff for them to work. But it just seems wrong that there is no
Everyone needs a cup of tea
2009 is upon us and already we are hearing stories from schools where the staffing process is being subverted. We received numerous complaints from members that there were very few vacancies advertised in 2008. PACs need to be vigilant in ensuring that all vacancies are sent into Staffing in a timely manner and not held back inappropriately. This does not help contract teachers who remain on contracts for very long periods. This is because contract teachers can only gain permanency if they are appointed to vacancies of longer than 12 months. “B” placements do not meet this criteria and simply lead to more contract employment and increased numbers of PAT and TPT appointments. Greater levels of permanency and stability are what members want and the AEU is pursuing these objectives both through the EB and through ongoing discussions with DECS.
The following examples recently brought to our attention are cause for some concern. 1. At the end of the year an announcement is made that a contract teacher has been appointed to the school for 2009. The vacancy had not been taken to the PAC. Nor had it been forwarded to Site HR who had no knowledge of it. 2. A teacher employed as a TRT at a school since the commencement of the school year is told to hang in there. It is alleged that this teacher was told “We are waiting until all the permanent teachers have been placed and then we will submit the vacancy and you will be given the contract.”
PAC
provision for SSOs to be paid after hours. Perhaps I’m one of the luckier ones, I’ve heard that SSOs in some sites don’t get as much as a recess break. Everyone needs a cup of tea”, says Skye. In part, it was this ongoing expectation from her employer to perform higher duties and work unpaid hours that cut into her personal life for little financial reward that inspired Skye to gain her teaching qualifications. “I applied to go to university to become a teacher. I worked and studied for four years. My school was supportive and gave me flexibility with my timetable. I was able to claim leave with pay for my practicum placements. But it was a battle all the way”, says Skye. “Almost everything is a battle when you’re an SSO. Many are struggling financially, even though some have been in the job for thirty of forty years. It’s just crazy. Getting a home loan or planning a holiday or even a night out for tea is near impossible when you have no job security or permanency. I wish I could be more certain about my work-life balance and employment prospects as a teacher but it’s hard”, she added. Although marketplace ideology has found its way into the public sector and with it a push from governments to increase workloads while keeping wages down, the spirit that drives those who love to educate still manages to shine through. “I listen to young students read Braille. I read Braille with them. We look at the pictures together. I help teachers read Braille too. It’s magical”, says Skye. I Craig Greer, Editor
SSOs
SSOs are among the many who just need a break. The 2004 Work Life Balance Report conducted by the SA Branch of the AEU showed education staff are facing “increased pressures from heightened workloads and work intensification, while simultaneously struggling to manage their competing worklife responsibilities”. In short, education staff are overworked. The report stated that “People are now working longer hours, taking work home, doing more demanding jobs, and having to juggle a range of demanding duties, including administration, teaching, behaviour management, extra-curricular duties and meetings. Four years on and the findings in the report have not led to an improvement in the situation. In fact, if you ask most education workers they will tell you that it’s only getting worse. When discussing issues around workload and work and life balance, the cited example is often that of the classroom teacher, the principal or the lecturer. However, it will come as a shock to no one that the education staff with the lowest rate of remuneration are in some cases the most vulnerable to exploitation in the form of excessive workloads. It’s a fact that many SSOs are experiencing workloads similar – or in some cases heavier – than those of their more highly paid colleagues. Recently I spoke with SSO and Braille Transcriber come teacher, Skye Jones. Skye, 28, works at the South Australian School for the Vision Impaired (SASVI) and says many SSOs are working long hours for little financial reward.
Vacancies must be declared
3. A beginning teacher is asked to come to a school and take classes without being paid. This teacher does not have a notice of appointment. Nor has the teacher been told to complete a TRT form. The last instance is very disturbing as the teacher concerned is not protected by WorkCover provisions, thus having no protection against injury. This teacher did not have full access to the Training and Development
...continued on page 20 3
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W O M E N ’ S F I T N E SS I N I T I AT I V E
LEGAL
Wise Move
SafeWork SA turns the screw
For further info contact: Kerin Cross Senior Project Officer, Specific Populations Office for Recreation and Sport
P: 8416 6611 E: cross.kerin@saugov.sa.gov.au
In September 2007 an AEU member was prosecuted under S.21(1a) of the Occupational Health, Safety and Welfare Act, 1986 by SafeWork SA for failing to take reasonable care as an employee to “avoid adversely affecting the health and safety of any other person through an act or omission at work”. DECS was also prosecuted for failing to reasonably ensure that a student was safe from injury and risk to health. The prosecution arose out of an incident at a primary school where our member allowed a student to access the roof of a sports shed through a classroom window to retrieve a ball. Unfortunately, the student fell through the roof and sustained injuries. After lengthy negotiations between legal counsel representing SafeWork SA, DECS and our member, DECS pleaded guilty to a charge of breaching section 22(2) of the Occupational Health Safety and Welfare Act. SafeWork SA was not prepared to drop our member as the second defendant and so, based on legal advice, he too pleaded guilty to breaching section 21(a) of the Act. Submissions were tendered by legal counsel for our member. DECS was fined and a conviction recorded. Our member was also fined but no conviction was recorded. The Industrial Magistrate said in his judgement that even though our member had an
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unblemished record as a classroom teacher and he did not at the time anticipate that he was putting the student in a situation of risk or danger, there was an obligation on him to take “reasonable care to avoid adversely affecting the health and safety of another person”. He could not consider the offence as ‘trifling’ and a substantial penalty was imposed on our member but no conviction recorded. As this was a criminal prosecution there is no provision or authority to allow for DECS to indemnify an employee against any penalty imposed. Section 74 of the Public Sector Management Act, 1995 provides for employee immunity where the matter is of a civil nature only. An employer’s vicarious liability for any liability incurred by an employee in the course of their employment under the Civil Liability Act 1936 also only applies in civil matters. It is therefore of concern that such a matter which would normally fall within a civil jurisdiction and be dealt with internally by the employer as a possible breach of a teacher’s duty of care was pursued by SafeWork SA and prosecuted in the Industrial Court as a criminal matter under the Occupational Health, Safety and Welfare Act. It was the first of such prosecutions that the AEU is aware of but it won’t be the last. Members, especially teachers and principals need to be vigilant in the future regarding their obligations under duty of care to protect themselves against possible breaches of the Occupational Health Safety and Welfare Act and hence potential criminal prosecutions by SafeWork SA. I
www.2008eba.org
“be active in 2009!”
AEU Legal Officer Anne Walker reflects on a recent case and implications for AEU members.
For EB2008 news and updates at:
The Office for Recreation and Sport conducts the WiseMove program. WiseMove is a lifestyle program for women aimed at increasing the physical activity levels of inactive or insufficiently active women. WiseMove also has a strong focus on healthy eating and addresses other issues such as body image, stress management and self esteem. In the two years WiseMove has been delivered 43 organisations have been involved. Feedback from current programs indicates WiseMove is well received and has achieved beneficial outcomes for participants. The Office for Recreation and sport is calling for expressions of interest from organisations that would like to deliver WiseMove in 2009/10. Organisations such as community and regional health services, community service organisations, community groups, support groups and community and neighbourhood houses are encouraged to consider becoming a WiseMove delivery agency. WiseMove group leaders can either be staff or volunteers and all the WiseMove resources and group leader training is provided free of charge. I
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N E W E D U C ATO R S
The heat is on! The first heat wave for 2009 hits in the first week back to school. education staff. The Award Application that has been lodged with the Industrial Relations Commission has a significant focus on matters impacting the daily work of beginning teachers. These include reduced contact time for all teachers – with further reductions for beginning teachers to provide time for planning, induction, mentoring and support. In addition, we are seeking a range of incentives for those working in complex, country and remote sites, where beginning teachers frequently have their first appointments.
WE NEED YOU!
The AEU has a proud history of working with and supporting beginning teachers. This year we have a great deal planned including our New Educators’ State Conference on March 13 and 14 (see ad on page 4). This renowned annual conference is open to teachers in their first three years. Last year’s conference was a stunning success and this year will be no exception with workshops, activities and information that is totally relevant to your needs and based on feedback from new educators identifying their top issues. Of course, the social side of things is great fun with the chance to catch up with friends from university and set up networks over drinks and nibbles on the Friday night.
We need all of our beginning teachers to be actively involved in campaigning. There are so many ways you can do this – write letters to the editor, attend rallies, ring talkback radio, email Ministers Rann, Lomax Smith, Caica and Foley and ask them to end this funding dispute. You can also talk to parents and members of your community and ask for their support. This may be as simple as giving them a campaign flyer and asking them to go to appleforteacher .com.au to sign the petition. We know that well-funded public education means young people are more likely to achieve. Ultimately, this will lead to a better skilled workforce and increased economic growth. It’s imperative we achieve a swift resolu-
EB NEWS So what has been happening with our Enterprise Bargaining negotiations? Well, for the whole of 2008 we have been negotiating with the State Government for a fair go for public education. Our log of claims is comprehensive and addresses key issues such as reducing class size, providing additional resources to schools, professional development and salaries that are nationally competitive with measures to attract and retain our
Our fresh campaign for 2009 is already having a huge impact. It‘s all about apples! Make sure you visit appleforteacher.com.au and encourage all your friends to visit this website too. It has all the juice (latest news), fantastic videos with messages of support from parents, students and teachers about all the positives of public education. We also have what we are calling “the applebet” – politicians will be receiving an apple a day with a message from A – Z. There is also a petition that goes directly to Mike Rann asking him to end this funding dispute. We ask every beginning teacher to sign the petition, post a message and send an e-apple to the four Ministers central to the dispute. Please encourage everyone you know to do the same. In order to maximise our presence and visibility, the apple bus has been out in force at major events such as the Tour Down Under, in and around shopping centres, on the streets of Adelaide and at schools. It has generated much interest. Public response has been extremely positive. Check the website for the weekly schedule. The apple bus may be heading your way soon. In the meantime, keep your eyes peeled for our flyers promoting this year’s New Educators’ State Conference. You can register on our website, but be quick as places do fill fast. We also provide TRT coverage and travel and accommodation is available for our country members.
STAY COOL Keep yourselves cool this term and look out for Apple Central as we continue to hit the streets and stay in the spotlight. Please feel free to contact me if you have any questions. (email right) 3 Daniel Pereira AEU Organiser (New Educators Focus)
Build your own network of New Educators on:
Sign into your account and add “Beam Sa” as a friend. 9
dpereira@aeusa.asn.au
NEW EDUCATORS CONFERENCE
AN APPLE A DAY
Contact Daniel on:
b
Well, what a blazing hot start to the year! For new teachers this is both an exciting and anxious time. By now, you will have familiarised yourself with your classrooms, seen plenty of new faces (parents, staff and students) and, for those teaching in remote locations, begun to experience new communities and life away from the big smoke. Make the most of these experiences, one day you will look back on them fondly.
Campaigning plays a very important role in getting our message out to the public and gaining their support. Members are to be congratulated for their efforts in promoting the EB08 Campaign and gaining community support. However, there is still much to do. We have yet to receive an offer from the Rann Government that adequately addresses the major issues and we must remain as strong and resilient as ever to show this government we will NOT back down. We will stand united to ensure public education and education workers across the state are treated fairly and recognised for the high quality and vital work they do for the benefit of South Australia.
tion to what is now a twelve-month old dispute. We want the best possible outcomes for students, the community, and you. South Australian teachers remain the lowest paid in the country and we need a nationally competitive salary that attracts the brightest graduates to the profession and makes teaching a desirable career.
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N E W E D U C ATO R P R O F I L E really strong relationships as much as I possibly could.” What has been your most challenging experience? “Working with challenging students who you want to help but just see us as another authority figure telling them what to do. When you leave university you have no idea about behaviour management. You get into a classroom and either sink or swim. When I left Whyalla I didn't think I would stick at teaching. The amount of work and effort broke my spirit a bit - you have no idea how much work teaching involves until you start working as a teacher. However, even though Whyalla was difficult, I’m glad for the experience. I learned so much from the school and staff and I don’t regret it at all. Now I’m at Salisbury Primary School and I’m enjoying it more – working in a primary school obviously works for me.” What three aspects of public education need to improve? 1. “Class sizes have to be reduced. At Whyalla it was quite small but at Salisbury Primary School I have 32 kids.” 2. “More support! At Whyalla I had no SSO support – out of 26 students maybe 15 needed support and adapted lesson planning.” 3. “More counselling services, particularly at Whyalla where the counsellor was so overwhelmed with the number of students experiencing issues including severe trauma.”
Perseverance pays off for New Educator Renata Provenzano meets Salisbury Primary School teacher Sara Eisner. As the sweltering temperatures marked the beginning of the 2009 school year, the heat also turned up for new teachers as they move from university practice to the sometimes overwhelming world of real-life classrooms. The AEU begins the year profiling new teacher Sara Eisner who has just filled a role at Salisbury Primary School as 0.8 class teacher for a combined group of Year 6 and 7 students and 0.2 as Numeracy Coordinator. Why did you choose teaching as a career? Sara took her time deciding on a career and studied for more than six years before entering the teaching profession. “I studied Arts and English at the University of Adelaide, then did an Honours in English and a certificate in journalism at the University of South Australia. I then took a year off travelling throughout the USA and South America
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including working at Camp USA working with kids, which I loved.” This was Sara’s turning point and upon returning home, she crammed a four-year study load into an 18-month postgraduate Bachelor of Junior Primary, Primary Education. “The main reason I got involved in teaching is because I want to make a difference.” What has been the most rewarding experience? “When I was working at Stuart High School in Whyalla (teaching Year 8, 9 & 10) there wasn’t a lot of motivation for the students – I really believe education can make all the difference. Whyalla is an isolated place and there’s not a lot for students to look forward to job-wise. So it was rewarding to work with kids who didn’t see much of a future and actually giving them one and building
What are your hopes for your teaching career in 2009? “To change students’ perspectives so they can see the opportunities that exist for them and realise there are so many things they can do with their lives.” Why did you join the AEU? “You’ve got to join the union! They look out for us and always look after our interests, our rights and fight for the things teachers as individuals can’t do but as a collective are much stronger. When I graduated from university the AEU was fantastic with all the events organised and it’s how I met the Principal at Stuart High School who offered me my first job.” What makes a good teacher? “Someone who’s committed, enthusiastic, positive and likes being with kids. Someone who wants to teach and has patience, compassion and understanding.” Who was your favourite teacher? My Year 12 history teacher Mr Davidson really opened my eyes and taught us to look at life differently. He taught us about all the different views around the world and showed us there was a lot of bias through media, people’s opinions and got me to see we all have our own bias as well.” The AEU will be catching up with Sara later in the year to see how her role at Salisbury Primary School unfolds. I Renata Provenzano is a freelance journalist.
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W O R K I N G AT T H E A E U
A Term in Office New Educator Brett Ferris talks about his recent stint at the AEU. Members would know all too well that Term 4 last year was hectic and actionpacked in terms of campaigning around our long-running EB dispute. I had no idea what I had signed up for when I applied to take leave from a country high school to fill the Temporary Organiser Position for the term. It was an exciting and eye-opening opportunity to see all the hard work, dedication and long hours that go into our EB campaign at the AEU. From preparing and running campaign activities and rallies, to arranging school visits, area meetings and training courses, to the research and preparation needed to effectively fight for our claim during negotiations and now in the Industrial Relations Commission. Some of my personal highlights of the term included: • For the industrial action on October 30, we handed out clappers, flags and visors to
members. I was handed the megaphone and led members in chants of “2, 4, 6, 8, Mike Rann negotiate!” and “Hey-hey, hoho, J-Lo’s got to go!” The megaphone would have to be pried from my hands at subsequent rallies. • I ran an Area Meeting. On the way there I heard Paul Caica’s announcement on the radio that he was calling for arbitration. Members listened politely as I paced the floor ranting about how we need to fight this arrogant government and their flawed funding model. • We held a Guard of (dis) Honour outside the Industrial Relations Commission for all attendees to pass through. When inside, I sat though hours of legal argument which made a strong case against the Government’s application for Orders. Sadly, the commission ruled in their favour, resulting in a major inconvenience for parents, students and teachers alike. • I joined other organisers and executive members on November 21 to personally ring over four-hundred Sub-branch Secre-
taries and Workplace Reps to encourage attendance at what turned out to be an incredible after-school rally that afternoon. Thousands of members stood united on the steps of Parliament calling for the resignation of Jane Lomax-Smith and demanding that Mike Rann and his counterparts be humbled by election defeat. We sent a clear message to this government that “members united will never be defeated!” Back in a school setting, the hard work continues for myself and members at our site. There is no doubt in my mind that it will be our commitment to talking with our communities about the threats to public education posed by the SCRFM that will broker the support needed to win this campaign. Promoting and contributing to
appleforteacher.com.au is a vital part of this process. It is difficult to express just how unfair it is that educators must fight bitterly every three years against a miserly government for improved working conditions. My exposure to a broad range of our membership in Term 4, however, made it clear to me that we are prepared to take this fight as far as it needs to go to ensure we provide the best possible education outcomes for our students, the real stakeholders in this negotiation. See you at the next rally! I
TA F E M AT T E R S
Shady tactics in TAFE Our State Labor Government has slipped to a new low in their attempts to force the TAFE sector into a separate enterprise agreement. In December last year, the Government put a revised TAFE offer on the table at the same time as they headed for the Industrial Commission and arbitration for the schools and preschool sectors. The TAFE Divisional Council considered this new offer and quickly recommended that it be rejected on the grounds that it was still requiring TAFE members to agree to a separate agreement and a completely new lecturer classification structure which removed the Advanced Skills classification altogether. AEU Branch Executive confirmed this decision and then notified the State Government. The next proposal coming from the Government was an announcement of their intention to put the offer to a non-union ballot of all “eligible” TAFE employees early in the new year. This tactic was previously tried by the former Olson Liberal Government and now we have a Labor Government bypassing the union and attempting the same. Perhaps what is most condemning of this Government and their approach is that in conducting the ballot, they have defined an “eligible” employee as anyone who has ever been employed in TAFE since March 2008.
This includes over two-thousand Hourly Paid Instructors (HPIs), some of whom may have only been employed for as little as a few hours on one day back in April last year, perhaps never to teach again in TAFE. During the period of the proposed ballot, the vast majority of these HPIs will not be employed in TAFE. Furthermore, most of the matters pertaining to conditions of employment in the Government offer, such as the classification structure, have no bearing on
HPIs. This means that a group of people who are not currently employed in TAFE have the potential to influence the outcome of this ballot and significantly change the working conditions of permanent and contract staff. At meetings held in TAFE campuses around the state, members and non-members have been turning up in record numbers to express their concern about this bloody-minded approach. At a recent meeting at Barossa TAFE, most of the staff turned up for the meeting and were clearly disappointed at what the Government was trying to do. I Alan Wilson, Organiser (TAFE Focus)
TAFE
1 Behind from left: Heather Gordon, Alan Wilson, Faye March (Barossa Rep) Virginia Waples, Jenni Lennon, Chris McCann, Wendy Trinne, Trish Colby. Front from left: Graeme Pound, Chris Stott, Chris Dahms, Jayne Siegle, Judi Brooks
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F O C U S | A P P L E F O RT E AC H E R .CO M . A U
An apple a day drives new campaign
writes AEU Organiser Howard Spreadbury
We’re fighting to stop the Rann Government eating away at education funding.
N
ow that members’ salaries and conditions are to be determined through arbitration in the Industrial Relations Commission, we need to adopt a fresh approach to campaigning which will energise members and further engage our community in support for a fair outcome for public education funding in this state.
See our new campaign website:
appleforteacher.com.au provides such a focus for campaigning in 2009. We have a fresh website and a brightly decorated bus to help us take our message into the community. Organisers are taking the bus to the streets in key government electorates, in the first instance to the voters of Ramsay (Premier Rann), Port Adelaide (Treasurer Foley), Colton (Minister Caica) and Adelaide (Minister Lomax-Smith).
applefor teacher.com.au
Each week the bus, aptly named Apple Central, is located in a shopping precinct in each electorate followed by a visit to a school at the end of the school day. With the support of members we are engaging with the public and parents in schools by offering fresh apples and current information about the public education funding dispute, why it remains unresolved and how parents and community members can support us in achieving a resolution. The bus arrives complete with video recording gear so we can record messages from the community about a favourite teacher or their opinion on the funding dispute. So far the support has been fantastic!
“...the public education funding dispute has dragged on for too long and should be resolved now.” Videos from educators and the general public are uploaded to “The Pick” and act as encouragement to get people to visit the site. After all, everyone wants to see themselves on film, don’t they? To complement the street level activism, the campaign is supported by regular radio and press ads, billboards and mobile signage. And just to make sure the ministers are getting the message, each day they are receiving a gift wrapped apple with a new slant on why they should be
At the core of the campaign is the
appleforteacher website. This forms the focus of conversations as we encourage people to visit the site, sign the online petition, post a message and send a an eapple to the four ministers, urging them to put an end to one of the longest running disputes in this state’s industrial history.
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1 The Apple Central bus will continue to spread our message throughout key electorates and other parts of the state throughout the term.
ending the education funding dispute now! So the message to the government is clear – the public education funding dispute has dragged on for too long and should be resolved now so that proper levels of resourcing can be returned to our preschools, schools and TAFE campuses and that all education workers can receive nationally competitive salaries. The Apple Central bus will continue to spread our message throughout key electorates and other parts of the state throughout the term. Look out for it in your area. Each week, locations can be viewed on the website, along with updated statements from members and the broader community. Encourage everyone to visit and post their message of support at 5
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A P P L E F O RT E AC H E R .CO M . A U | F O C U S
Members see RED
Sub-branch secretary Katie Hodgson was there to greet me when I arrived and she quickly explained that the choice of colour was multi-dimensional. “We chose red because it symbolises our passion for teaching and because we are worried the school’s budget will go into the red if the government gets its way with its funding model”, she said. There are many activities like this that subbranches can do in order to get the message around the site and out to parents and according to Katie a bit of a natter was all it took to make a splash. “We have an active WOC here, so we sat down at the beginning of the year and talked about what we were going to do to maintain high morale and we decided that wearing red was a good way to achieve it”. Having voted to focus their energies on
“We certainly feel deserted by the government. We want schools and kids to get a piece of Mr Rann’s pie.” the appleforteacher campaign at a recent sub-branch meeting, the members were keen to get stuck into some apple pie for morning tea and to get online to sign the petition. And it wasn’t long after donning one of the campaign shirts I’d taken with me before Heather at the front desk was getting questions from parents and visitors about the campaign. It’s simple things like this that can make or break a campaign. Everyone must get involved for it to be a success. It seemed to me that members at the site like the fact that the appleforteacher.com campaign has a positive feel about it and it is raising interest and support in the community. By chance, one member had recently made a quilted wall hanging featuring an apple in the centre. It now adorns the wall of
“We want to know why the government won’t settle. They have settled with everyone else but not schools. We certainly feel deserted by the government and the Education Minister Jane Lomax-Smith,” said one of the members. “We want schools and kids to get a piece of Mr Rann’s pie.” I asked an SSO member to comment on the government’s attitude and she quickly responded with “You wouldn’t be allowed to print what I want to say but my main issues are class sizes and permanency for SSOs”. Thomas Budin is a student teacher member at the school and says many of his friends have been weighing up whether or not to stay in SA or move somewhere where salaries and conditions are superior. “I feel more and more obliged to go interstate and my friends are talking about going to WA. South Australia is going to lose many of the best new teachers. Some are even thinking of going to England. The government should settle this dispute if it values education and wants young graduates to stay here.” Katie Hodgson says members at the site are thinking beyond their own needs. “At our meetings members have talked about how they are in their last few years before retirement but want to win this for those coming after them and to keep the profession they have been a part of healthy. I think that’s so noble.” I
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applefor teacher.com.au
R
ecently, the word spread around that members of the Victor Harbor R–7 school are wearing red each payday until the funding dispute is resolved. It sounded interesting so I jumped in the car and headed down to check it out first hand.
The members at Victor R–7 were clearly united in their contempt of the government’s position toward educators in South Australia.
See our new campaign website:
AEU organiser Ken Case reports on members’ opinions from Victor Harbor.
the staffroom as a symbolic statement in support of the campaign.
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V IRCE A B I TPRRAT E SI O I DNE N T S V I E W
Why we need a salary increase We must be competitive in a national labour market to retain the best and brightest.
What does it mean? The interim increase of 3.75% granted to SA teachers means those at the top of the incremental scale will be paid $70,988 per annum.
This increase means: • South Australian teachers at the top of the incremental scale would still remain 7.66% below the National Weighted Average (excluding South Australia). • South Australian teachers at the top of
Interstate comparisons of teacher salaries at the top of the incremental scale South Australian Step 8 teachers are currently the worst paid by a considerable margin. When compared with interstate teachers at the top of the incremental scale: • South Australian teachers are 10.3% below the National Weighted Average and 11% less than the National Weighted Average (excluding South Australia). • South Australian teachers are 10.46% below the median (being the unweighted average). • South Australian teachers are 11.59% below the midpoint. In the negotiations that led to the current Enterprise Agreement the Government’s position was that teachers at the top of the incremental scale should be paid at this midpoint.
Comparison with rate of inflation In the twelve months between September 2007 and September 2008, there was a 5.1% increase in the consumer price Index in Adelaide. Over that period members did not receive a pay rise.
Comparisons with public sector employees Nurses: The salary of South Australian Public Sector Teachers at the top of the incremental scale has declined dramatically when compared with the salary of South
Australian Public Sector nurses at the top of the incremental scale. Between 1 October 2001 and 1 October 2008, nurses salaries at the top of the incremental scale have increased by 40.4%. Those salaries are due to increase by a further 4.5% on 1 October 2009. In contrast, between 1 October 2001 and 1 October 2008 the salaries of teachers at the top of the incremental scale have only increased by 31%.
Police: The salary of teachers at the top of the incremental scale has also declined when compared with the top of the incremental scale applicable to police officers. Between 1 October 2004 and 1 October 2009 the salaries of South Australian police officers at the top of the incremental scale will increase by 24.5% whereas the salaries of teachers at the top of the incremental scale will have only increased by 17%.
the incremental scale are still the worst paid teachers in Australia at that salary point. They would become marginally better paid than Queensland teachers who are about to commence a new bargaining round. • South Australian teachers at the top of the incremental scale would still remain 4.95% below the mid-point. In the negotiations that led to the current Enterprise Agreement, the government’s position was that teachers at the top of the incremental scale should be paid at this midpoint. While the 7% increase will not give us parity with our interstate colleagues, to not grant an interim would see us continue to fall further behind particularly as other state receive already agreed pay increases. The increase sought by the AEU is conservative and cautious when compared to salaries paid interstate. As it is likely a decision in our arbitration will not be handed down until the end of this year, a 21% increase is sought just to enable us to maintain pace with interstate salaries and the known increases that others will I receive.
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SALARIES
VICE PRESIDENT’S REPORT
Welcome back!
On 9 February the full commission of the South Australian Industrial Relations Commission handed down its decision on the AEU’s application for an interim award. This decision was based on evidence heard over two days of hearings on 28 and 29 of January 2009.
point in further negotiations between them.
During the hearing, the employer argued strongly that the Commission should refrain from hearing the interim award application. It was the government's view that employees should not be granted a pay increase until the final decision was handed down sometime in October 2009. The AEU was successful in its arguments on this matter and the Commission dismissed the governments objections.
The Commission thus determined that a 3.75% increase is granted to all classifications. This increase is payable from the first pay period commencing on or after 28 January 2009. The granting of this increase is consistent with the principles applying to interim salary increases and past decisions. In granting the interim increase, the Commission determined not to make the payments retrospective but gave the AEU the option to apply for backdating of these payments as part of the final award application. The AEU’s arguments that paid maternity leave and adoption leave be increased to 14 weeks for all eligible employees in DECS and TAFE was accepted by the Commission and will come into force from 1 January 2009. I
Summary SALARY INCREASE
AEU
Government
Commission
7% for all
0% increase
3.75%
PAID MATERNITY AND ADOPTION LEAVE
AEU
Government
Commission
14 weeks to be included in interim award and provided for DECS and TAFE
Not to be addressed by interim award, and no provision for TAFE employees
Paid Maternity & Adoption Leave of 14 weeks granted to DECS and TAFE (Educational Staff ) employees
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During two days of hearings, the employer argued that TAFE be excluded from the interim award and that no findings on this matter could be made until after the TAFE ballot. The Commission determined that TAFE be included in the arbitration. This was based on the Full Commission’s view that there was no reasonable prospect of the parties reaching agreement and thus no
It was the view of the Commission that in the absence of an interim increase, hardship would be caused to the employees of the Department of Education and Children's Services and those in TAFE.
For Info and updates see our new campaign website:
Interim Award application heard
I trust that you had a relaxing and enjoyable break for at least part of the holidays. Reflecting on 2008, my dominant recollection is the incredible strength displayed by AEU members in rejecting a series of EB Offers that seriously undervalued education in this state, and, just as significantly, totally underestimated your determination and commitment to principles. Arbitration will undoubtedly be a major focus in 2009, and I have every confidence that we will remain steadfast and resolute in working together for improved conditions and salaries that are nationally competitive. In addition to Arbitration, there are a host of state and federal initiatives that have the potential to impact significantly on our work as educators and the quality of education in our preschools, schools and TAFE Institutes. The Federal Government’s Universal Access initiative will have huge implications for preschool educational delivery across the nation and brings with it the potential for significant expansion in employment in this sector. The same applies to the Federal Government’s commitment to inject much needed funding into disadvantaged schools and quality teaching. The devil, of course, will be in the detail, and we will need to remain every vigilant that our State Government does not use these initiatives as a means to avoid their responsibility as the prime providers of funding for public education. At the state level, Education Works, the implementation of the new SACE and the development of a DECS Strategic Plan for 2010 to 2015 are just some of the issues that will require involvement and monitoring on the part of AEU members. TAFE faces challenges on a number of fronts. Our State Government is making a blatant attempt to isolate TAFE members and weaken their future bargaining power by insisting on separate Enterprise Agreements to the extent of conducting a non-union ballot on an Offer already rejected by TAFE Divisional Council and Branch Executive. The Federal Government is endeavouring to pressure states to force TAFE to compete against cheaper private organisations that frequently offer poor quality training at bargain basement prices. As AEU members, our key strength is our unity. We have displayed this quality admirably in the past and I look forward to working with you in continuing to do so throughout 2009. I would like to take this opportunity to wish all members a happy and enjoyable 2009, both personally and professionally. I Anne Crawford, AEU Vice President
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E D U C AT I O N F U N D I N G D I S P U T E
On-air facts and fiction Some comments in the media should be taken with a grain of salt. At various times during the current education funding dispute, State Government ministers have appeared on talkback radio making claims that are, simply put, completely wrong. Here we look at some of these and correct the record.
CLAIM: “…this is not actually an issue about money, it’s about unions wanting to control schools…currently the unions enjoy the capacity to tell principals when they can employ teachers.” Jane Lomax-Smith, Minister for Education, discussion with David Bevan, Radio 891, 23 July 2008.
FACT: The AEU cannot tell principals when they can employ teachers as teachers are employed, not by principals, but by DECS. Neither can the AEU tell the Department when it can employ teachers. The only input the AEU has is through agreements reached with DECS during Enterprise Bargaining negotiations. Agreement on class sizes has an impact on the number of teachers employed. However, if the Department agrees to certain class size maxima during negotiations, and these are subsequently codified in and protected by an Enterprise Agreement, then the union cannot be said to be “telling principals when they can employ teachers”!
CLAIM: “What we would say is that …the principal chooses who and when they hire… We believe that principals should hire teachers…” Jane Lomax-Smith, Minister for Education, discussion with David Bevan, Radio 891, 23 July 2008.
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FACT: There has never been a proposal from the Government at any time during this dispute that principals should hire, or directly employ, teachers. It is just not an issue. The Minister has either misunderstood negotiations (that she has never attended) or is being mischievous. CLAIM: “The State Government has today restated its guarantee that State schools will get the same or more funding as they move to a proposed new student-centred funding model.” Jane Lomax-Smith, Minister for Education, News Release, 7 November 2008.
FACT: Government negotiators have repeatedly confirmed the accuracy of AEU analysis showing that over a third of schools will lose funding under the Government’s proposed new funding model. The issuing of a “same or more funding” guarantee publicly acknowledges that there is a problem that needs to be addressed. However, the so-called guarantee is for only two years, 2010 and 2011. There are no protections for schools against funding losses after this time. And the wording of the “guarantee” is not reassuring. Does “same” funding mean at 2008 levels without consideration for the effects of inflation? If so, “same” will actually mean “less” in real terms. The Rann Government is yet to clarify this point.
CLAIM: “We’ve ruled out increases in class sizes.” Jane Lomax-Smith, Minister for Education, discussion with Leon Byner and Chris Kenny, Radio 5AA.
FACT: Government negotiators have not, and cannot, guarantee that class sizes will not rise. At the present time, there are cutoff points beyond which one student more or less can mean one teacher more or less to a school. For example, one student more coming into a Year 7 class of 30 students at the start of the year will see the class split in two and a second teacher appointed. Conversely, if 31 Year 7 students at the end of one year become 30 students at the start of the next because a family moves interstate, then the school will lose a teacher and two small Year 7 classes will become one class of 30. This does create some staffing uncertain ties and is the justification for the Govern ment’s proposed change to a student-centred funding model. This proposed model places a figure of between $2,140 to $10,233 on a student depending on their level of schooling, and on school size, type and location. So let’s look at the class of 30 students again. One extra student arrives and brings not a new teacher, but a sum of around $7,500. That sum is insufficient to put on a new teacher, so the class swells to 31. Indeed, the class can swell all the way to 40 or more before the school has the funding (including provision for long service leave, sick leave and so on) to be able to employ one more teacher. This is the essential flaw in the proposed funding model and is why the Government cannot rule out increases in class size. CLAIM: “Who else has earnt more than $100,000 a year? Teachers - the very people that they (the Opposition) want to pay more to…Teachers, non-executives…we are talking about senior teachers.” Kevin Foley, Treasurer, Parliament, 15 October, 2008
CLAIM: “…teachers now can earn more than $100,000…our most experienced teachers…our best teachers earn more than $100,000.” Jane Lomax-Smith, Minister for Education, Parliament, 15 October 2008
FACT: These extraordinary statements can only be seen as an attempt to turn the public and the parliament against the current AEU wage claim, which would see teachers at the top of the pay scale paid according to the national benchmark of around $75,000. There are no, we repeat, no teachers currently earning in excess of $75,000, and to suggest that we have any teachers currently walking around with an extra 25 grand in their back pockets is crazy. Note that both Kevin Foley and Jane Lomax-Smith were at pains to point out that they were referring to “senior teachers”, not to principals or people in executive positions. The current top step on the teacher salary ladder ends at $68,422. I
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WOMEN’S FOCUS
W O M E N ’ S E V E N T WATC H L I ST
Welcome back in ‘09
Monday 2 March
AEU Women’s Officer, Tish Champion reports on work/life balance and the new year ahead.
A course for AEU women members who have attended the base AEU Women’s Contact Officer course and who want to build their skills to support women in their workplaces. Who can attend: All AEU Women Contact Officers and interested AEU women.
At the tender age of 42 I have to admit that this was the first year. I have had to work from 9am–5pm through the school holidays It is also the first time in 37 years that I have not been a part of that back to school buzz either as a student or a teacher. It feels strange and I am almost envious.
Teaching was my profession for 22 years before I accepted the position of Women’s Officer at the Union last year. The start of a new year was always one of my favourite parts. Right up there alongside the end of the year. The New Year brought with it a new classroom, new students, new parents, new faces, new ideas and renewed energy. While my enthusiasm by week 10, term 2 was considerably jaded, at least I always started on a high.
Of course the beginning of the holidays is
Equal Opportunity Act In November 2008, a substantial revision of our Equal Opportunity Act was introduced into Parliament. While many things in the Act will remain the same, there are some
However you chose to spend your extremely well earned Christmas break, I hope that you took some much needed time out for yourself and that you have come back relaxed and refreshed, ready for the fight of our lives in 2009. With our new community campaign:
appleforteacher.com.au I encourage all women to go to this website, to sign the petition and keep yourselves, your family and all your friends informed with our regular updates. Keep your eye out for our Apple Central bus which will be out and about in the community. More than ever in our fight for a fair EB outcome and the future of public education, your voices are vital. Collectively we are strong. With the Arbitration process beginning it is bound to be a very exciting year. I significant changes which are currently being debated in Parliament. Second reading speeches commenced in Parliament last week. We encourage those interested in supporting the changes to the EO Bill to contact (below):
8303 0961
Office for Women | Phone: Equal Opportunity Commission | Website:
www.eoc.sa.gov.au
Jean Pavy Awards The Jean Pavy Award is an annual award presented by the AEU (SA Branch) to acknowledge the achievements of South Australian public school students and their teachers who receive a Merit in SACE Stage II Women’s Studies. The award honours the work of Jean Pavy who was an active campaigner for public education, equal pay and women’s rights. The 2008 Jean Pavy recipients were: Nicole Dikkenberg from Le Fevre High School, Ashleigh Emery from Le Fevre High School and Erifili Kalominidis from Christies Beach High School.
Sunday 8 March
2009 International Women’s Day International Women’s Day (IWD) offers women all over the world the opportunity to gather together in support of those women who live in fear of persecution for simply being a woman. The lives of so many women and girls are inconceivably dire. IWD is celebrated in Adelaide with a variety of functions including:
• Wednesday 4 March IWD Lunch
• Thursday 5 March | 5.00pm IWD March: Meet at Victoria Square and march through the city to the Duke of York Hotel in Currie Street
• Friday 6 March IWD Breakfast – Evonne Goologong – guest speaker Adelaide Convention Centre We have 5 free tickets to the breakfast for AEU women. If you would like to go in the draw to attend please email Tish. AEU women have always participated strongly in IWD events and hopefully this year will be no exception. Anyone wanting more information about the public events leading up to IWD on Sunday 8 March please contact me (details below).
All women welcome! If you need any info or have any queries or issues please contact me:
Tish Champion T: 8272 1399 E: tchampion@aeusa.asn.au 17
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I wonder now, with a young family, how I had any energy at all for the new school year. It is a sad fact that for the majority of women, Christmas holidays are by no means relaxing. Due to being vacation challenged these holidays I found myself longing and daydreaming about having endless Summer days off and all the things I would do with those free and easy days. It wasn’t long before I realised that my interpretation of holidays had somehow become distorted and dramatically different to that of my husband – through no one’s fault but my own.
The post Christmas cleanup always takes forever and naturally provides the perfect lead in for the major Spring clean which is so overdue. A friend once said, “For teachers, the school holidays are really just the time that we catch up on our lives after putting everything on hold for 10 weeks”. The holidays, in effect – are our work life balance. There has been a lot said in the media lately about the number of holidays teachers get. Some contributors to talk back radio and letters to the editor believe that we get far too many holidays and therefore should not be seeking a salary increase at all. If only they could spend a week in a school.
Friday 6 March
To keep informed about our EB and to have your say go to:
I have watched my teacher friends work like crazy over the last few weeks getting ready for a new year. My memory may be selective, but I remember as a teacher feeling excited, full of anticipation and bursting with ideas and plans for the year ahead. I know that I may be looking through rose coloured glasses and that having the shortest summer break of my life combined with the current heat wave may have frazzled my brain but I genuinely miss the hype of a new school year.
spent obsessing over Christmas shopping. Getting the bargains. Beating the crowds at Marion. Lining up for the annual photo with Father Christmas that no one else in the family seems to care about. Making copious amounts of Christmas slice. Filling the fridge with food that won’t get eaten. Wrapping each present perfectly so the boys can rip them open and cleaning the house before the family arrives for Christmas lunch. Trust me I am not exaggerating! While my husband, on the other hand uses the days before Christmas to catch up on lost fitness and sleep, meet up with friends, relax with our two sons and play golf. Someone has the right balance and it’s not me!
Advanced Women’s Contact Officer Course
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L E AG U E TA B L E S Equity in access to education generally means providing the opportunities to learn without reference to the outcomes. In practice, it permits dismissal of students’ lack of success as being due to their lack of talent or motivation, not to inadequate government funding or teaching. Equity in access does not require any minimum level of achievement for all students or the elimination of achievement gaps between students from different social backgrounds. It is consistent with wide inequalities in outcomes. It removes the need for special programs to reduce achievement gaps. As such, it is a recipe for continuing inequity. Second, it drops the key goal of the Adelaide Declaration that schooling should be socially just. This is a major retreat on improving equity in education. Having social justice in schooling as a key national education goal was a powerful policy priority, even though governments failed to implement it.
New National Education Goals are Contradictory dence shows that equity in education is diminished where choice and competition rule. It increases social segregation between schools as better-off parents use league tables to ‘vote with their feet’, as the PM says the system is designed to do.
The Melbourne Declaration retains the praiseworthy commitment to eliminating the achievement gap between Indigenous and non-Indigenous students. However, it does not offer the same commitment to other disadvantaged groups.The commitment to socially disadvantaged students is weakened. The commitment to other disadvantaged students, such as those of some ethnic backgrounds and students from remote areas, is only to reduce the effect of disadvantage instead of requiring that their results improve to match those of other students.
Popular schools enhance their results by ‘creaming-off’ high achieving students from other schools and restricting the entry of low achieving students who generally come from lower socio-economic backgrounds.
By reporting school results, education ministers, led by the Rudd Government, have chosen to follow the example of the UK and the US. These school systems generally perform worse than Australia.
Social segregation increases the concentration of students from disadvantaged families in some schools, reducing overall average results. These schools face high student learning needs but have inadequate funding and teaching resources to meet them. They experience a spiral of decline as more parents choose to leave because of the low league table ranking.
The highest achieving countries such as Finland and Korea don’t publish comparisons of school results. Yet, they have been much more successful than other countries in reducing the impact of socio-economic background on student results because they resource and manage their schools to succeed. They have the lowest achievement gaps between rich and poor students in the world.
The contradiction between goals is compounded by a weaker commitment to social equity in education in the Melbourne Declaration compared to the Adelaide Declaration. First, it switches the emphasis from equity in educational outcomes to equity in access to education – two very different concepts. Equity in access to education is a much weaker commitment than social equity in school outcomes.
The Rudd Government is completing the agenda of the Howard Government to introduce a quasi-market in education. It has achieved what former Howard Government Education Minister, David Kemp, could only aspire to. Labor’s supposed revolution in education is one conceived by Dr. Kemp. I
Save our Schools convenor Trevor Cobbold reports. The new school year began with new national education goals to follow. Unfortunately, education ministers have set two incompatible goals. They commit to reporting school results and improving equity in education. Inevitably, inequity increases under school reporting. The new national goals (the “Melbourne Declaration”) promulgated last December replace the previous Adelaide Declaration. They comprise two major goals and a commitment to action in eight areas. The two goals are to promote equity and excellence and that all young Australians become successful learners, confident creative individuals, and active informed citizens. The commitment to action includes several worthwhile aims, including developing stronger partnerships; supporting quality teaching and school leadership; and strengthening early childhood education. It also aims to improve educational outcomes for Indigenous and disadvantaged young Australians. A major new commitment is to report individual school results. This is a key change of direction. Reporting individual school results makes league tables inevitable. It will entrench choice and competition between schools as the fundamental organising feature of school systems in Australia. The international evi-
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Third, the Adelaide Declaration stated that the learning outcomes of all educationally disadvantaged students should match those of other students. It meant that average outcomes and the range of outcomes should be similar for students from different social groups, but not that all individuals should have identical outcomes.
Trevor Cobbold www.soscanberra.com.au
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P R O F E SS I O N A L I SS U E S
Rational Emotive Education Mentoring Program Giulio Bortolozzo of the Peachey Road School Cluster writes… Toward the end of last year, nine teachers with less than five years’ teaching experience received their certificates for successfully completing the Rational Emotive Education (REE) course. These enthusiastic educators have begun a professional learning journey that will continue the legacy of the late Dr Albert Ellis who created Rational Emotive Behaviour Therapy in the 1950s. He was a great supporter of the Peachey School Cluster endeavour to implement preventative mental health programs in schools based on his ABC of Emotional Disturbance. His counselling model helps us to teach students that behavioural and emotional disturbance are not so much a consequence of what happens but has more to do with our interpretation of what happens. REE is about teaching these insights to students as soon as they enter the education system. Dr William Knaus continues to support our efforts through the Albert Ellis Network, the official representative of Dr Ellis’ work. He created Rational Emotive Education in the 1970s and has recently updated his free teacher REE program. Dr Knaus worked closely with Dr Ellis for several decades and it is his desire that REE be introduced to students so they may not experience the debilitating effects of depression, anxiety and anger. Dr Ellis wanted his Rational Emotive Behaviour Therapy counselling model to be available to all, especially to students and teachers to use in a preventative way. Dr Knaus continues this tradition. Grant money was made available through the Kumangka Para Directorate to run the Rational Emotive Education Mentoring Program. This money in turn came from the South Australian Education Staff Certified Agreement (2006) negotiated between the AEU and DECS to provide funds for professional learning in the area of behaviour management. Nine teachers had access to four TRT days to attend workshops and to spend time in a Mentor teacher’s classroom. Eight experienced teachers used a TRT day to attend REE training acted as mentors to the nine course participants. Dr Judith Peters and Dr Rosie Le Cornu from the University of South Australia provided participants with support for their REE Action Research Projects. Anne Crawford, Vice President of the AEU (pictured) was a guest speaker at the
1 From left: Michaley Batty, Tegan Grey, Effie Malamatinas, Carly Neilson, Allison Gosnold, Giulio Bortolozzo and Lauren Poole.
presentation held at Smithfield Plains Junior Primary School. She congratulated the graduates in attendance and acknowledged the importance of funding for on going professional learning for teachers and she emphasised that the AEU continues to advocate on behalf of educators not only through the Enterprise Bargaining process, but on an ongoing daily basis. Sherylee Dawe spoke on behalf of DECS. Sherylee has been involved in student wellbeing promotion for many years and she commended the participants on their efforts. Dr Ken Rigby (pictured) from the University of South Australia talked about his latest research with Giulio Bortolozzo on bullying and victim behaviour. Findings suggest that Rational Emotive Education principles may support victims and bullies alike through dedicated REE programs. The research investigated the relationship between self and other acceptance and the tendency to bully or be bullied. It is evident that some students who have low self worth may be more likely to become victims of
bullying. Those students who don’t accept others may tend to be bullies. Albert Ellis and Bill Knaus advocate that by teaching children Unconditional Self Acceptance and Unconditional Other Acceptance – core principles of Rational Emotive Behaviour Therapy/Rational Emotive Education – we can address these issues at a school level. The REE Mentoring program has been running for two years now in the Peachey Road School Cluster. Course developer Giulio Bortolozzo hopes that it can continue into the future with the help of similar professional learning grant support. In the last enterprise agreement process, the AEU secured $10 million for behaviour management initiatives. Many students and members, including those in the Peachey Road Cluster, have benefitted directly and very positively from this. The opportunity for educators to participate in quality professional development should be a right, rather than an item to be bartered or traded off. A responsible government should automatically acknowledge the value of investing in workforce development. I Giulio Bortolozzo Wellbeing Coordinator Peachey Road School Cluster Dr Ellis has recently updated his free teacher REE program which is available at:
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N O M I N AT I O N S F O R B R A N C H E X E C U T I V E & A E U CO M M I T T E E S
I T ’ S YO U R PAC
Australian Education Union | SA Branch
...continued from page 7 3
Nominations are called to fill the following positions on Branch Executive & AEU Committees:
policy allowing 37 1/2 hours non-attendance or pay at the end of the year. This situation abuses the good will of young teachers. The AEU supported a member in similar circumstances in 2008 and the outcome was very satisfactory.
Branch Executive Officer
professional development program.
Casual Male Vacancy
One vacancy for a Children’s Services member and two vacancies for members working in the schooling sector for a term of office ending March 2011.
Branch Executive is the committee of management of the union.
One casual position for a term of office ending 31 December 2009. In accordance with AEU Branch Rule 48(15) Branch Council will fill this position by appointing the successful candidate in an election conducted at Branch Council on 28 March 2009.
Legal Defence Appeals Committee: determines appeals arising from the Union’s Legal Defence Rules.
Nominees must be 2009 Delegates to Branch Council who are not members of Branch Executive.
Administrative Officer Review Committees: consider applications for Administrative Officer vacancies and recommend preferred candidates for appointment.
Four female & four male positions for a term of office ending December 2010.
Nominations for the Branch Executive Officer Casual Male Vacancy will close 12 noon | Friday 13 March, 2009. Nominations for committee vacancies will close 12.00 noon | Thursday 26 March, 2009. Nominations should be directed to:
Returning Officer, 163 Greenhill Road, Parkside SA 5063, A nomination form is available at:
www.aeusa.asn.au/yourunion and from the AEU. Nominees are encouraged to provide a supporting statement of up to 200 words.
Election Procedure Ballots for contested positions will be conducted at Branch Council on
Saturday, 28 March 2009.
Curriculum and Professional Development Management Committee: is responsible for policy
Further information about these positions is available from Jack Major – Ph: 82721399 or email: aeusa@aeusa.asn.au
development in relation to curriculum and professional issues and oversights the AEU
Peter Norman Returning Officer
The PAC plays an invaluable role in ensuring that all vacancies are forwarded to DECS in the appropriate manner and that we maximise the number of ongoing positions. The AEU is committed to promoting permanency and we need your vigilance and action to achieve this. We would urge PAC representatives and other members to do the PAC training. The more trained members you have the better supported the AEU PAC Representative is. And don’t forget the AEU representative on the PAC should not be left to work in isolation. The strength of the PAC relies heavily on the strength of I the sub-branch. Ken Case AEU Organiser
PAC
Four positions for a term of office ending December 2010.
Closing Date
Complaints raised in relation to the local selection process in 2008 have been reported to DECS and are currently the subject of investigations and ongoing discussions between the AEU and senior DECS officers. The AEU relies on member reports to ensure that practices of this kind are addressed and avoided.
See page 21 (above left) for dates of PAC training in Term 1.
Keeping you up-to-date
Online
we need your preferred
email address Email to: membership@aeusa.asn.au or call Rhonda on: 8272 1399 20
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A E U 2 0 0 9 T R A I N I N G A N D D E V E LO P M E N T P R O G R A M
TERM 1 | 2009 AEU/DECS MERIT & PAC TRAINING Merit Selection Training DATE Wednesday 25 February Thursday 19 March Friday 3 April Monday 20 April
VENUE/TIME Riverland Special school Penola High School AEU Parkside AEU Parkside
9.30am – 4.30pm 9.00am – 4.00pm 9.00am – 4.00pm 9.30am – 4.30pm
VENUE/TIME AEU Parkside AEU Parkside AEU Parkside
9.00am – 1.00pm 1.00pm – 4.30pm 9.00am – 1.00pm
Merit Selection Pannellist Retraining DATE Wednesday, 4 March Tuesday 17 March Wednesday 8 April
VENUE/TIME AEU Parkside AEU Parkside AEU Parkside
4.15pm – 6.15pm 4.15pm – 6.15pm 2.00am – 4.00pm
Book online at: www.decs.sa.gov.au/HR1/pages/default/training_dates/
2009 UNION MEMBER DEVELOPMENT PROGRAM New Country Workplace Reps Course
District Union Networks [Renmark] and Campaigns
Monday 23 & Tuesday 24 February 9:15am-4:00pm A 2-day course on resolving issues effectively through various decision-making structures and processes, e.g. PAC; working constructively with members.
Sunday 5 April | 2.00pm -9:00pm & Monday 6 April | 9:00am-3:00pm 0r [Port Pirie] Sunday 17 May | 2.00pm – 9.00pm & Monday 18 May | 9.00am – 3.00pm
Advanced Women’s Contact Officers Course
A 2-day course on establishing regional union networks, running local campaigns and resolving workplace issues with member support.
Monday 2 March | 9:15am-4:00pm A course for AEU women members who have attended the AEU Women’s Contact Officer Course and wish to learn more about how they can support women in their workplace.
New Workplace Reps Course Thursday 19 & Friday 20 March or Thursday 7 & Friday 8 May 9:15am-4:00pm A 2-day course on resolving workplace issues effectively through various decision-making structures and processes, e.g. PAC; working constructively with members.
Skills for Activists Thursday 26 March | 9:15am-4:30pm A 1-day course to develop members’ confidence in decision-making forums. Topics covered: Meeting procedures, assertive communication and public speaking.
New Branch Council Delegates Course
Creative Actions Workshop Thursday 16 April | 9:15am-3.30pm A 1-day course to develop creative, fun actions linked to AEU campaigns, and which will engage members.
Digital Media Workshop Friday 17 April | 9:15am-3:30pm A 1-day course to develop digital media skills for use in the classroom or in campaigning activities. Members are encouraged to develop a short digital clip for the 2009 AEU Public Education Media Competition.
Democratic Decision Making Through the PAC Friday 1 May | 9:15am-4:00pm A one-day course on resolving workplace issues effectively through various school decision-making structures and processes, in particular through the PAC.
Consultation Skills for Reps
Friday 27 March | 9:15am-4:00pm
Friday 22 May | 9:15am-4:00pm
A 1-day course to develop members’ confidence in being an active participant as a delegate in AEU Branch Council.
A 1-day course on resolving workplace issues effectively through consultation using official consultative avenues.
For more info on courses, relief funding or to register go to:
Monday 22 & Tuesday 23 June 9:15am-4:00pm A 2-day course for women members on the role of the AEU Women’s Contact Officer, and how to support women in their workplace.
Conflict Resolution through Mediation Wednesday 15 to Friday 17 July 9.15am-4.00pm
PAC Training DATE Wednesday 25 February Wednesday 11 March Thursday, 2 April
Women’s Contact Officers Course
A high-demand three-day course facilitated by Professor Dale Bagshaw and practising mediators, covering the theory and practice of mediation as a proactive strategy in maintaining healthy workplaces. Participants must commit for all three days.
Potential Branch Council Delegates Course Friday 20 November | 9:15am-4:00pm A one day course on decision making in the union and the role of council delegates for those who may be interested in becoming a delegate in the future.
AEU New Activists’ Conference Monday 23 November | 9:15am- 4:00pm A one day conference for new teachers and young activist members. The conference features workshops on current and difficult issues in education and democratic educational practices. Participants will find out how to energise the teaching profession and engage the next generation of AEU members.
All courses are held at the AEU unless otherwise specified.
Travel by Camel – Discover the Outback Seven-day camel safaris June/July 2009. Leave your usual world behind. Explore safely with quiet camels and a small group. Departs from Coward Springs on the Oodnadatta Track, $1540.
www.cowardsprings.com.au/ camel-safaris.php or phone Prue Coulls on:
(08) 8675 8336 or (08) 8559 6144
A DVA N C E NOT I C E Community Water Summit Allan Scott Auditorium, Hawke Building UniSA City West Campus Saturday 14 March 2009 9.30am – 5.00pm What are the issues and what are the alternatives?
www.saveourgulf.org.au
www.aeusa.asn.au/events
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N OT I CE B OA R D
Members’ Market VICTOR HARBOR Holiday Hse: Enjoy a Break at ‘Southern Escape’! A beautifully renovated 3BR house within walking distance of the beach, skate park, shops, restaurants and the city centre. A ‘Home away from Home’ with all facilities. Large yard, great for relaxing and enjoying a BBQ and wine under the Pergola. T: 0413 920 554
FOR RENT: Week(s) accommodation in resorts in Australia, NZ, Asia, South Africa for $400 to $700pw, sleeps 2, 4 or 6. Ideal for family. Contact John: T: (08) 8295 3181 email: sterzlej@iprimus.com.au
FRANCE-South: Lovely Village House. $700 pw. www.hermes.net.au/villeneuve Contact Julie on: 0403 314 928
HOLIDAY RENTAL: Yorke Peninsula: Brand new up-market esplanade beach house ‘Manyana’ at Wool Bay (near Edithburgh). Features inc. spa bath, plasma TV, DVD, stereo,
dishwasher. Tastefully furnished & quality equipment, 3BR, sleeps up to 7. Enjoy panoramic sea views, beach walks, walk to jetty, good fishing etc. Available school holidays, long weekends, weekends etc. Further info & bookings: www.juliesholidaysrentals.net/ T: 0417 619 457
HOLIDAY GETAWAYS VICTOR HARBOR: All Seasons Lakefront Getaway: Stunning self-contained luxury colonial home in the picturesque surrounds of Encounter Lakes, Victor Harbor. Private secluded sandy beach and lake at your back door! 4BRs. Sleeps 8. 2 spacious living areas. 2nd bathroom, 3 toilets & laundry. Large alfresco undercover entertaining area. Huge lawned backyard which leads to secluded sandy beach and lake. Lakeside Getaway: Stunning modern villa at Encounter Lakes, Victor Harbor. Only 100m to clean, sandy beach and lovely reserve.
SAIT Conveyancers We offer AEU members: • Free advice on real estate queries. • 25% off the Statutory or Land Brokers Society recommended fee structure.
• Expert and experienced professional work with Mortgages, Transfers, Strata Plan and Plan of Division Lodgments, Caveats, Discharges of Mortgages – indeed, all facets of conveyancing work.
If you are buying or selling or are involved in any real estate matter, either through a land agent or privately, consult us.
Contact Anne Walker or Simon Willcox Phone: (08) 8410 6788 Fax: (08) 8410 6799 Located at SATISFAC •151 South Terrace • Adelaide SA 5000
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5-min. walk to scenic Esplanade, walking and bike trail, cafes, restaurants and general store. 3BRs. Sleeps 6. Spacious Lounge/ Family/Dining room. 2 way bathroom, separate toilet & laundry. Enquiries and bookings: www.victorharborholidayhomes. spaces.live.com T: 8344 7921 M: 0419 868 143 E: foumakis@hotmail.com
HOLIDAY GETAWAY MARION BAY: Well furnished, near new house. Gateway to Innes National Park. Sleeps 8, 3BRs, large living area, TV and DVD. Spacious balcony with outdoor setting and BBQ. Only 5 mins to Willyama Beach and 5km to Innes National Park. Further info & bookings: E: kireland15@gmail.com
HOLIDAY HOUSE CARRICKALINGA: Recently completed rebuild. A stunning architecturally designed beach house at North Bay. 1 hour from the city. 2 mins to beach. ‘Crow's nest’ views to sea, beach and hills. Extensive decking, 4BRs, 3 brand new bathrms and brand new quality kitchen. 2 living areas.
Fully landscaped grounds with play areas/equipment for kids. Sleeps up to 10. Winter rate $500 weekend including cleaning. Available school hols. T: 0403 015 964
KOH SAMUI ISLAND GULF OF THAILAND Fully self contained 3BR, 2 bathrm spacious new family home with lge private pool & spa in quiet street of friendly mixed nationalities 300m from sunset beach. Enjoy the best of old world & new with shops, stalls, restaurants & cafes nearby + many attractions. Avail. for short – long term rental. Starts @ $50 per night 1–2 people. T: (08) 8955 8114 Hm: (08) 8956 2990 M: 0413 581 730
HOLIDAY RENTAL: NORMANVILLE South Shores Holiday Villa #25 3BR (sleeps 8).Secure gated community behind the dunes at Normanville. Golf, horse riding, pools, beach, lawns, cafes. Available all year including school holidays. www.stayz.com.au/23983 T: 0413 155 460
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N OT I CE B OA R D ABSOLUTE SEAFRONT HOUSE Lacepede House on Sea STUNNING SUMMER BEACH Seafood - Wine - Dolphins House 4th night free Or Balcony Suite. $80 plus, dble 6th & 7th night free. Discount meals. Conds off-peak. Kingston near Robe. T: 8338 2316 Messages: 0402 922 445 a/h
FOR RENT: Yorke Peninsula, right on the beach – hard to beat! Sleeps up to 8, all mod. cons. including R/C heating & cooling. Available also for school holidays & L/weekends. Reasonable rates. Min. rental 3 nights. M: 0428 780684 or T: (o8) 8449 8626
Kangaroo Island Getaway KI RURAL RETREAT Attractive self contained large rendered country home surrounded by garden and native bushland on 260 acres. Great for families travelling together or couples escape. Peaceful & private yet close to popular tourist spots. Comfortably sleeps from 2 to 12; 2 bathrooms, 2 queen beds, 2 spacious living areas, laundry, large patio area. From $180/night. Further info & bookings email
semurphy@optusnet.com.au or ring 0407790754 after hours.
35mm SLIDE SCANNING: Adelaide and Hills: Do you have
CANVAS Manufacture and Repairs: A–Grade Canvas:
ROOM FOR RENT: Share 3BR
old 35mm slides gathering dust and deteriorating? Have them professionally scanned at high resolution, digitally enhanced to restore faded colours and remove dust/scratches, transferred onto CD. 17 years exp. reasonable rates. Pick up and delivery, or come for a visit. T: 0401 590 875
All canvas and general repairs. For a free measure and quote contact: M: 0413 738 008 FOR SALE: Certified organic cosmetics & personal products. www.bodytune.mionegroup.com
house with 2 others in Gawler. $70 per week plus expenses. T: 0409 679 902
ROOM FOR RENT: Share 2BR with female in Tea Tree Gully. Large well-lit, partly furnished room with built-in wardrobe. $100 per week plus expenses. Close to everything. No pets ...goldfish welcome. T: 0431 210 131
FOR RENT: f.f. private apartment in Glenelg for Xmas holiday or weekend rental. Heated pool, spa, steam-room, sauna, gym etc. Plasma TV, 100m to beach. T: 8376 3747 or 0403 606 052 WANTED TO BUY: short wheel base recumbent bicycle. T: 8296 9364 or 0404 896 407
WORKSHOP: Stress management, personal development and learning difficulties: Brain Gyman introductory workshop. Movements to ‘switch on’ the brain. T/fax: 08 8768 2537 E: gibbons@seol.net.au
FOR SALE: Surfboard 9'1" McTavish Malibu plus cover. T: 0405 399 068 FOR SALE: MINELAB GP3000 – gold & metal detector. Ex cond. Incl. many extras. $3100 ono. T: 82703485 or M: 0439353144
RESOURCES NEEDED: Unwanted literacy and numeracy resources for use in small village R- 9 schools in Bougainville. E: ir211057@bigpond.net.au
FOR SALE: Mercedes Benz Motorhome, shower, toilet, SAT TV, aircon,m/wave,stove, sleeps 5, diesel, fridge, 240/12v, couch, wooden floors, bed over cabin, towbar, lots of other features. Contact: Philip Altmann E: mgb@chariot.net.au
Advertise in Members’ Market for FREE! Rent, sell, buy or offer goods and services. Send ads to:
journal@aeusa.asn.au
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Satisfac Direct Credit Union Ltd. ABN 36 087 651 232. AFS Lic 241066. 151 South Terrace Adelaide 5000. *Interest rates current as at 01/01/09 and subject to change. Fees, charges, terms and conditions apply. This product is issued by Satisfac Direct Credit Union Limited. Any advice given is of general nature only and is not 24 IHZLK VU `V\Y ÄUHUJPHS ZP[\H[PVU VY ULLKZ *VWPLZ PUJS\KPUN V\Y -PUHUJPHS :LY]PJLZ .\PKL JHU IL VI[HPULK MYVT HU` IYHUJO I` JHSSPUN \Z VY ]PZP[PUN ^^^ ZH[PZMHJ JVT H\ E)VU\Z HWWSPLZ [V HU` 0 VY 0 Ä_LK [LYT PU]LZ[TLU[ WSLHZL ZLL V\Y :H]PUNZ 0U]LZ[TLU[ YH[LZ JOHY[ MVY [OL SH[LZ[ YH[LZ