AEU Journal Vol. 40 No. 4 | June 2008

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Official publication of the Australian Education Union (SA Branch)

Vol 40 I No.4

June 2008

AEUJOURNAL SA

Thousands march for Public Education IN FOCUS N

Tuesday, 17 June: AEU members around the State take industrial action.

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FPERAT E SUI D RE N ST’S VIEW

AEU JOURNAL

7ORKPLACE STRESS IN 6ICTORIA $EVELOPING A SYSTEMS APPROACH ! SUMMARY REPORT -AY

Australian Education Union | SA Branch Telephone: 8272 1399

OHS&W page 7 We must take action to look after each other.

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 Publication date #5 July 25 August 13 #6 August 29 September 17 #7

October 17

November 5

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 Cover: Jo Frost

Focus: 2008 EB Rallies

Scruff’em

pages 12 – 14

page 17

Industrial action sees thousands hit the streets around the State.

The government funding model is unworkable.

Illustrations: Simon Kneebone 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!

Dear Editor, Once again we are in the midst of EB negotiations. We entrust our union leadership to negotiate the best outcome for us all, as a collective. That is the way of unions and one of their main strengths.

After the last EBA, the Country Conditions Standing Committee was disappointed with the outcomes for the country membership.

It sent a letter to Executive expressing that disappointment. We had argued hard and long for appropriate and satisfactory outcomes for the country membership. When the final offer was put to the membership it was accepted, but left us well short of expectations. I do not know how country members voted but I do know that many country members, and the Committee, felt disappointed.

On this occasion, I urge all members – both country and metropolitan – to push for the very best outcomes. Victoria recently won an appropriate pay rise, having been bottom of the ladder for a long time. That did not come without industrial action or without pain. We must be prepared to do the same, if we want to be paid as the professionals that we are, at an appropriately

professional rate. Money is not everything, but it is right up there with oxygen!

A weak compromise in the outcome will also jeopardise the future recruitment and retention of teachers. Education is crucial to the future of any country, including Australia.

In the strongest possible terms, I urge both the Union and the State Government to recognise this in providing us with pay and conditions that justly reward our profession.

I David Husband Statewide PRT, Lands Dear Editor, At this moment in time early childhood education in South Australia is at a crossroads. There are currently two major and very real threats to its continued quality and evolution. These are the The Education and Care legislation reforms and the current Enterprise Bargaining offer from DECS. There is one overwhelming flaw with both of these: they have been put together by managers with no understanding of the unique nature of early childhood education.

They have been formulated without due respect for the present practice of early childhood education in our Kindergartens and other early childhood sites.

Can we see our Kindergartens, built up out of 102 years of dedicated work, as something worth preserving and nurturing along-

side – but distinct from – the schooling sector? Can we see them as focussed places dedicated to a particular ethos and way of teaching and learning as distinct from childcare? I would like to think the Kindergarten vision could still inspire enough enthusiasm to find creative, life-affirming ways to be included in a modern, diverse education system. But without dedicated Early Childhood leadership, this would be impossible.

Now is the time for early childhood professionals to stand up for what they believe in and have built up with passion and dedication. Now is the time for the politicians, the public, and most of all for the education department, to wake up and realise how valuable our sector is. Now is the time for some truly creative and future-oriented planning. Why could we not have an Early Childhood Education system that attracts as much international attention and acclaim as that of Reggio Emilia in Italy? If we have this vision we can make it happen here.

I Andrzej Markiewicz, Prospect Kindergarten

The AEU Journal welcomes all letters. Top letter each issue WINS two bottles of wine.

journal@aeusa.asn.au 3

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E D I TO R I A L : T E AC H E R S F E D E R AT I O N H E A LT H

Caring for teachers When teachers’ health matters, we’re there…

The Teachers Health difference Teachers Health is the health fund that cares for teachers and their families.

Created by a visionary group of education union members over 50 years ago, Teachers Health offers access to high benefit health cover, with low contributions – we’ve even been recognised as a top value for money health fund in the industry!

With almost 90,000 members, Teachers Health is the largest restricted access health fund in Australia.

As a not-for-profit fund you can be confident that your interests – not shareholders – are at the centre of all that we do. Our operating costs are consistently around half the industry average and we give back 91% of contribution income to members as benefits – that’s 7% higher than the industry average!

Now serving South Australia better

Tony is based in SA with the AEU and will be serving the teaching community as your Member Liaison Coordinator.

Tony has a unique understanding of the everyday needs of teachers and support staff,

having worked for SATISFAC for a number of years. Tony has great plans on how to best serve the teachers of SA and we’re confident that you will find his knowledge, dedication and enthusiasm beneficial. Look out for him at your school or union events!

Dare to compare In another health fund? Dare to compare and see the Teachers Federation Health difference for yourself! If you choose to switch and enjoy the excellent benefits we have to offer, we’ll help you with a smooth transition – you won’t even have to reserve waiting periods for a similar level of cover.

It is with pleasure that we welcome Tony Johnston to the team at Teachers Health.

1300 728 188 or visit www.teachershealth.com.au to find out more.

Call us on

50 years ago...

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a credit union called South Australian Teachers Institute Savings & Finance Co-operative Society formed to offer ÀQDQFLDO VHUYLFHV especially to teachers... you know it as SATISFAC Call us!

8202 7777 Country SA 1800 018 227 Satisfac Direct Credit Union Ltd. ABN 36 087 651 232 AFS Lic. 241066 151 South Tce Adelaide 5000

4

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A E U – V I C TO R I A N B R A N C H

Painting the town red

Rosemary Richards Award

We must continue to fight for the best public education system possible writes AEU President Correna Haythorpe

For Info and updates see our EB Blog:

As I stood on the steps of Parliament House and watched the marching crowds stretch all the way back past David Jones – the children holding their balloons, the posters and banners flying, and the music playing – I felt energised by the overwhelming level of support for the EB campaign.

Thank you to all who were there. We sent a strong message to the State Government that we are absolutely united and resolute in our fight to achieve fair pay, fair funding and a fair go!

www.2008eba.org

It has been twelve years since our union undertook a 24-hour stoppage and yet our ministers are describing our actions as “just histrionics and a bit of fun.” Our ministers need to get out in the real world and actually talk to educators working at the grass roots level. There is a real sense of frustration among our members – we voted for a government that promised to do more for public education and now, justifiably, we feel let down and betrayed. We made the commitment to sacrifice a day’s salary to demand that this government honour its commitment to make health and education key priorities.

Mike Rann, do you still want to be known as the Education Premier?

On 10 June the AEU received a second "Offer" which was restricted to preschools and schools. Again, our TAFE sector members were completely overlooked. This Government has shown scant regard for ensuring that TAFE Institutes can continue to build the skills base of the State with reasonable working hours and salary justice.

For preschools and schools, the offer provided for exactly the same salary increase of 9.75 percent. We were also offered a new model for funding our schools. Our analysis of the data provided has shown that around 175 schools will be significantly worse off.

We have to question the logic of a model that creates winners and losers out of schools and omits a “no worse off guarantee.” The new funding model pays schools a per capita amount per student, per term. Consequently, schools will not know from term to term whether they can afford staff. Our leaders will be faced with making difficult decisions on whether to create a new class or to play it safe and overload existing classes when new enrolments arrive. This can only result in greater numbers of contract teachers and PATs, increased class sizes and less capacity to meet the needs of our students.

Information about the award (and application forms and process) has been advertised on the AEU Federal website (see right) since February.

Rosemary Richards was a proud feminist, unionist and educator. She was a respected leader, colleague and friend who played a crucial role in shaping the AEU as an organisation which reflects feminist principles. Sadly, Rosemary passed away in November, 2006 after a long battle with illness.

This award recognises the significant contribution that Rosemary made to the AEU as an organisation and to all its members, women in particular.

Women members of the AEU are encouraged to apply for the Award which is aimed to extend women members' experiences and participation at all levels of the AEU. The scholarship is valued up to

$10,000 per year.

The AEU also has grave concerns about the new leadership classification proposals which totally undervalue our preschool directors and the value of dedicated expertise for the early years.

The 24-hour stoppage was a brilliant first step in demonstrating to the state government that the education community totally rejects their offer as unworkable, underfunded and unfair. However this campaign will not be won overnight, it will require your strong and ongoing commitment to achieve a just outcome for AEU members and for our students.

And remember, our union represents all public education workers in SA. When we stand together, we show our strength, we show this government that we are here to stay. Our parents and our students are counting on us.

I In solidarity, Correna Haythorpe AEU President

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www.aeufederal.org.au/Women/RRichards.html

What a sight it was, from Rymill Park to Parliament House, a red wave of thousands of AEU members carried their banners, flags and messages to the State Labor Government. The crowd included parents, students and members of the community who value public education and they marched with us to support our cause.

The latest offer has not valued education workers in our preschools, schools and TAFE. It has completely overlooked non-teaching staff. There was nothing in the offer for School Service Officers, for Aboriginal Education Workers, for Early Childhood Workers and nothing for Swimming and Aquatics Instructors. We expect this government to show respect for the contributions that these people make to our students and to their learning communities.

Extension for applications until Friday 4th July

AEU Federal website:

AEU PRESIDENT’S VIEW

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A E U I N F O R M AT I O N U N I T

Protecting welfare of students and teachers Behaviour Management issues are causing concern and stress reports Chris Leaver.

From members’ phone calls received daily by our info unit, no issue is the cause of more concern and stress than Behaviour Management. Usually it is a single disruptive student who is preventing the normal process of teaching and learning that results in teachers asking for advice and AEU support to deal with their problem.

While the causes of the students’ misbehaviour are always complex and rarely easy to resolve, there are expectations that schools have measures in place to deal with any situation that their staff members may face in the yard or class room. The DECS and School Discipline, Behaviour Management, Duty of Care and Health and Welfare Policies are all essential to ensuring the ongoing protection of students and staff.

The School Behaviour Management Policy, while restating the responsibility that teachers have to engage all their students in learning, must outline clearly the expectations schools have of their students and the consequences that follow the non-adherence to those expectations. DECS has identified the misbehaviours that we know need to be addressed in our schools: (Education Regulations 1997) 1. The student has threatened or perpetrated violence 2. The student has acted in a manner which threatens the good order of the school by persistently refusing to follow the school’s behaviour code 3. The student has acted in a manner which threatens the safety or wellbeing of a student, member of staff or other person through sexual or racist harassment, verbal abuse, bullying or any other means 4. The student has acted illegally 5. The student is interfering with the rights of other students to learn and of teachers to teach 6. The student shows persistent and wilful inattention or indifference to school work The School Behaviour Management Policy designed to address these misbehaviours should contain several essential elements: • A list of the rules that students, teachers and parents can understand • A step by step set of consequences that follow when rules are broken. These must include removal from class to another

6

supervised area and a possible Take-home • A lead into the DECS Policy and Procedures for Suspension, Exclusion and Expulsion of students from attendance at School A Take-home is useful, where parents are available, as a first step that may lead to a suspension.

Suspension of students (Regulation 40): empowers a principal to suspend a student from school under conditions described within the regulation.

The part suspension plays in the school’s Behaviour Management Policy needs to be clearly articulated.

Re-entry meetings should follow every Take-home, Suspension or Exclusion and include the teacher, a principal or delegated school leader, a parent or guardian and the student. The meeting, like an NEP should result in a Behaviour Plan that spells out expectations and agreements that meet the needs of all participants. The student can only return to class when the agreement is reached, signed and distributed to all participants. It is imperative that school leaders insist on a firm agreement that they are prepared to enforce in their school.

Exclusion of students (Regulation 41): While principals are responsible for negotiating alternative placements for these students, the Coordinator, Interagency Student Behaviour Management is required to “undertake the role of case manager for students who are under compulsion.” They are required to attend the meeting at which the exclusion is discussed with the student and parents.

Excluded students will usually be placed for up to 10 weeks in a neighbouring school.

Alternatively, they can be placed at a learning centre like Beafield, the Open Access College or required to take home schooling.

Like Take-home and suspended students, none should be allowed to attend their ‘home’ school or return to class until a satisfactory re-entry meeting is held and a re-entry agreement is negotiated. The District Coordinator needs to be involved in this meeting and collaborate fully to ensure a satisfactory and agreed outcome is reached.

It is the responsibility of principals to ensure a safe and healthy work-place is maintained in the school. In addition every staff member’s duty of care requires that

they do not accommodate any student who threatens the welfare of another. Refer to the DECS, OHSW, Violence Management Policy which states “In doubtful circumstances, Principals and Directors are required to undertake a risk analysis to ensure that no student or staff member is under any threat of physical or mental injury.”

The feelings of anxiety, apprehension and sometimes fear that a teacher has when having to face the unresolved re-entry of an angry, disruptive or aggressive student have to be experienced to be understood.

Unfortunately, the number of ‘difficult’ students is not diminishing in our school system. Teachers are being put under greater pressure and more intense stress in attempting to teach students who refuse to engage in learning. For the sake of the students who want to learn it is imperative that principals and District Coordinators work to develop and follow through on behaviour policies that are consistently enforced and make clear to their students – and in some cases – their parents, that schools are places where the rights of teachers to teach and students to learn are nurtured.

I Chris Leaver AEU Information Unit Administrative Instructions and Guidelines, Section 3: ‘Student Matters’, Department of Education and Children’s Services S.A. 1996 Education Regulations 1997 ‘The Teaching Service – Part 3’, Duties of Teachers – Division 6, Paragraph 40 – 46 www.decs.sa.gov.au/docs/documents/1/violen ce management procedures www.decs.sa.gov.au/docs/documents/1/psych ological health procedure Sept 2005

For all your questions contact the

AEU Information Unit Monday to Friday 10:30am - 5pm

8272 1399

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OHS&W

Get mad, not depressed!

7ORKPLACE STRESS IN 6ICTORIA $EVELOPING A SYSTEMS APPROACH ! SUMMARY REPORT -AY

Jill Cavanough reports on the Health and Safety impact of the government offer.

Well that’s how a lot of AEU members are feeling lately. And good for you! It’s a really healthy way to feel. Stay angry.

You, the members, have told your union that many of you are exhausted, disillusioned, anxious and not sleeping well. Not functioning effectively at work or at home because you’re being pulled in so many directions by seemingly uncontrollable forces, including the demands of government. The results of the 24 hour ‘snap-shot’ survey that many members completed last year were just one of the factors that led to major sections of the AEU Claim for a New Agreement being about workload reduction to address these symptoms.

You may also have alerted your employer (DECS or TAFE) to your distress through accident reports or surveys – if you haven’t already given up hope that they would do anything about it. Perhaps you are feeling, the hopelessness of Peter Finch’s character.

But there is a better way, and it’s about turning anger into action.

In the current negotiations, the AEU is trying to do something about the situation.

As AEU members, we all need to fight for the inclusion of our stress-reducing proposals in the eventual agreement. These proposals are about preventing burnout and stopping the flow of people out of education; about taking some control of what work we will and will not do in addition to our ‘core’ duties. About having a private life as well as a working life.

In fact for schools, what they have come up with is an offer that removes the industrial (including workload) protection offered by the existing staffing formula, a formula which we have built and fought to protect over many years. And in TAFE, increasing the span of working hours without compensation.

This, especially when seen through the lens of recent research by Melbourne academic Tony Lamontagne (to download report see website right) and in the context of new UK Guidelines for reducing teacher stress, is a totally inadequate response to our claim for workload limits. More than that, it is designed to make things very much worse, by reducing the controls we already have.

Therefore it must be opposed because of the foreseeable increased risk to members’ health and wellbeing.

What makes work stressful, according to Lamontagne, is high demand (the amount you have to do) and low control (of how you do it), especially in situations where there is no readily available assistance. Ring any bells?

He says that this is particularly the case in many isolating and ‘lower order’ jobs, like factory work, where employees have no control, say, over the speed of the production line and are disciplined if they damage the product or fail to process enough of it. But it also rings true for us, in our ‘higher order’, complex, responsible work nurturing the next generation, doesn’t it? Perhaps because what we do has become more like factory work than the professional path that we believed ourselves to be following when we chose this line of work?

Job demands in education depend, among

Solutions, according to Lamontagne, are available: “The evidence shows that improving job control, moderating demands and providing more support from (in our case also overworked) supervisors and co-workers makes a difference” to the potentially health damaging effects. We currently have some control through our industrial agreements on class size, FIR, NIT, and ratios of leaders, teachers and other staff, as well as clauses in the Enterprise Agreement stipulating democratic decision making via the PAC. And this is what the government wants to remove! Do they care about our stress levels and the resulting potential for illness? Do they care if the proposed ‘dollars per student’ funding model ends up paying for building maintenance instead of staff? The answer seems to be a big fat ‘No’!

I Jill Cavanough AEU Organiser, OHSW Focus

ACTION • Know that the OHSW Act says that the employers (DECS and DFEEST) must provide a safe workplace • Support all AEU actions aimed at reducing work overload and increasing democratic decision making • Report any feelings of anxiety/ depression to your doctor • Carefully consider anything “extra” you are asked to do by the employer on top of your core role

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www.vichealth.vic.gov.au/workplacestress

Because there is increasing evidence that many cases of depression, that debilitating and potentially fatal condition affecting one in five Australians during their lifetime, can be caused by workplace stress. Saying, “It’s got to stop” is the first step in doing something to protect ourselves from mental illness. We know that we are no good to our students, our loved ones or ourselves if we aren’t well.

So what has been the government response? For everyone in preschools, schools and TAFE, apart from a small number of beginning teachers (and hooray for that!) the answer is ‘Nothing at all’.

other things, on class/group size, on student/ community complexity and location and on what we have to do outside class, things like accountability reporting, counselling, developing curriculum, training and development, and adopting new ways of working.

Download copies of Tony Lamontagne’s report @:

Did you see that movie where Aussie actor Peter Finch eventually yells, “I’m mad as hell and I’m not going to take it any more”?

“I’m mad as hell and I’m not going to take it any more... that’s how a lot of AEU members are feeling lately. And good for you!

It’s a really healthy way to feel. Stay angry.”

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E A R LY C H I L D H O O D I SS U E S

Proposal Condemned A significant number of preschool directors and teachers attended a forum at the AEU on June 4 to discuss the implications of the proposed leadership classification restructure contained in the Government’s Offer for a New Agreement. Members were addressed

by AEU Vice President Anne Crawford and Industrial Officer Liz Roberts who provided detailed information on the proposal.

Also at stake in this proposal is a career pathway to dedicated preschool leadership for a group of teachers.

Members will need to maintain strong action in order to demonstrate to the Government that they are strongly opposed to the effective removal of autonomous early years leadership and the potential subsuming of preschool staffing into the school staffing and funding structures.

I Howard Spreadbury AEU Lead Organiser

ACTION • Encourage Governing Council members/parents to contact their local MP about preschool issues • Set up a street stall/talking post in the community (main street in country towns) and speak with community members about the issues for preschool & leadership

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The Rann Government’s changes to WorkCover will have severe consequences. Ed Grue takes a closer look. is likely to continue indefinitely to be, incapable of undertaking further or additional employment or work which would increase the worker's current weekly earnings.

With Rann’s legislation on WorkCover passing parliament last week, I thought it appropriate to take a closer look at the details of some of the changes.

Among the changes are provisions that will have a dramatic impact upon any employee who has a work related illness or injury resulting in an incapacity to work, either partial or total, for which they have been receiving compensation for 130 weeks or more. These provisions are perhaps the most significant of all the changes in that they will directly result in the most cost savings for the scheme and the most hardship to injured workers.

Total Incapacity An injured worker who is totally incapacitated for work after 130 weeks will only have an entitlement to ongoing weekly payments (also known as income maintenance) if the compensating authority (either DECS or DFEEST in the case of AEU members) assesses the worker as having no current capacity for work and will continue indefinitely to have no capacity for work.

The assessment can occur prior to the 130th week and the injured worker must be given 13 weeks notice of the discontinuation of their weekly payments.

Incredibly, “no current capacity” will not be limited to having no capacity to return to work performing pre-injury duties or even work with the pre-injury employer but will mean any work whatsoever. Even if an injured worker has no capacity for any type of work they will still not be entitled to continue receiving weekly payments unless this is accepted as being essentially the permanent situation.

Partial Incapacity In the case of an injured worker who has made a partial return to paid work and has been in receipt of weekly payments for 130 weeks, the worker may apply to the compensating authority for a determination of his or her ongoing entitlement to weekly payment.

Payments will cease unless the worker is, and

Again the issue is not limited to current capacity but to whether or not this is essentially the permanent situation.

We are concerned that very few injured workers, whether totally or partially incapacitated, will have any entitlement to weekly payments after 130 weeks under these provisions. Unfortunately, it appears that the Rann Government has decided that lower costs for employers are more important then the welfare of injured workers.

Permanent Disability Many members will also recall that the changes will introduce a threshold level of disability before there is an entitlement to compensation for permanent disability. Any member who has permanent disability that can be assessed but is yet to have their entitlement determined and is concerned that their permanent disability may not exceed the threshold level of 5% “whole person impairment” should request a determination. If you are unsure whether or not your disability would exceed the threshold you may wish to discuss this with your doctor.

Members with noise induced hearing loss or disfigurement (including surgical scars) may be particularly disadvantaged by the introduction of the threshold.

I

Ed Grue AEU WorkCover Officer

ACTION

Keep the pressure on the Rann Government. Write to tell them they must repeal their WorkCover legislation NOW! Hon M D Rann Premier GPO Box 2343 Adelaide SA 5001 Don’t forget to send your local Member of Parliament a copy of your letter. Contact details on website (right).

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www.parliament.sa.gov.au/members

Members present were united in their concern for the future of preschool leadership as it exists in South Australia and were clear in their condemnation of the Government for what can only be seen as a cost savings exercise at the expense of autonomous early childhood leadership. Preschool Directors are leaders in their own right, bringing significant expertise to curriculum for children in the years prior to school entry.

Legislation passed despite strong opposition

To contact Members of Parliament go to:

Specifically, members were informed that preschool directors would translate into a new two-band structure consisting of classifications at Principal and Associate Principal levels. Current Directors employed at what DECS describes as a ‘combined site’ incorporating preschool and school provision would be classified as Associate Principal and would therefore be accountable to and line managed by the site Principal. Given the Government’s expanding focus on combined school and preschool sites through the Education Works program, it is not hard to predict where preschool and other early years leaders will sit within the proposed structure.

W O R KCOV E R

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V I CE P R E S I D E N T ’ S R E PO RT

Merit Selection devalued by DECS The AEU and DECS have been in dispute for months on a range of merit selection issues.

AEU Vice President Anne Crawford explains.

An issue currently in contention has been the decline in services and training provided by DECS’ Human Resources. Phil O’Loughlin, Executive

Director, Human Resources, recently informed the AEU by letter that DECS will no longer provide face-to-face merit selection retraining for panellists.

The AEU strongly supports the retention of the current five-year retraining requirement.

We believe that the website updates DECS is offering in its place are inadequate in ensuring that panellists are kept abreast of policy changes, best practice models and current trends and issues in merit selection.

Additionally, website updates are hardly conducive to the same frank discussion and

Merit Training Schedule Date

Venue/Time

Wednesday, 9 July 2008 (school holidays) Aboriginal employees only

AEU Parkside | 9.30am to 4.00pm

Monday, 14 July 2008 (school holidays)

AEU Parkside | 9.30am to 4.30pm

*Book Online: www.decs.sa.gov.au/HR1/pages/default/ESMPU_Training/ Merit Retraining Schedule Date

Venue/Time

Monday, 30 June 2008 (Week 10)

AEU Parkside | 4.15pm to 6.15pm

Tuesday, 15 July 2008 (school holidays)

AEU Parkside | 2.00pm to 4.00pm

*Book by Email: lmangan@aeusa.asn.au

coaching in problematic areas that face-toface training encourages.

DECS’ sole explanation for withdrawing a training model that has worked very effectively is based on cost. This is both ironic and illogical, given that the costs for DECS are minimal and the financial investment for most DECS’ promotion positions amounts to hundreds of thousands of dollars. Merit retraining contributes significantly to the goals as stated in DECS’ Merit Selection Policy and Procedures – “for the merit principle to be upheld, selection decisions must be made by technically competent people, acting ethically.”

DECS’ lack of commitment to its own policy and to even minimal resourcing in the area of merit selection is sadly indicative of its general approach to professional development. The current enterprise bargaining process has exposed DECS’ negligence and apathy with regard to workforce development. Educators are expected to undertake most professional development activities in their own time and at their own cost.

Lamentably, DECS’ approach to professional development for its workforce is laissezfaire and directionless, having degenerated to adding up the hours expended rather than any credible endeavour to provide employees with quality programs and equitable access.

The AEU will continue to provide members with access to retraining in merit selection.

All members are encouraged to undertake this retraining every five years, in particular, Sub-branch Secretaries. Members may choose to register for either a two-hour retraining session conducted by the AEU, or a full day’s training jointly conducted by the AEU and DECS, whichever is more convenient in terms of timing and location.

I

77 For the times and venues of the relevant training sessions – see left

Local Selection Training In recent years, the AEU and DECS have provided joint two hour training sessions in local selection for both chairpersons and AEU nominees.

Earlier this year, DECS announced that it would no longer provide stand-alone training in local selection. Following considerable negotiation between the AEU and DECS,

local selection training will now be offered as a one hour session at the end of each full day merit selection training. Members who have previously participated in local selection training will not be required to remain for the final hour which focuses exclusively on local selection.

In addition, the AEU has negotiated a

Local Selection Training Schedule Date

Venue/Time

Thursday, 26 June 2008 (Week 9)

AEU Parkside | 4.15pm to 6.15pm

Wednesday, 2 July 2008 (Week 10)

AEU Parkside | 4.15pm to 6.15pm

*Book Online: www.decs.sa.gov.au/HR1/pages/default/ESMPU_Training/

limited number of stand-alone local selection training sessions. The times and venues for these are listed below.

Should these changes in delivery prove problematic in terms of access, members should inform the AEU and the DECS Ethical Standards and Merit Protection Unit (ESMPU) – phone: 8226 1342 The AEU will negotiate additional training sessions with DECS if required and will formally review the changed mode of delivery with staff from the ESMPU at the end of 2008.

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77 For the times and venues of the relevant training sessions – see left 9

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11:49 AM

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PRIZE WINNER!

F U N D I N G P R I VAT E SC H O O L S

Mini media winners announced!

State Government funding for private schools

In April, the AEU ran a well-attended Digital Media Workshop with the assistance of Jonathan Mill from the Media Entertainment and Arts Alliance. The workshop was geared around teaching some basic skills in the area of digital video production. Members worked on camera skills, storyboarding, scriptwriting and even a bit of acting.

Following on from this workshop, the AEU ran a ‘Mini Media’ competition where we asked members to submit a 30 second video focussing on the theme ‘Together’. The two winning videos, from Mitcham Primary School and Farrell Flat Primary School were shown to delegates at Branch Council. Both of these schools won a SONY HC-9 Digital HD Video Camera courtesy of Teachers Federation Health and Satisfac Credit Union.

Thankyou to these two organisations for supporting our competition and congratulations to our two winning schools.

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Rann’s ALP willing junior partners in maintaining funding gap writes Mike Williss.

The South Australian Government is a major partner, with the Federal Government, in the provision of funding to private schools. The proportion of total taxpayer dollars contributed by the State Government is around 20 per cent.

This is partly determined by which of six ‘needs group’ the school fits into. Scotch College is in ‘needs group F’, the least needy, and received $705,000 from the State Government (all figures are from 2006) compared to $2 million from the Federal Government.

In the fourth ‘neediest’ category, Cabra received $1.4m from the State Government (20.3 per cent) and Tatachilla received $1.1m (17.4 per cent). In Category C (‘third neediest’), Harvest Christian received $317,000 (23 per cent).

Total State Government funding for the 200 registered and funded non-Government schools in SA for 2006 amounted to $117.696 million.

How are funds from the State Government determined?

1 Tony Johnston from Teachers Health presents students at Farrell Flat Primary School with their prize.

Funds to non-government schools are based on the State Government’s contribution to the cost of educating a student in a government school. Ironically, if the AEU can win better funding for public schools from the State Government (State standard cost), there is an automatic flow-on of benefits to the private school sector.

State Government funding to private schools comprises the following: • A per capita grant based on State standard cost • A per capita entitlement based on category of need • An interest subsidy of 12.5 cents per dollar for amounts spent on capital projects, rent etc.

• An index of rurality for schools greater than 80 road kilometers from the GPO • School card • Special needs students

1 Craig Greer, AEU Communications Coordinator, presenting Kristian Rawlings of Mitcham Primary School with their camera.

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• Indigenous students/LOTE • Fee remissions • Boarding

‘Fee remissions’ is an interesting concept.

It applies to non-School Card holders who are unable to pay fees or school debts due to economic hardship! In 2006, Scotch claimed from the taxpayer $38,850 in fee remissions.

In other words, it is possible to get a tax-payer subsidy for private school fees!

Interesting figures exist for some schools, like the five campuses of the Sunrise Christian School. This is a Category D school (i.e. 4th place from the top on the needy list), yet with 880 students in 2006, compared to Scotch’s 750, it managed to claim $104,195 in fee remissions, together with a hefty $407,102 for students on the School Card!

The boarding entitlement ($72,700 to Scotch in 2006) is to assist private schools to subsidise the costs associated with the provision of increased pastoral care for students boarding at the school.

The existence of some rorting can be inferred from the State Auditor-General’s recommendation of 2005 that census returns from private schools be properly audited by qualified persons, and a reference in the 2006 Annual Report of the Advisory Committee on Non-Government Schools in SA to “Reception enrolments and inclusion of full fee paying overseas students” in census figures.

And there are a host of other incidental funding mechanisms such as transport concessions for metropolitan private students, Parent Initiatives in Education (PIE) grants, operating grants for Catholic and Independent Parents & Friends Associations, operating grants for non-government education and students support agencies, Multicultural Education grants, specific ‘once-off’ project grants, access to the hospital education service and some intervention services like speech pathologists, preschool support programs, Reading Recovery tutors and the special education resource centre, funding of the Non-Government Schools Secretariat and funding for SSABSA (totaling over $10m in 2005-06) to provide access for nongovernment school students to the SACE and senior curriculum.

Whilst the Federal Government remains the major player in putting taxpayers’ dollars into private education, the State Government is a significant junior partner.

I Mike Williss AEU Research Officer

Journal-No04|08-2

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6:24 PM

Page 11

E B U P DAT E On 10 June 2008, Government negotiators provided to the AEU a new Offer that once again failed to address the key elements of the AEU Claim. The Rann Government has chosen not to enter into meaningful negotiations and, as a consequence, most of its Offer is unacceptable to AEU members.

Unfortunately, this is what you can expect from a government bureaucracy that is out of touch with those in the field, and from government ministers who have refused to meet with the union on Enterprise Bargaining.

They have shown a preference for pandering to their big business friends. It is no wonder they have got it wrong, again! In summary, the Offer includes:

Salaries The Government has not increased its inadequate offer of 3.25 percent per annum operative from 1 October, 2008. This offer is less than the SA 4.5 percent March-to-March CPI, and would keep South Australian educators the lowest paid in Australia.

It falls well short of the AEU claim for 21 percent over three years. The Government has

Strike 2! The New Goverment Offer ignored our calls for an interim wage increase while the more complex aspects of the claim are addressed. We would have hoped that Premier Rann would have followed the Victorian experience and made South Australian Educators a fair offer.

Funding Model The Student Centred Resource Funding Model does not address the AEU Log of Claims. The Rann Government wants us to work within current funding arrangements and maintain current staffing entitlements – there are no improvements in their offer.

Industrial protections are still not guaranteed under the new offer.

Starting in 2010, an additional $15 million per annum is provided for two years so that current workload entitlements can be met.

This equates to the savings target for DECS in the State Budget of $15 million. What other educational programs are to be cut to meet this funding target?

For two years, $2.7 million per annum is added to assist transition to the new model.

This is further recognition that the funding model will hurt a number of schools. This is not a ‘no worse off’ guarantee – that would cost more. What happens to schools after the two years is unclear.

An initial analysis of the Government Offer shows that 175 schools will be losers and will not be able to offer the current staffing

provision under the Staffing Allocation Document, nor the Workload Protections in the Government Offer. DECS has not met AEU requests to show us how schools that lose funding will be able to maintain current staffing levels, education provision and industrial entitlements.

No data has been provided for special schools or schools with special staffing arrangements, e.g. Eastern Fleurieu and Kangaroo Island. We don’t know how these schools will be funded or whether they will be better or worse off.

Initial analysis also shows 127 primary schools, 7 Aboriginal/Anangu schools, 13 junior primary schools, 13 secondary schools and 15 combined/area schools are worse off under the new offer!

Workload Protections A slight improvement in contact hours is provided for teachers. The offer for primary is 22 hours and 30 minutes and for secondary, 21 hours. While this offer better reflects the s170mx Arbitration decision, it does not address the increased workload since that decision was handed down; increases which the Chief Executive has described as ‘galloping’.

The current administration time for coordinators of .18 is offered but not the allocation mechanism. This could lead to less coordinators and leadership time, thereby

Check out the EB blog for news and updates at:

increasing workload. The offer maintains the previous position concerning secondary coordinators in schools with a small secondary enrolment. It effectively requires these people to re-apply for a position worth around $3000 less than the current salary!

Associate Principals will be allocated 0.38.

This increases the workload for Deputy Principals who currently attract 0.5. As for coordinators, there is no allocation mechanism, so numbers of deputies and assistant principals could decrease. This could lead to an increased workload. No additional funding has been provided to increase leadership time and density, thus workload concerns have not been addressed.

Current class size averages under the Staffing Allocation Document are to be maintained on average, subject to the fixed resources provided to schools. Secondary practical class sizes are no longer defined.

As many schools fall well short of the current funding entitlement, this tricky wording provides limited protection for when class sizes increase in the 175 schools. Senior DECS officers have already stated that class size is no longer the priority. The AEU’s arguments to improve class sizes have been ignored.

PAC The offer includes a new PAC clause already rejected by the AEU in negotiations.

This will see the role of the PAC limited and the equal opportunity function removed.

Other elements of the Government Offer of 16 April 2008 are the same. Many items contained in the AEU Log Of Claims for A New Agreement 2008 have been ignored.

AEU Executive met on 11 June 2008 and rejected this inadequate Government Offer.

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www.2008eba.org

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FOCUS | 2008 EB RALLIES

THIS IS OUR UNION! Thousands rally for fair pay, fair funding and a fair go.

Almost a month after the successful afterhours rallies which saw thousands brave terrible weather conditions to demand a better offer from the State Government, around 9,000 AEU members and supporters rallied across State in our first full-day stoppage in twelve years. June 17 in Adelaide saw 8,000 people bring the city to a standstill when they marched from Rymill Park to Parliament House.

Check out the EB blog for news and updates at:

North Terrace was transformed into a sea of red as speakers condemned the Rann Government for its inability to provide an improved enterprise offer. Described as “fantastic” by AEU President Correna Haythorpe, the strong turnout told Mike Rann in no uncertain terms that we want a better offer and we want to negotiate with decision makers rather than bureaucrats.

www.2008eba.org 12

1. AEU members deplore the Government’s undervaluing of the public education workforce and students of South Australia.

5. We reject totally a schools funding model that will mean one in three South Australian schools will be worse off than their current funding entitlement and which will lead to larger classes and higher workloads.

2. We condemn the Rann Government for its continuing inadequate and insulting Enterprise Bargaining offers for preschool, school and TAFE employees.

6. We commit to an escalating campaign of political, industrial and community action to support our Claims for a new Enterprise Agreement.

3. AEU members demand genuine negotiations on an Enterprise Bargaining offer for all membership sectors, including non teaching staff, that properly addresses the issues identified in the AEU’s Claims for a New Agreement.

Well done to everyone involved in the industrial action. Our union is strong and united. We will not take a back-

The following motions were passed unanimously at each of the rallies.

4. We call on Ministers Wright, Lomax-Smith, Caica and the “Education Premier” Mike Rann to personally involve themselves in EB negotiations with the AEU.

ward step in fighting for Fair Pay, Fair Funding and a Fair Go for Public Education!

Photos: Philip Griffin and Jo Frost

Journal-No04|08-2

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6:25 PM

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2008 EB RALLIES | FOCUS

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For news and updates go to:

FOCUS | 2008 EB RALLIES

B R A N C H CO U N C I L

Members in the country rally

AEU Federal President Angelo Gavrielatos 3 addresses AEU SA Branch members at the last Branch Council meeting in Adelaide.

www.2008eba.org

Over 2,500 country members engaged in stopwork activities on June 17th. These activities included campaign stalls in the main streets and shopping centres of country towns for distribution of pamphlets and postcards, ringing talkback radio and sending e-mails and letters to the local paper and government ministers.

1,000 members attended rallies in Mt Gambier, Berri, Whyalla, Port Augusta and Port Pirie. Those in attendance at the rallies, which were also supported by representation from the MUA, AWU and CFMEU, heard from local speakers who expressed the country’s dissatisfaction with the government’s offer.

Protestors also viewed a DVD, which featured a message from AEU President Correna Haythorpe. She relayed the union’s position on the two less-than-acceptable offers made by the State Government. Member delegations then presented the motions passed at the rallies to local MP’s through their electoral office staff.

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Whyalla

Port Augusta

14 Riverland

AEU Branch Council Delegates meet four times a year (once per term) to debate and vote on matters of significant importance in our union, and this Council was no exception.

High on the agenda was the following motion from Branch Executive: “That worksites reject the Government EB offers, and resolve to stop work for 24 hours on Tuesday 17 June in pursuit of an improved offer that addresses the AEU Claim for a new Enterprise Agreement for preschool, school and TAFE employees.”

This motion was passed unanimously and resulted in the full day stoppage on June 17th (see pages 12-13).

Since this decision, AEU SA Branch President Correna Haythorpe spent much of

AEU Branch Council votes to take action Delegates from around the State make their intentions on industrial action clear. her time explaining the reasons for the stoppage to the media in order to make sure that the general public are aware that AEU members are not avaricious money grabbers but are deeply concerned about the state of public education in South Australia. Of course the main thrust of our media campaign has been to urge the government to come up with an offer that addresses the bulk of our claim, something which so far they’ve been incapable of doing.

However, debate at Council was not restricted by state borders, and in attendance to give a national perspective on public education was AEU Federal President Angelo Gavrielatos. This was Angelo’s first address to SA Branch Council since taking over as Federal President earlier in the year and I’m sure most delegates got the message: it’s not just South Australian Labor that is getting it all wrong.

While giving an overview on the some of the main issues effecting the provision of a properly funded public education system, Angelo illustrated the extent of the problem by relaying recent comments made by Deputy PM and Education Minister Julia Gillard.

Writing in the Herald, Ms Gillard stated that “the debate between public and private funding is redundant and instead, the focus should move to curriculum, standards, teacher quality and technology in schools.”

How Ms Gillard can make such a statement is beyond comprehension, especially when figures from the latest Federal Budget show that in 20011/2012, private schools will

receive more government funding than our public universities! (see page 19) Angelo made his position on Gillard’s lack of commitment to properly funded public education clear: “I don’t believe the debate is redundant, because what’s at stake is the very heart of our democracy, and that is public education.

When we say that public education remains the key to a vibrant and socially cohesive, prosperous Australia, it is because we know that education is the key and provides a transformational power for all students to excel.”

Delegates at Branch Council were given a chance to ask questions of Angelo and he responded to these at length. His speech – and the subsequent Q & A – set the tone of what was to be a strong and united meeting.

In South Australia, the passing of a motion for industrial action was carefully considered and when it came time to vote, Branch Council delegates raised their hands in unison. It was a clear indication that AEU members are ready to take up the fight for a properly I resourced public education system.

ACTION • Organise to hand out EB2008 brochures in your local community • Talk to non-AEU members in your site about the Government offer and ask them to consider joining the union

Journal-No04|08-2

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6:25 PM

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V I CE P R E S I D E N T ’ S R E PO RT

TA F E I SS U E S

Which Government – Labor or Liberal?

TAFE/VET

There were two occasions on Federal Election night of November 24th last year that provoked enormous personal emotion. Firstly, Maxine McKew’s address and secondly, the Prime Minister’s speech conceding defeat.

McKew’s finely executed yet apparent raw address to her faithful gave me hope that this was the face of a new Federal Labor Government. An articulate and open candidate with the ability to listen and learn from her electorate. A candidate who had the courage to take the Prime Minister on in his own seat and win. Her reference to public education was refreshing and inspirational and in stark contrast to the formidable opponent that she was to defeat.

I don’t like kicking people when they’re down, but I must confess that I was moved to tears when John Howard spoke of his Government’s defeat. Tears of joy and relief that this was the symbolic end of a leader who dragged Australia back into the 1950s in so many ways. Tears of hope that I could regain some pride in being an Australian.

I wasn’t so excited with Kevin Rudd’s acceptance speech. I was certainly pleased that it was this person’sleadership which ensured the defeat of Howard but I didn’t get any of the McKew shivers of excitement.

I saw a popularist conservative leader with a degree of consciousness about social justice and workers’ rights.

Unfortunately there appear to be more Rudds than McKews in both Federal and State Labor Governments. Take the A – E grade regime, for example. This was introduced by the Howard Coalition Government. Now the Rudd Labor Government applaud this policy.

In writing to the AEU, Deputy Prime Minister and Federal Education Minister Julia Gillard stated, “...Schools must be clear about assessment and grading so that everyone understands how children are progressing, and what is needed for them to improve. We cannot expect excellence from students if we fail to provide appropriate feedback on their performance. For parents and the public, assessments reported as A – E, or an equivalent five point scale, are clear and unambiguous.”

Who would have thought that Gillard would label the public/private education funding debate, a crucial debate to restore the Howard Government damage to public education, as “irrelevant”?

Who would have thought that Rudd would commission a prestigious summit of

2008

Australian thinkers and label the (one of ten) groups as ‘The Productivity Agenda’ which supposedly is a title for education?

Before getting elected, Mike Rann announced to AEU Branch Council with gusto that it was his intention to be known as ‘The Education Premier’. ‘The Mining Premier’ or ‘The Tram Premier’ might be more apt at this stage.

I thought ALP principles and values are built around social justice, opportunity and workers’ rights. You would be right in thinking that the State Labor Government’s offer to public education workers would reflect this.

Consider these EB proposals: • The span of hours for TAFE workers to be increased from 7am – 6pm Mon – Fri to 7am – 10pm Mon – Sun. Any time worked in this span is to be considered “ordinary working hours”. Howard tried this with “Work Choices” • A funding resource model to schools which, even with an additional $15m per year, will see one third of schools bleed with no industrial protection • Negotiating workload, including NonInstruction Time, directly with Principals.

• A reconfiguration of principal classification which would see 42 schools decreased, only 15 increased in the country, and schools with high disadvantage also losing • A resource funding model to schools which would see a third worse off with little industrial protection in the future • A push to absorb pre-schools into schools with no guarantee of pre-school leadership, inevitably leading the downgrading of preschool education and a decline in women in leadership positions • Principals determining the number and classification of “associate principals” with loosely defined criteria • A targeted and divisive incentives scheme that is a reactive mechanism to attract and retain quality teachers and leaders into the country and hard to staff metropolitan areas All this from a State Labor Government, whilst proposing legislation to attack injured workers’ rights. And when Janet Giles, SA Unions Secretary, publicly stands up to the Government, Treasurer Foley labels her as “irrelevant”. How disappointing that the State Labor Government would resort to labeling SA Unions as irrelevant.

What else would you expect from the Liberal Party…hang on, this is Labor. Yes, we expect more from them. At the very least we expect social justice.

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Marcus Knill, AEU Vice President

Welcome to the

Australian Education Union

Conference “The future of TAFE in a National Competitive Training Market”

TAFE at the crossroads

Like our preschool and school members, our TAFE members are doing it pretty tough.

For years, TAFE has been in competition with private providers, competing for limited funds from state and federal governments in order to train the next generation of skilled workers in this country.

Under the Howard Government, funding for Vocational Training and Education (VET), was constantly under attack and diminishing. With a change in government, we hoped that things might improve, but alas this was not to be.

At a recent conference for TAFE members, participants heard from a number of impressive speakers who addressed the broad topic, ‘The Future of TAFE in a National Competitive Training Market’.

The idea for the conference developed as a consequence of a meeting with the SA Minister for Technical and Further Education, Paul Caica. The South Australian Government had recently released a document titled ‘Skills Strategy for South Australia’s Future’. This document set out a number of policy directions in VET which will have a significant impact on TAFE. According to the Minister, the SA government had no choice but to pursue this course if they were to ensure their share of the federal government funding for VET. While indicating our firm rejection of such a strategy, we proposed that through the consultation and implementation phase, it was critical that the voice of TAFE teachers and managers was heard rather than just the advice of bureaucrats. To that end, we proposed that the Minister establish a Ministers Reference Group which could provide him with direct advice on some of the implications for VET which we believe will be the consequence of moving to a fully contestable training market.

The cornerstone of the skills strategy is an increase in the level of contestable funding in VET. Speakers at the conference all focused on the approaches that needed to be considered in tackling the challenge facing TAFE members. Pat Forward, Federal AEU TAFE Secretary provided a comprehensive and succinct analysis of the recommendations

Continued over page 3

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TA F E I SS U E S

CFMEU

Noel Washington faces Jail ... His Crime? Sticking to the Union.

1 Panellists at the TAFE Conference of the Boston Consulting Group which had been commissioned by the Howard Government to assess the ‘success’ or otherwise of their funding requirements as set out in the Skilling Australia’s Workforce Act.

For Info and updates see our EB Blog:

Members of the AEU Reference Group along with other TAFE members participated in the conference. The task now is for the Reference Group to get together, to further discuss and synthesise their views as a consequence of this conference, and to provide the Minister with some sound advice which will hopefully go some of the way to ensuring TAFE’s survival in this somewhat uncertain future that we face.

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Teachers’Golf Day Murray Bridge Golf Club

Monday, 7 July 2008

www.2008eba.org

Registration: 8:30am Shotgun Start: 9:00am Cost: $20.00 Dress: No jeans please!

Bookings: www.sateachersgolf.com Kym Briggs: Sheidow Park School Phone: (08) 8381 8911 Email: ksbriggs@tpg.com.au • Open to all PAST-PRESENT-FUTURE education workers and friends.

• Light meals are available before presentations.

of the recent Federal Budget which was not cut was the ABCC, which received $33 million to continue its work. The government recently announced an enquiry into how the work can be taken over by Fair Work Australia after 2010. ALP policy calls for its abolition.

Despite the capacity of the Federal Minister to intervene on how the ABCC’s powers are used, Noel’s prosecution is going ahead. His case has been referred to the Director of Public Prosecutions.

Repressive Laws Noel Washington has been a union official for over half of his life. He’s also a family man. Noel wears his CFMEU jacket with pride and is the Senior Vice President of his union in Victoria. In his time he’s seen the ups and downs of a tough game. As he says, “We’re no angels but we’re not terrorists or drug-runners either.” Yet it seems that is how he is to be treated.

He points to an industry where the employers play for keeps. Like the firm in Melbourne where he went to a lunchtime meeting off-site just before the Federal Election, a firm which had ruthlessly enforced Howard’s laws against the union and sacked its shop stewards in a recent downturn.

Restrictions on union right of entry meant that the union meeting could not be held on site or during working time … so the CFMEU put on a BBQ lunch in a nearby park.

Little did Noel know that when he attended that meeting of more than 500 members that he would be called in by the Australian Building and Construction Commission (ABCC) to inform on those who spoke at the meeting, to tell them what was said, to name who said it and to undergo hours of interrogation. Or that if he told anybody about the interview (which he did not attend), even his wife, he could be jailed.

Noel Washington now faces six months jail for refusing to obey written directions to attend an interview to ‘dob in his mates.’ To the ABCC this is a crime. One of the few areas

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Repeated decisions of the ILO condemn the laws empowering the ABCC, yet they continue because the Minister promised employers she would maintain them.

Prosecutions and charges in the building industry have increased by 60 percent under the ABCC and 85 workers have been questioned under its powers. The ABCC was created by the Howard Government following the Cole Royal Commission which spent $66 million investigating the industry, only to fail to find one case to prosecute.

Building unions recently met in Brisbane to unite to give full support to the campaign against the ABCC and to support any worker victimised by it. Noel is likely to be the first.

Building unions are preparing a TV ad campaign to bring the issues to the public.

These laws threaten all legitimate union activity and the ALP should repeal them.

The building unions ask supportive union members to email Federal politicians and to join rallies, sign petitions etc as they come around. Watch this space … union and community support for the rights of the MUA was decisive. We may well need to rally again for the rights of building and construction workers, and for Noel Washington in particular.

I Rob Durbridge AEU Federal Industrial Officer

*Send your views to your local ALP member and to Kevin Rudd and Julia Gillard (emails right).

Kevin.Rudd.MP@aph.gov.au and Julia.Gillard.MP@aph.gov.au

Tragically, the Rudd Government seems to have embraced these recommendations and is heading down a path towards a national fully contestable training market.

Other speakers included, Professor Terri Seddon from Monash University who looked at the question of how VET reforms have undermined occupations in TAFE, Dr Leesa Wheelahan from Griffith University who tackled the issue of training packages, knowledge and teachers work, and Professor Michele Simons for University of South Australia who outlined some of her research in the area of adult and community education.

Send your views to:

“These laws threaten all legitimate union activity and the ALP should repeal them ... Building unions are preparing a TV ad campaign to bring the issues to the public.”

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T H E G OV E R N M E N T ’ S N E W F U N D I N G M O D E L

Making losers of half our schools The Government’s funding model is fraught with problems writes Mick Braham.

We need to act now to protect the future of our children. In this article we will compare the proposed new funding model from DECS and the Government – Scruff’em – Student Centred Resource (under) Funding Financial Model, with the AEU proposed model – SCRAM – Student Centred Resource Allocation Model. The AEU is not opposed to per Capita funding, we have even developed our own per capita model.

directed time and an associated staffing allocation mechanism. Our claim is for a maximum of 18 hours face-to-face teaching (the Government wants 22 hours and 30 minutes for secondary and 24 hours and 8 minutes for Primary to protect our workloads). We are prepared to negotiate around directed time – the total time we are required to undertake tasks such as teaching, yard duty, staff meeting, parent teacher interviews, acquaintance evenings, camps etc. to achieve a fair workload incorporating work/life balance

The AEU Student Centred Rights Based Resource Allocation Model:

We seek to achieve an improvement guarantee

• Is Principle based – not tied to financial restrictions that confirm funding differentials between sectors and can never cater for the diversity of student needs and enrolments across our system • Guarantees class sizes by ensuring the per capita amount is directly related to class size. Our claim has a class size of 20.

Each student will be 1/20th of a class.

When the first student enrols they need a class – you can’t send them home on Monday morning before recess as they are only entitled to 82 minutes instruction time. Therefore we need to start with 19/ 20ths of a class before the first student arrives so that when the 1/20th is added a whole class entitlement is created. This way, when the first class is full at 20 another class will be formed • Uses a base for each small school to guarantee face-to-face curriculum delivery for all students • Protects workload through defining

• Improvement in staffing (particularly for Primary Schools) • Improvement in Funding (to allow more flexible learning options for our students) The Liberals provided a No Worse Off Guarantee (NWOG) to schools in moving to a new funding formula, P21, with CE Geoff Spring. The current offer refuses to make this undertaking. The SA Government has given a NWOG to private schools. Every SA Government School has been made to repay interest on Government funds, yet the private schools have all been allowed to keep their interest from substantial government funding and many are allocated an additional interest subsidy.

What are the key points of the Government model?

1. There is no more funding available, so any redistribution will produce around 50 percent winners and 50 percent losers.

The losers will have larger class sizes,

less funding, less leadership, less ancillary support and less flexibility (unless class sizes are further increased).

The winners and losers will change from term to term depending on enrolment distribution 2. The funding will be recalculated each term – done 4 times a year. This will mean gains or losses of staff and funding each term, resulting in more temporarily appointed contract and SSO positions 3. Flexibility – the government has thrown everything except the kitchen sink into a combined funding/human resourcing model: The proposed formula includes: Basic Teacher Instruction Time (this is really the number of classes), NIT, TRTs, Librarians, Counsellors, Ancillary Support (SSO’s), Principals, Deputy Principal, Assistant Principals, Coordinators, FIR, Additional Leadership Administration Time, TRT Supplementations, School Support Grants, Furniture Replacement, Training and Development Grants and FLO/Off Campus Programs. This makes it very difficult to judge if a school is better or worse off and by how much 4. Each school will have zero, one or two base amounts (the smaller country schools will get 2 bases, the medium to large schools get one base and the larger schools get no base) as well as a per capita amount. The shape of the bases will make the small schools, merger ready, adding further to ‘encouraged’ Government economies of scale 5. The Government’s offer removes all industrial protection (class size, workload and curriculum guarantee) in return for a 3.25 percent pay rise that will keep us at the bottom of pay scales around Australia for the next three years. This will mean increased class sizes when Government funding is further reduced. We can do nothing about this. If we accept this offer we hand all control of Government funding and class sizes to the Industrial Commission with no recourse. Why would we even contemplate doing this?

The Government/DECS EB team insist that class size is not important in protecting members’ workloads or the learning environments of our children. The majority of their team have never taught in a school, the others are bereft of classroom experience in the last two decades. We need a government that is prepared to listen and engage with current classroom reality. They must understand the complexities and difficulties of currently working in upper primary classes of 30 students. Ask parents if class size is important – they would all prefer their children to be in classes of 20. We must act now not just to provide for our future, but to secure the health and well being of educational services and to protect the learning environment of our children.

I Mick Braham Principals Consultative Committee

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PRO E SF I D L EE:NAT ’NSNVAI EST WE WA RT

A N N A ST E WA RT M E M O R I A L P R O J E C T 2 0 0 8

1 AEU Anna Stewart participants (from left)

1 2008 Anna Stewart Memorial Project participants

Jennie-Marie Gorman and Natalie Delsar.

outside Parliament House.

Dodging Chickens As education workers, many of us dodge ‘chickens’ every day.

by Natalie Delsar and Jennie-Marie Gorman

Women’s Focus go to:

Who was she?

Anna was a passionate unionist who worked to involve women directly in decision making at the highest level from a union perspective. This helped her to achieve status for women in the union movement.

www.aeusa.asn.au/women

Sharon Holmes (a unionist who worked with Anna) told us about Anna’s story. She spoke about Anna in a way that made us feel like we wanted to meet her – someone who would be a good friend and colleague. All of us were in awe of what Anna achieved and were inspired by her story. Her tragic death made us reflect on our own work/life balance.

We felt a new appreciation for each other and the need to address our personal and working lives.

What is the Anna Stewart Memorial Project (ASMP)?

The Anna Stewart Memorial Project (ASMP) is a living memorial of Anna’s life. It has been running in South Australia since 1986, and it brings together women from many SA unions.

The main objectives of the program are: • Greater involvement of women in the trade union movement • Integration of women in union structures • Greater awareness within unions of the particular needs of women members I

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The Anna Stewart participants were from all walks of life. Education workers, Meat workers, croupiers, shop assistants and ambos came together for two weeks of networking and life-long learning. We were amazed by the story of Dodging Chickens. At a worksite that seemed so distant from ours, the story of Dodging Chickens unfolded.

• Half-frozen chickens on hooks ‘fly’ down an assembly line • Some of these chickens, going so fast, fly off the hooks and hit workers causing injury • Management responds by giving workers helmets!

At the time we laughed at the thought of chickens flying around a room, but after a while we realised that the story of dodging chickens may be relevant to us as education workers. It can be physical objects like chairs, or pens thrown in our direction in a classroom. Or more commonly, it can be harassment, work demands, paper work or endless meetings that are ‘thrown’ at us.

Maybe the solution is to slow down the assembly line, to slow it down before we too have to wear helmets!

EB2008 Negotiations As teachers, the EB negotiation process was enlightening. Imagine this: a board room in some government building with a huge table. Three DECS negotiators, three government negotiators, seven AEU negotiators and us. Not only were we there to listen and observe but we were invited by the AEU to give a member’s viewpoint. After much discussion it was our turn. We talked about the impact of having little paid maternity leave and the benefits of increasing the maternity leave to 24 weeks, as described in the new EB. Natalie spoke first, and her most memorable quote was “I’m a highly educated woman and I deserve to be able to choose when I have children”. When Jennie-Marie spoke she put forward the World Health Organisation’s position of the importance of breast feeding.

While we only spoke for a short time, we left

the meeting feeling like we had input into our EB. We would like to thank officials from the AEU, as they allowed us to have a voice in these meetings.

Parliament House On Friday, 30th May we visited Parliament House. Frances Bedford MP took us on a tour of Parliament House and discussed the history of women in parliament. Jennifer Rankine, the Minister for the Status of Women hosted a luncheon for the Anna Stewart participants.

The lunch enabled the women in the program to network and discuss our lives in a more informal manner. Senator Claire Moore spoke to us about the status of women in society and her journey into politics. She believed in the importance of a strong female voice in politics.

Cross-union day One of the most anticipated days of the ASMP was the cross-union visit. Natalie visited the Ambulance Union (AEA) where she went to an ambulance station and visited the OOO call centre. Most importantly, she got to sit in an ambulance!

Jennie-Marie attended the Construction, Forestry Mining and Energy Union (CFMEU) and spent the day with construction organiser, Mark Gava. She visited three building sites were she got to climb around, talk to the workers in the lunch room and wear her hard hat newly decorated with CFMEU and AEU stickers.

During our two weeks we have learnt about the organisational structures of our union and we have a new appreciation for the hard work AEU employees do for us. We were welcomed by everyone and made to feel like part of the team. Even though we are unsure about where our union activities may lead in the future, we both feel that this has been a life changing experience.

Anna was a true inspiration and her legacy will continue to strengthen women’s place in unions. The ASMP is a worthwhile and fantastic learning opportunity and we would urge women in the future to participate. I

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FEDERAL BUDGET

STAT E B U D G E T

Federal Budget ‘08

State Budget neglects Public Education

Giles Goldsmith asks: Where’s the commitment to public education?

It was reassuring to hear Labor’s preelection rhetoric that the Commonwealth has a primary obligation to adequately and appropriately fund public schools, and exciting to think that an ‘education revolution’ was just around the corner. Wayne Swan’s first Federal Budget was all it took to dispel illusions that the resources needed to fix the damage caused by the Howard years would be delivered without a battle. There were some good news stories coming out of the budget, but they were heavily outnumbered by ones revealing a continuation of pro-wealth priorities left behind by the Coalition.

Deputy PM Julia Gillard has described Howard’s SES funding system as “one of the most complex, most opaque, and most confusing in the developed world”. Its “… lack of transparency has served to heighten the atmosphere of uncertainty and mutual suspicion which has characterised the politics of education in Australia over the last decade.”

It is failing the teachers, parents and students of the country. But it’s staying.

The Budget commits the Commonwealth to keep on giving private schools – including elite schools charging astronomical fees – more than twice the financial assistance given to their cash-strapped public counterparts. It chose to ignore a departmental review commissioned by the former government that revealed non-government schools would receive $2.7 billion more than their strict entitlements under the current mechanism over the next four years.

Government schools will receive $3.138 billion in 2008/09 – up modestly from $3.126 billion last year. Private schools will get $6.406 billion – boosted from last year’s generous allocation of $6.392 billion. Projections contained in the Budget Papers reveal that the disparity will continue to grow right through to 2012 when the Rudd Government has promised a review of schools funding.

By that time, public schools will be getting $3.546 billion while private schools will be pulling in $7.723 billion. In fact, by 2012, private schools will be receiving more Commonwealth funds than the country’s universities.

It is already neck-and-neck but in 2011/12 non-government schools are set to get $7.723 billion while higher education will get $7.365 billion. This just about says it all about the ongoing spending priorities of the Federal Government.

“It was a bitter disappointment that the Budget failed to deliver specific funding measures/programs to repair the damage the Howard Government inflicted on public education and training. Funding for election commitments is welcome, but it is not enough to redress years of chronic and systematic neglect,” AEU Federal Research Officer Jenni Devereaux concluded in her report on the ‘education revolution’ budget last month.

There were welcome changes. It is hard to imagine the Howard Government committing $213 million in measures to “close the gap in educational outcomes and opportunities between Indigenous and non-Indigenous Australians.” There was the 5-year $1.9 billion package, Skilling Australia for the Future, designed to deliver up to 630,000 training places (though TAFE’s role in “a more contestable market” remains under a cloud).

Few would knock the $1.7 billion committed over the next four years for maintenance and infrastructure in our schools, with $457 million to be spent on school capital works in the next financial year. Some might question its relative importance but the $1.2 billion to be spent on ‘Digital Education’ measures has to be a good thing.

Odious Howard era schemes like vouchers for literacy and numeracy education have been scrapped along with his conservative “values training”. Nevertheless, on May 29, Public Education Day 2008, frustration with the state and federal governments remained high among supporters of public education.

AEU Federal President Angelo Gavrielatos felt compelled to renew the plea for support for “free, secular, universally accessible public education.”

“We call on all levels of government to embrace the value of Australian public education and what it means to the continued success of the nation …

“Government research shows Australian public schools are under-funded by at least $2.9 billion annually … With enough funding, public schools could reduce class sizes, resource effective programs for students with special needs and provide 21st Century learning environments including modern buildings and equipment.”

I

The State Budget points the business community along the road of a bright and prosperous future, whilst shoving public education off into a dark little side street named ‘Neglect’.

For the second budget in succession, there is nothing of any significance that is new for education. Capital works in a few needy schools are welcome, but are not delivered at a level that would reduce the huge maintenance and upkeep backlog across the system.

There is a continuation of programs that benefit early childhood and senior secondary, but the silence around the areas of junior primary and the middle years of schooling – where student numbers are greatest – begs the question of whether any submission for funding in these years was put to Treasury

by DECS or its Minister.

The combination of Ministerial weakness and an eduphobic Treasurer has not served public education well in this Budget.

Treasury spin claims that the Rann Government has increased its per student spending by 52 percent since coming to office in 2001–02. In fact compared to last year’s budget increase of 6.9 percent per student, this year’s budget has more than halved the increase to a miserly 3.2 percent which is less than the current inflation rate.

This is guaranteed to put pressure on schools when it’s time to pay their bills.

Together with further ‘savings’ to be spread across ‘non-essential’ public services like education, this means that public education is being severely neglected.

In fact there is such a dearth of support for public education that Minister Lomax-Smith was reduced to searching through other budget lines for evidence of the Government’s support for children. She described it as an “exciting Budget … that provides for significant investment right across government to support children and families.”

In reality there is no provision, no forward planning, for the majority of the state’s children and adolescents to share in the social dividend about to be claimed from the mining boom.

Business SA’s Peter Vaughan had every right to emerge from the Budget lock-up beaming, and praising the Budget as ‘outstanding’.

It looks like it’s going to be a long time before we see a similar response from a President of the AEU. I Mike Williss Research Officer

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A WEEK OF ABORIGINAL

2008 AEU Aboriginal Members Conference The ‘Interactiveness’ conference was held at the AEU on Thursday 22 May, 2008. AEU Aboriginal Organiser, Nola Foster reports.

Aboriginal and Torres Strait Islander members attended the AEU to participate in this year’s members conference.

address the issues effectively. Currently, the Commissioner has a 0.5 position with an advisory capacity within DFEEST.

The conference was opened by the Kaurna Elder, Aunty Josie Agius, followed by a ‘Deadly’ performance by the children from Christie Downs Kindergarten and Kalaya Children’s Centre. This certainly whet the appetites of all 39 members in attendance.

Klynton acknowledged that education has a pertinent role in achieving better outcomes in engaging children, students and youths. “In order to improve any community, everyone within it needs to recognise that being united is significant … everyone who comes together fights together,” the Commissioner said.

The first of the keynote speakers was Klynton Wanganeen. As Commissioner for Aboriginal Engagement, Klynton gave some broad background on how his position came into being. He believes this is the right time to have such a role. “We have a new Federal Government now which has apologised to the Stolen Generation, which means that it’s time to move on. From the previous government we saw the dismantling of ATSIC. This had disempowered the wider Aboriginal community.”

In recent times we have seen a rise in the problems that have been affecting the community. Decisions were being made around these issues with no Aboriginal representation advocating on behalf of those who needed support. Therefore, a recommendation was put forward to the Government of South Australia for the creation of a higher position such as Commissioner to help meet the needs of the Aboriginal community.

As a result, an advocacy role for the Aboriginal community, one that had to be independent of government, was created – one that would engage everyone and

20

Jillian Miller, Portfolio Leader – Indigenous Students Services at UniSA, spoke to a PowerPoint overview of the recruitment, retention and support services UniSA provides for Aboriginal students. This gave members an insight into what Jillian and the team provide to the students, both undergraduates and post-graduates.

Jillian explained that the support comprehensively covers all discipline areas of University studies undertaken by Aboriginal/Torres Strait Islander people.

“We provide students with support in choosing subjects, with assignments, with issues that may arise for them and provide advocacy on their behalf when necessary.”

Charline Emzin-Boyd of the NSW Teachers Federation informed members of her role as Aboriginal Education Coordinator.

She works extensively with a range of people, but in particular with the Aboriginal Members Committee. This is comprised of representatives from Infants, Primary, Secondary, TAFE, Corrective Services and another two representatives – one from the

1 (from left) Children from the Christie Downs Kindergarten, Aunty Josie Agius, Nola Foster and panel speakers: Jillian Miller, Klynton Wanganeen, Charline Emzin-Boyd country and one from the city.

The Aboriginal Education Restricted Committee has some non-Aboriginal members as well. Both committees work closely with Charline to build capacity and solidarity from the wider membership. The work combines patterns of collectivism and support with the opening of opportunities for other roles in the AEU and further training and development for Aboriginal members. “It’s about building on the strengths and skills of our members,” Charline explained.

Another highlight of the Conference was a report on the Enterprise Bargaining campaign by AEU SA Vice President Anne Crawford and Industrial Officer Liz Roberts.

They pointed out that that the government has made no offer for Aboriginal Educators.

There were a number of workshops addressing a range of topics including PAC, managing issues positively, salary sacrifice and superannuation, child protection and play and early learning just to name a few.

Thankyou to all who participated and helped to organise this year’s conference. I

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EVENTS IN MAY

2008 AEU/DECS Reconciliation Conference The Conference was held at the AEU on Friday 23 May 2008. Bill Hignett reports.

Over 140 participants attended the recently-held Reconciliation Conference sponsored by Reconciliation SA, DECS and the AEU. The conference was attended by mainly AEU members and was part of the Reconciliation Week activities.

The year’s conference focused on the Prime Minister’s apology on 13 February 2008 and as educators what practical measures can we introduce in our classrooms and schools to address the disadvantage experienced by Aboriginal and Torres Strait Islander people in education and general opportunity.

The keynote speaker for the conference was former AEU member Professor Peter Buckskin, who is also the co-Chair of

Reconciliation South Australia. His keynote address focused on moving forward from the Prime Minister’s apology and capturing the spirit of generosity that he believes is present in the Aboriginal community following the Prime Minister’s apology. He challenged conference participants to engage with their local Aboriginal community and make a difference in their classrooms and schools.

Felicity Lewis, Mayor of Marion Council provided the community response to Peter’s keynote address and reiterated the importance of each person making their own small contribution to the reconciliation process, as in the words of Paul Kelly and Kev Carmody “From little things, big things grow.”

Reconciliation Schools Festival On Friday 30 May, the AEU and Satisfac jointly sponsored the inaugural Reconciliation Schools Festival conducted by Reconciliation South Australia’s Youth Committee as part of its Reconciliation Week activities.

The festival involved over 400 secondary students from years 10 and 11 discussing reconciliation issues challenging Australian society, learning how today’s youth can overcome prejudice and actively contribute to reconciliation in their own local communities.

A feature of the festival was the opportunity for the students to discuss these issues with Aboriginal elders and young Aboriginal leaders.

I I

1 Jim Stanley and Gil Green

For the remainder of the day, participants attended workshops to assist them with engaging students in reconciliation activities.

In early May, an education pack on the Stolen Generations was published by Reconciliation South Australia to assist teachers introducing the topic into their classes. The AEU assisted with the development of the document by releasing Bill Hignett to be involved in the conference and the production of a DVD to be used alongside the booklet. The use of the education pack was also workshopped at the conference.

I

1 Warren Milera

5Jeanette Milera

7 Aboriginal students from Ross Smith Secondary School prepare wonderful cuisine for conference participants.

(All Above) Panel participants at the festival

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Reconciliation Week 27 May – 3 June 2008

1 (from left) Aunty Josie Agius; Professor Peter Buckskin, Dean & Head of School: Indigenous College of Education & Research, UniSA; David Rathman, Executive Director of Aboriginal Education and Employment Services.

ABORIGINAL SCHOOLS FESTIVAL

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N OT I CE B OA R D

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For more information contact: TAFE SA – Adelaide English Language Services Level O, 120 Currie Street Adelaide SA 5000 Phone: (08) 8207 8805

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N OT I CE B OA R D CANVAS Manufacture and Repairs: A-Grade Canvas: All canvas and general repairs.

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AEU MEMBERSHIP SUBSCRIPTIONS

A Tax Deduction Union membership subscriptions are tax deductible. A tax statement confirming membership subscriptions received by the Union from the first working day in July 2007 to the close of business on the last working day in June 2008 will be forwarded to all members after 30 June. Members who have advised us their email address will have the statement emailed to them.

Please note that the statement is a summary of the amounts received by the Union for the financial year and is not a request for payment.

The statement includes personal and employment details. Please check these details and advise us of any changes or additional information.

ALL MEMBERS: If your postal address or email address has changed please contact us on:

membership@aeusa.asn.au 8272 1399

Your China Specialist Global Tours Ian Stanford

Ph: (08) 8338 4244 Fax: (08) 8338 0300

www.globaltours.net.au Advertise in Members’ Market for FREE! Rent, sell, buy or offer goods and services. Send ads to:

journal@aeusa.asn.au

EdPod examines new education ideas, and asks whether things could or should be done differently. From the classroom to the staff room and to the home.

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