Victoria’s schools face a critical decision as funding shortfalls and workforce shortages reach unsustainable levels, a new study reveals.
The research paper from Monash University, based on a review of national and international research and a survey of more than 8,000 Victorian AEU members, found more than half (55%) felt their education programs were under resourced. A similar number (56%) felt their wellbeing programs were under resourced.
More than 75% of primary and secondary teachers say unequal funding and workloads prevents teachers from providing reasonable adjustments to support students with diverse needs, while 79% cite a lack of support for teaching students with additional needs.
The ongoing pressures of the state’s teacher vacancies were also laid bare in the report, with 71% reporting a shortage of education support staff working in classrooms.
More than 75% of staff surveyed also said they do not have enough time to respond to the learning needs of all students, with 80% saying their workloads have increased due to inadequate support.
Schools ‘at a key juncture’
The authors of the report recommend Victoria explore options to modernise school provision, supported with full funding for public schools and bold measures to address the public education workforce shortage.
Monash University’s Education Workforce for the Future Research Lab, part of the Faculty of Education, suggests investigating a range of modernisation proposals including a four-day work week for school staff, new curriculum provision and assessment practices and updates to senior secondary certifications.
Meredith Peace, President Australian Education Union Victorian Branch, said Victoria’s public schools are at “a key juncture”.
“There has been significant change in Victoria over the past thirty years. As a community, we have a far greater understanding of the diverse needs of young people, including a much more nuanced understanding of neurodiversity and disability,” Peace said.
“Family structures and parent working patterns have changed, with most families needing two full time or close to full time incomes to make ends meet.”
Peace said despite school staff being impacted by new social, political and technology trends, the structure of Victoria’s school system has not adapted to these transformations.
“This makes the job of providing quality public education more challenging than ever before, while underfunding and staff shortages are pushing the limits of the system.”
‘Workload pressures are unsustainable’
Lead researcher, Dr Fiona Longmuir said while there is greater recognition of the diverse needs of students, the provision of appropriate supports has not kept pace, leaving school staff to try and bridge the gaps as best they can.
“This is becoming a source of workload stress, exacerbating existing stress and burnout,” Dr Longmuir said. “Teachers generally feel there is already too much curriculum content and simply not enough time to cover all that is expected.”
Additionally, says Dr Longmuir, increasing responsibilities for student wellbeing, and ever-expanding administration and compliance, make it difficult to manage this workload.
“The expectations and excessive workloads placed on education support staff, teachers and school leaders are unsustainable and need to be curtailed,” she said. “Until these workload issues and expectations are addressed, retaining school staff and attracting new staff will remain a chronic and dire problem.”
Dr Longmuir said Victorian education policy-makers need to consider bold reforms, including more flexible arrangements such as trialling a four-day work week for school staff for retention and attraction and a rethinking of the curriculum and assessment, including arrangements for senior secondary certifications.
“However, any proposal for school modernisation can only be successfully delivered if the current underfunding and staffing shortages that plague the public school system are addressed.”
Peace said public school teachers, principals and education support staff are tired of the constant change that has characterised the past 30 years of education policy development.
“We need significant and well considered reform so that the arrangements for schooling match the needs of students and school staff alike, backed in with full funding and resourcing of public schools.”