EYE-BALL Opinion – An Education Perspective – Governments fail to grasp the reality of societal changes –
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– An Education Perspective –
– governments fail to grasp the reality of societal changes –
| Author: EYE-BALL Opinion | 4th Sept 2012 |
|T he ‘Gonski Report’ into Education was a review on how Education Funding is applied and how it can be improved among a few other things.
There were also 26 findings –
When you read the ‘Findings’ and read the ‘funding’ context of these ‘findings’ – the Report becomes more about Political outcomes and agenda’s as opposed to really trying to help children and their education.
Since the reports release some 10 months ago – the Government has been working out a political plan both for funding the reports recommendations, and how and what recommendations to implement.
There are specific overtones when reading the report from an ‘Educator’s’ perspective leading to suggestions impacting on teacher tenure and accreditation. Nobody doubts nor has trouble understanding the importance of a Teachers performance and ability in the learning perspective.
What is missing from the ‘Gonski’ ‘recommendations’ and ‘findings’ made in the report is any genuine appraisal of the social degradation within our society and its impact on student attendance and interest in education.
‘Findings 19 and 20’ above hint at the ‘disadvantage’ or ‘disability’ issue but only in a physical context – not the emotional issues children face when family and domestic home-grown issues impact on their ability to learn or want to be educated.
Quality of Teachers is one of the many issue ‘Gonski’ addresses, but if students are so confused and emotionally distressed by their own domestic considerations, throwing any amount of money at improving Teachers and their skills base, and the school classrooms and equipment, is not going to fix the problem.
No amount of money spent to appease the Gonski Report recommendations is going to improve students willingness to be educated whilst their emotional well-being and home environment remains challenging.
Society has changed and is always changing. In a modern society and the acceptance of more and more hybrid style families, i.e. children of divorced parents in the care of defacto or single parenting environments – the childs emotive existence impacts on their willingness to accept the importance of education, or to be engaged in classroom environment.
These stressed and dysfunction children enduring the ‘broken home’ syndrome, and the adjustment necessary to make a new life based around the parent now raising the child, leaves the child emotionally and physically scarred in ways that Educators are not qualified to address.
A great number of children form a part of this ‘societal rejection’ and there is no money being invested in addressing this problem.
There are 41 ‘recommendations’ and 26 ‘findings’ in the Gonski report, and not one of them addresses the depressive and emotional needs of students enduring life changing domestic circumstances.
In a classroom 30 years ago, the number of children coming from a single parent family, or where both guardians or parents were not the natural parents, could be counted on a single hand. In todays classroom, it is the number of children still living with both natural parents that can be counted on a single hand.
Within that 30 year time frame, the dynamics of society has changed and children are now living lives where both parents/defacto carers work and children are left largely to fend for themselves when dealing with school, and the ‘peer’ pressures exposed to, and including ‘bullying’.
For younger children – Day-care arrangements are the survival mode for working parents. Children are being cared for by third parties and this early stage bonding with natural parents is being forsaken because of the need for both parents to be employed. Single parenting is a bigger nightmare.
If Education Administrators want to know and understand why school literacy and numeracy scores are falling within the education system – the problem lies not in the amount of money being invested – it is in the emotional wellbeing of children of school age being forced to endure life changing events they have no control over.
Teachers know this – their classrooms are full of the anger these children live with because their emotional responses to their domestic arrangements are not settled.
A single wage was enough to provide for a family some 50 years ago. Changes to society since now require both parents now have to work to survive in the same manner as families were able to survive 50 years ago.
Governments pretend to be unaware of the mayhem their policies have caused over the years – they get voted out and then next time they are voted in everything is blamed on the previous Government. None of them take responsibility – it is the combination of both sides of Politics that has caused the problems educators face today.
If children are happy at home and live in an environment where loving parents contribute to the childs education through time spent and supportive aid in homework, school activities, and P&C attendence, then the child will more willingly embrace school life and the education it offers.
Teachers are fearful of their classrooms – they are exposed on so many levels – any compassion offered might be interpreted as ‘inappropriate behaviour’ – the ‘no touching rule’ creates a natural conflict when they see all the child needs is a hug. They receive physical threats daily and they try to not respond. All these scenarios make Teachers very wary and unwilling to risk their careers to help children in emotional need.
Where a child is left to their own devices, and parents are not there to monitor and supervise homework, or attend school activities, the child treats school and the educators as authoritative figures and learns a mistrust of the education system.
You throw in abusive parents, defacto considerations, and a childs emotional and depressive wellbeing as a result, school and the education it is supposed to provide is the last thing they will embrace.
The Gonski Report does not go near these issues and that is why it fails on so many levels.
This weeks debate on private versus public school funding recommendations based on the Gonski report is the wrong debate. The debate should be about finding a way to get a parent back at home to ensure the next generation of children are taken care of and not raised in a daycare or foster care arrangement.
Governments have fumbled the ball so badly on this score. I link it in some ways to the womans equality movement since the 60’s and 70’s and that ‘mothers’ are conflicted about their want to work and achieve career success, and the mother instincts they fight within themselves when they drop their children of at daycare or school on the way to work.
There is no problem with a man doing the ‘home parenting’ if that is what best suits the family – but the important point is that there should be a parent at home to be there for children of all school age.
The debate over the Gonski Report is the wrong debate.
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