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Journal-No.05_09

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Official publication of the Australian Education Union (SA Branch)

Vol 41 I No.5

August 2009

AEUJOURNAL SA

Arbitration Begins: Our strong case for Public Education


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FPERAT E SUI D RE N ST’S VIEW

AEU JOURNAL

Education Works page 16 Communities in the Upper Spencer Gulf vote NO after lack of consultation.

Australian Education Union | SA Branch Telephone: 8272 1399 Facsimile: 8373 1254 Email: journal@aeusa.asn.au Editor: Craig Greer Graphic Designer: Jo Frost AEU Journal is published seven times annually by the South Australian Branch of the Australian Education Union. AEU Journal 2009 Dates Deadline Publication date #6 August 28 September 16 #7

Arbitration Begins:

ARE YOU ONE OF THE 3,336 SSOs WAITING FOR A PERMANENT JOB?

Our strong case for Public Education

Arbitration

SSO & ECW Week

page 12 – 13 The AEU’s arbitration case is underway in the Commission. Read about the key issues.

page 8 Members write letters to DECS CE Chris Robinson.

October 16

November 4

Subscriptions: Free for AEU members. Nonmembers may subscribe for $33 per year. Print Post approved PP 531629/0025 ISSN 1440-2971 Illustration: Simon Kneebone Printing: Finsbury Green Printing

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, As an activist for Public Education, I often feel like giving up and letting the politicians, media and those members of the public who denigrate us and our work on a daily basis, see what a mess Public Education would fall into if we didn’t take a stand for it. Although our bitter EB dispute might have us think so at times, we are not alone in SA. Public Education is under attack globally. Within Australia, our State and Federal Labor Governments are at odds on education policy and are not prioritising a nationally consistent approach. They seem to agree on pointless and trivial initiatives, such as the Federal Government funding a national rollout of the ineffective School Pride program started here in SA. Pride in one’s school comes from dedicated educators facilitating effective teaching and learning; and engaging in activities with a broader community who values them. It is not a few signs with cheesy, self-congratulatory slogans. Our governments disagree, however, on the important stuff, such as the Federal Government’s massive investment in school infrastructure and the passive introduction of League Tables to rank schools. The Feds, for example, have allowed the states

to skim off the top of Building the Education Revolution (BER) funding through ‘administration costs’. State Labor even has the gall to claim credit for some BER projects in their advertising to sell the State Budget this year. The lack of federal protection over the BER funds has been at the detriment of many schools, who are being told they can no longer afford to build the facilities they desperately need through each State education department’s approved builders. In NSW, the ailing Reese Labor Government has completely disregarded our federal education minister’s sentiments that improving school infrastructure will have positive effects on the wider communities around our schools. While building in schools props up the construction industry, the NSW government plans to sell off land used for school and community sport – some with playgrounds – from 690 public schools. The sale will net $239m, barely impacting on the interest on their estimated $105b debt over the next four years. And then there’s the League Tables that won’t be produced, until the media get their hands on government ‘performance data’. Of course, they won’t tell us much of what we don’t already know – the media-compiled League Table in Tasmania indicated schools in the wealthiest parts of Tassie faired the best and schools in the poorest areas were found at the bottom of the list. What choice does exposing students of educational

disadvantage to public ridicule offer parents? They would more likely have no choice at all other than choose not to pick up the newspaper that humiliates them and their child based on their postcode. The only way we can improve results and ultimately the future success of our most at risk kids is through partnerships with parents, who are able to foster learning at home. United States academic Nel Noddings wrote extensively on the opportunity schools have in providing parent education in order to break cycles of poverty. She always conceded, however, that such programs in schools would require significant investment from government. Her work sometimes reflected a touch of pessimism that this will not occur broadly in her lifetime. The only people who appear to be telling the world that free-market approaches to education will fail are educators. Not because we don’t understand the free market, but because we know it well and understand the education sector better than politicians, parents and the media. Brett Ferris The Heights School

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

journal@aeusa.asn.au 3


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UPCOMING AEU CONFERENCES

UPPER SPENCER CHALLENGE

Australian Education Union | SA Branch

2009 REGIONAL NEW EDUCATORS’ CONFERENCE in Port Augusta An evening and one-day residential conference for AEU members in their first three years of teaching.

fri. 21-sat. 22 August fri. 21 August | evening session | 6pm Conference dinner and a practical workshop on classroom management.

sat. 22 August | program | 9am – 3pm Working together on local issues – information, fun and challenging teamwork activities.

Conference Venue: Best Western Standpipe, Golf Motor Inn, Port Augusta Share accomodation/Fri. evening dinner/Sat. lunch & refreshments provided by the AEU.

To Register: Further info:

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www.aeusa.asn.au/events training@aeusa.asn.au


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AEU PRESIDENT’S VIEW

S U B - B R A N C H S E C R E TA R Y

Our campaign continues in the Commission put a 2.5 percent cap on public sector salaries and announced other spending cuts as part of what Treasurer Foley almost gleefully described as a “tough budget”, all under the umbrella of the Global Financial Crisis. But as tough as they seemed at the time, the majority of Mr. Foley’s cuts will actually be announced post-election in March 2010, soon after an economist specifically hired by the government to slash spending in the public sector, has completed the necessary calculations. Not surprisingly, ministerial staff salaries have, in the meantime, increased. They seem to be immune to the cuts endured by the rest of the public sector. Through all of this, AEU members have remained resolute in their defence of Public Education and will continue to do so right up to the next state election and beyond. The arbitration between the State Government and the AEU is one of the biggest industrial events for South Australia. The hearing is likely to take at least eight weeks and then we will await a decision from the Industrial Relations Commission. We will keep you informed of progress via the usual communication channels but also those via Twitter, short updates will be posted at (see ad below):

http//twitter.com/aeusa

In solidarity, Correna Haythorpe, AEU President

For regular updates on the AEU’s arbitration in the Industrial Relations Commission, follow us on Twitter.

http://twitter.com/aeusa

Greenwith Primary School Japanese teacher and Sub-branch Secretary, Carmen Kowalski, uses a Japanese proverb to describe her opinion about Public Education and her involvement in unionism: keizoku wa chikara nari. “Literally this translates as continuance or power and strength,” Carmen says. “What it means is do not give up. Continuing to hold on will yield or reveal strength and power; and to continue after a setback is its own kind of strength – perseverance is power. This is what we have to do to safeguard the future in public education.”

Teaching background Carmen was initially appointed as an upper primary Japanese teacher at Greenwith and in her ten-years there has also worked as an ESL teacher; part-time librarian; acting IT coordinator and acting assistant principal. She began her teaching career at Para Hills West Primary and has also worked at Brompton, Walkerville, Ridley Grove and Two Wells Primary schools.

Teaching Japanese Carmen’s passion for the Japanese language came through receiving a scholarship to teach three days a week and study Japanese at the University of Adelaide in 1996 as well as studying LOTE at the University of South Australia, culminating in a DECS exchange program to Adelaide’s sister Himeji in 1998. “It was a fascinating experience. Being surrounded by the culture and language enriched my learning and teaching. I was placed in two public schools as an assistant English teacher. Over there education is the key to everything. Respect for their teachers and their place in society was obvious. The education system is competitive and family expec-

continued over page 3 5

http://twitter.com/aeusa

Quietly going about their business with impressive efficiency and commitment, AEU industrial officers and our lawyers have built a strong case in support of our Award Application. This has been done with the assistance of over 100 AEU members who have written witness statements along with members who have hosted site inspections. AEU Branch Executive wishes to publicly acknowledge the incredible dedication and effort that all involved have shown and commend these people on their commitment to achieving the best outcomes for our preschools, schools and TAFE. I

Power and Strength

For arbitration updates go to:

As AEU members sit down to read this journal, the AEU will be in the Industrial Relations Commission of SA putting forward the case for a new award for all employees. It has been 20 months since we began the current round of enterprise bargaining on behalf of members. No one could have predicted the intractable, stubborn and contemptuous attitude of the State Government towards Public Education workers in SA. Since the beginning of bargaining, AEU members have written letters, sent postcards, visited politicians, set boundaries around workload, attended meeting after meeting, taken industrial action, rallied in their thousands, and much, much more. All of this action has been taken in the name of fair and just treatment for Public Education, its workers and students. Despite our collective efforts to seek improved salary and conditions, the State Government determined that they would offer our members a salary package which entrenched the most vulnerable, lowest paid and highly casualised sector of the workforce – non-teaching staff. This salary package would be implemented via regressive changes to school funding and working conditions. Is it any surprise we said NO? The real surprise is that a Labor government would rather take the AEU and our members to arbitration than to offer a fair and equitable deal for Public Education. This seems to be a trend for ALP negotiations. A recent decision against our QLD colleagues orders them into arbitration with their ALP State Government. The State Labor Government’s industrial relations continued to deteriorate when in June this year, Treasuer Kevin Foley and his highly-paid agents of spin laughed all the way to the State Budget lock-up, where they


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CONTINUED...

SACE UPDATE

tations are very high which creates a lot of stress for their children. There are entrance exams for every level of education.

Latest developments from the SACE Board

Why did you join the AEU? I am a passionate union activist. I joined the AEU when I was at teachers’ college. During my 13 years at Brompton I was motivated to become more involved in union activities. I participated in union education training and was one of many women who gained confidence in combining the difficult task of motherhood and a career. There were many issues facing working women and I was one of the fortunate to be eligible for accouchement leave (12 months without pay for child rearing).

How did this evolve to sub-branch secretary? At Walkerville I had the opportunity to become a sub-branch secretary and became more aware of my role, which was to share information as well as support and promote AEU membership. In 1994, I participated in the Anna Stewart Memorial Project and shadowed the CFMEU (Construction Forestry Mining Energy Union) officials for two weeks. I gained a greater awareness of the diverse roles of women in the workforce and the part unions play in social justice. I was also a member of the Status of Women Committee where we provided direction on issues relevant to women and girls in education.

How did Greenwith Primary School get involved in the EB action? We voted on the workload protection and would like to acknowledge the support of parents in the campaign. The positive comments received from the community were displayed on our ‘apple tree’ in the front foyer. We modified our student reports but ensured activities such as aquatics camps that were a part of the curriculum went ahead. Non-unionists at school supported the sub-branch in the focus on learning and workload protection campaigns. They agreed with the guidelines so it was adopted by all staff.

What do you enjoy about teaching ? I love what I do, love teaching Japanese and children are fantastic. I enjoy my classes and the kids make you come alive. If kids can still do that for you after 40 years I know I’m in the right place. Relationships and making a difference is what I set out to do when I started teaching. Sometimes I just get excited when a Year 1 or 2 child can respond in Japanese. I

New SACE Stage 1 subjects set to be taught for the first time in 2010.

middle manager workshop information. The SACE Board will provide information about Term 4 professional development opportunities later this term. Term 4 opportunities are likely to focus on preparing for teaching the Research Project in 2011 and supporting the preparation of Stage 1 Learning and Assessment Plans. If your preferred workshop date and venue is full, please register your interest and the SACE Board will accommodate you as soon as possible.

holders in the consultation. • The development of a SACE Recognition Register which will guide the fair and consistent recognition of VET units towards the SACE. The final recognition arrangements will come into effect from 2011. For SACE students studying VET in 2010, 50 hours of accredited VET will be recognised as 10 SACE credits. This continues the current approach where 50 hours of VET equal one SACE unit. The final arrangements will be shaped by the advice of a VET partnership group including representatives of the three school sectors, unions, the Department of Further Education, Employment, Science and Technology, Business SA, private and public registered training organisations, the Training and Skills Commission and the university sector. Guidelines for how to include VET pathways in the new SACE and details about how individual VET units will be recognised in the SACE through the use of the SACE Recognition Register, will be finalised and available early in 2010. Transition arrangements will be in place for students who include VET as part of their SACE studies next year, but do not complete the SACE in 2010. The arrangements will ensure students will not be disadvantaged. A policy circular will be sent to schools soon with more detail.

Vocational education and training

Tertiary entrance

The SACE Board has endorsed key directions for recognising vocational education and training (VET) in the new SACE. The Board has announced the new recognition arrangements will begin in 2011. Consultation on the proposed new arrangements was completed in June, with significant feedback received from schools, the AEU and SA Unions, business and industry, VET providers and many other stakeholders. At a meeting of the SACE Board in July, members endorsed the key directions of the new arrangements which offer increased flexibility for students to include VET in SACE studies.

SATAC has published the booklet, Tertiary Entrance 2010, 2011, 2012, which explains tertiary entrance for students in Years 10, 11 and 12. This includes arrangements for using the new SACE for higher and further education selection for 2012 entry. The booklet (pictured) is being distributed to schools and will be made available for download on the SATAC website:

Professional development Term 3 is a key period of professional development for SACE teachers. Registrations are open for Learning Area workshops and middle managers’ workshops to be held in metropolitan and country locations throughout Term 3. The Learning Area workshops will help teachers understand how to adjust their teaching programs and design assessment programs for the revised Stage 1 subjects to be introduced in 2010. The Term 3 middle manager workshops are designed to build practical understanding of assessment and performance standards. To book your place visit:

www.saceboard.sa.edu.au/ sace-bulletin (and follow the links to professional development). You can also call

(08) 8226 2362 for learning area workshop information or (08) 8372 7552 for

The Board endorsed key directions including: • An expanded role for VET in the SACE, which was strongly supported by stake-

http://twitter.com/aeusa

Note: The AEU has printed this information at the request of the SACE Board.

For more information about the new SACE including subject outlines, professional development opportunities and more go to:

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www.satac.edu.au

www.saceboard.sa.edu.au


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TA F E M AT T E R S

I T ’ S A FAC T

Building union density in TAFE AEU members must take a leading role in increasing union membership in the workplace With the State Government intention to force TAFE staff into a separate enterprise bargaining agreement, now is the time to build our union density across TAFE. The greater our membership, the more we can act collectively to resist the State Government’s desperate attempts to attack wages and conditions of TAFE employees. To this end, the AEU arranged a series of successful recruitment drives in 2008 and again this year to increase new TAFE members in the Riverland, Murray Mallee, Berri, Renmark and Murray Bridge. In the southern metropolitan area we targeted Noarlunga and in the Pirie district we concentrated on Pirie and Kadina campuses. The success of a recruitment blitz depends on the preparatory work done by the local AEU delegates. Where the local sub-branch secretary has already approached non-members on site and arranged times to meet with the AEU organiser one-on-one to discuss the benefits of joining the union, our success rate is generally much better. For example, recently at Pirie TAFE where the Sub-branch Secretary, Andrew von Neidermueller had already approached staff, we were able to pick up six new members. This significantly lifted the union density at Port Pirie. At Kadina, with a number of staff off-site on the day we were there, we picked up one new member. Because of the union presence at Kadina we had constructive conversations with existing members and a productive lunchtime meeting where staff expressed concerns about the latest management restructure in regional TAFE. We began the process of establishing a local campaign committee which will be the focus for ongoing discussion and development of strategies to ensure the workload of staff is not impacted on as a consequence of reduced management. At Noarlunga TAFE, a much larger campus with a number of quite distinct programs, we were again assisted by the preparatory work of Sub-branch Secretary Bob Biglands, a lecturer in the building and construction program. There is already good union density in that program and in engineering, but not as much in some of the other programs. Because of the size of the campus, Bob was having difficulty getting to know all staff. One of the first things we did was identify key AEU members in each of the other programs and set up a Workplace Organising Committee (WOC) with the intention of them meeting once a month to discuss acrosscampus issues. This will then help Bob who is also the AEU representative on the ICC (Institute Consultative Committee). During the blitz, we recruited several new

members but more importantly were able to meet with a number of staff to build relationships and create conversation around issues of interest. As a networking activity, there are plans to hold a lunchtime BBQ in a few weeks. All staff will be encouraged to come along for a feed and an opportunity to meet other union members. With arbitration about to get under way, it is the AEU’s intention to concentrate on a number of other blitzes of other campuses throughout the remainder of this year, including some follow-up at those campuses already visited. Bob Biglands (2nd from left) with colleagues at Noarlunga TAFE5

campus organising committee up and running as forum for members to discuss issues across various workgroups. I

Profile: Sub-branch Secretary ANDREW VON NIEDERMUELLER Teaching Background Andrew von Niedermueller has worked as a secondary humanities teacher in both South Australia and the Northern Territory; as part of an overseas aid program teaching in Zimbabwe for three years; at Charles Darwin University and at TAFE since 1990. He is now based at Port Pirie campus.

Profile: Sub-branch Secretary BOB BIGLANDS First Job Bob Biglands left school at the age of 15 and trained as a shipbuilder. This was the first step in a varied career, initially working in joinery and cabinet making, and then in building and construction. While there was a period when he was self-employed as a building contractor, much of his working life has been in teaching. Teaching Life Bob has worked as a TAFE lecturer since 2001, but he has been involved in training with different organisations and in different capacities since 1976. Now at the Noarlunga campus Bob teaches wood trades to prevocational students. “My passion is working with young students where hopefully I can make a difference by introducing them to the trade and developing their interest and skills,” Bob says. Union Involvement Bob is the sub-branch secretary at the Noarlunga campus of TAFE. He took on the role a couple of years ago and has done so with gusto since he is also the current AEU representative for Noarlunga on the ICC. Bob is a strong advocate on behalf of other members and has supported a number of colleagues who were experiencing difficulties in their employment. Bob is keen to get a

TAFE When in the Northern Territory, Andrew was teaching Aboriginal Education at Murray Bridge TAFE as a contract lecturer in 1990. Between then and 1998 when Andrew won the position as the student services officer at Port Pirie, he had appointments in metropolitan and country schools which included a three-year position at Coober Pedy coordinating and teaching vocational preparation. AEU Involvement Andrew has now been the sub-branch secretary at Port Pirie TAFE since 1994. In his role as an SSO, Andrew says he is wellknown by all staff which is helpful for networking with members and potential members. Andrew is one of the first batch of long-term contract lecturers who became permanent as a consequence of the permanency conversion criteria negotiated by the AEU. “Why contract lecturers wouldn’t join the union, which negotiated their right to be converted to permanent I can’t understand,” Andrew said. Future of the Union Andrew is keen to recruit more members as he sees the benefits of good union density at the workplace. With a lot of the changes happening in TAFE at the moment, particularly in the Regional Institute, members will need to act collectively to ensure proposed changes don’t add to the already excessive workloads of staff. I

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SS O M E M B E R P R O F I L E

SS O & E C W W E E K 2 0 0 9

Gwenda’s story a familiar one for SSOs

Permanency a big deal for SSOs and ECWs

AEU Journal recently caught up with contract SSO Gwenda Herbert.

What are the main issues facing SSOs? After 20 plus years of continuous work as a school services officer at Cleve Area School, I would like to see improvements to employment conditions for casual and temporary SSOs. We need to consider long-term employment for SSOs. They have a wealth of knowledge and experience gained over many years of dedicated work. My lack of job security as a temporary SSO has been stressful and a financial burden; it’s not much fun waiting to see if you have secured the hours you need. Often, I would not know if I had a job for the year until partway into the first term.

SSOs

How does this impact Public Education? I have seen many highly-skilled employees moving to different industries that can offer permanent positions. This means current SSOs need to be constantly training new staff to take over the temporary position. The structure that exists within DECS has never seemed to assist me in reaching my goal of becoming a permanent employee. Funding has always been a big issue. I feel we deserve a much better deal and I am hoping that I one day will achieve a permanent position at Cleve Area School. Applying for my contract each year has been another process I have had to learn to deal with. What is the school attitude towards SSOs? I have had positive support from staff to further develop my skills, taking on extra training and development in order to give me an edge. I have worked extremely hard to keep my skills to a high standard and taken on the many changes in order to manage students. My conditions of employment have changed from year to year. Very early in my career I worked hours as low as one to two hours per day over the whole week. Recently I have had more support from within our school we know by the end of the year what our I hours will be for the following year.

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The AEU traditionally celebrates SSO Week early in Term 3, but this year the usual celebrations took on an additional significance. Branch Executive recently decided that, from 2009 onwards, the AEU Anne Crawford would designate this time to acknowledge the work of both SSOs and ECWs, and their invaluable contributions to schools and preschools in South Australia. A major focus this year was a continuation of the AEU campaign to achieve much higher levels of permanency for SSOs and ECWs. The vast majority of SSOs and ECWs are employed on a casual or contract basis. Only two in five SSOs and a mere one in five ECWs have permanent appointments. During Week 1 of Term 3, more than 100 SSOs and ECWs wrote personal letters to Chris Robinson, Chief Executive of DECS, seeking his intervention to put an end to this unacceptable situation. Thank you to all members who sent letters to Mr Robinson and the AEU. These members have been employed continuously by DECS in longterm positions, some for more than 20 years. Copies of these letters have been forwarded by the AEU to the Premier, Mike Rann. It is important to note that Public Sector Management (PSM) Act employees in DECS and other public sector agencies are automatically made permanent following two years of continuous service. Sub-branches also wrote to the chief executive, supporting permanent appointments for their colleagues and fellow union members. The need for ongoing and stable employment is a key feature of our award Irene Tam application for the arbitration hearing commencing on Monday 3 August. Of late there have been signs that DECS is beginning to respond to the ongoing AEU campaign for more secure employment for SSOs and ECWs. On 2 July 2009 DECS distributed circulars to Principals and Preschool Directors stating that they were considering a one off conversion to permanency for SSOs and ECWs with five years continuous service and in positions of at least 15 hours per week. In addition, 14 SSOs and ECWs who are part of the Munno Para B-12 and Playford B-7 Education Works Stage I sites have just been made permanent. DECS has made a commit-

ARE YOU ONE OF THE 3,336 SSOs WAITING FOR A PERMANENT JOB? Join the AEU and help us fight for your right to permanency

20–24 July

Authorised by Jack Major, AEU Branch Secretary, 163 Greenhill Road, Parkside SA 5063,

What is your role at Cleve Area School? I work with a wide range of students with special needs and curriculum support. I provide services to the school in many areas including science and the community library; and have also been involved with the successful running of the community studies program preparing students for the workplace.

Progress is being made as AEU campaign continues.

SSO WEEK 2009

ment that further conversions to permanency associated with other Stage I sites will occur in due course. The AEU has also been informed that most Aboriginal SSOs and ECWS will soon receive offers of permanency. In the aarbitration process, the AEU will be arguing that permanency should be granted after 12 months continuous service. However, we welcome the fact DECS seems to be acknowledging the current system of employing SSOs and ECWs year after year on a temporary or casual basis is unjust and unfair, and at last there is progress in addressing this situation. The sweetest victories are those that are hardest fought and all AEU members are to be congratulated on their steadfast and united stand in achieving a measure of justice for SSOs and ECWs in this campaign.

Morning Tea Breaks A number of sites have asked the AEU for clarification regarding morning tea breaks for SSOs. Currently, DECS policy, which is similar to the practice which applies to other DECS employees and the wider public sector is, although tea breaks are not an Award provision, it is expected schools, in terms of long-standing custom and practice, will make arrangements to provide SSOs and other ancillary staff with the opportunity to have a cup of tea or coffee. Arrangements need to be made at your site so essential school services such as front office reception and telephone duties are covered at all times. AEU members should ensure this policy is applied in a fair and reasonable manner and this practice is consistent between all school staff (teaching and non-teaching staff). SSOs who believe current arrangements do not reflect this policy, should discuss the matter with your AEU Sub-branch Secretary as soon as possible. In the unlikely circumstance this situation is not resolved at your school, members are advised to contact the I AEU – Phone:

8272 1399

Anne Crawford | AEU Vice-President Irene Tam | Organiser SSO Focus


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S U B - B R A N C H R E PO RT

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

Q & A from the Workplace

Q A

Are the 37.5 hours of training and professional development now compulsory for all education workers?

the appleforteacher campaign

Public and Very Proud Tumby Bay Sub-branch Secretary and AEU Executive member Lesley Lindsay-Taylor (pictured) charts their road to success. spreading session in the discussion hub of the school - the staffroom. We used resources provided through the “appleforteacher” campaign and added some of our own. We used A3 apple posters to advertise a morning tea for all staff with apple pies and apple strudel and we discussed the value of Public Education and how important it is to stand up for our students. It was excellent to see members feeling empowered and able to have open conversations with non-members. The Public Education petition was signed by all people who were in the staffroom and we even gained some new members. We made the most of a Youth Week event on the Tumby Bay foreshore with an Apple for Teacher stall. With large glossy apple posters, displays demonstrating the impact of the proposed funding model and brochures explaining the truth of the dispute; we had real conversations with parents, encouraged the community to sign the petition and handed out apples one of our members brought from her farm. I was very proud to be manning the stall with such committed and passionate educators. To celebrate Public Education Day, each family and student wrote uplifting, encouraging and motivating messages about education and/or our school. One member approached three local businesses to display our apples trees and it was a great way to see positive messages about public education and our school around town. Since increasing activism in our area we have gained more support from parents and raised the morale of members as well as helping empower them to make a difference and truly stand up and fight for our students. I

www.decs.sa.gov.au/documents/ 1/TrainingandProfessionalSu.pdf

Q A

What is the minimum amount of noninstruction time (NIT) a teacher should be allocated in any one block? The minimum amount of non-instruction time in any one period should be no less than 30 minutes. This allows a teacher to use the time meaningfully for preparation of lessons; assessing student’s work and report writing etc. [Source: Clause 39.8.1 SA Education Staff (Government Preschool, Schools and TAFE) Certified Agreement 2005.]

Q A

Who makes the decision about how Flexible Initiative Resourcing (FIR) is to be used?

Our enterprise agreement with DECS requires the involvement of the school’s PAC to be effective in the decision-making of how FIR is to be used in the school. The PAC must consult with staff before advising the principal on the recommended use of FIR. It should be remembered that FIR is an allocation to relieve teacher workload. This was negotiated between DECS and the AEU and registered in the Industrial Commission in March 1997.

Q A

How much notice do I have to give if I wish to retire?

If you are 55 years of age you need only give two weeks notice as a person may retire on or after the day on which they reach the age of 55. (s.25 Education Act, 1972)

If under 55 it will be treated as a normal resignation and you must give 20 teaching days notice prior to December 1st and 40 teaching days notice after December 1st. [Administrative Instructions and Guidelines s.2 para 71]

Anne Walker, AEU Legal & Information Officer

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8272 1399

The Tumby Bay sub-branch has always had passionate members who have been truly committed to providing the best education for our students. As Sub-branch Secretary, I have felt very supported by our members when it comes to attending area meetings, rallies and taking industrial action. In recent years we have worked hard to maintain and raise the level of membership. It has been great to have a broad range of members including SSOs, teachers, coordinators, the deputy and principal. We now have more members on staff than non-members. When the current enterprise bargaining process began and changes to the funding model were announced, the Tumby Bay subbranch was ready to take action, demand respect from the government, stand their ground and say “hands off public education”. While the dispute has gone on longer than we would have liked, it has had the positive effect of reinvigorating members. After each Area Meeting, Branch Council and Branch Executive meeting, I reported back and it seemed members began to get angrier and more determined to take a stand. The biggest stumbling block was how to get the message to parents and our community. We wanted our parents and wider community to truly understand the fight is not just about improved working conditions for all education workers; it’s also about ensuring a high quality education remains accessible for our Tumby Bay students. To this end, we are lucky to have a very supportive School Governing Council that has worked with us to get the message across in the school community. Before venturing into the wider Tumby Bay community, we decided to start a little closer to home and have our first message

The scope of relevant activities, travel time that may be claimed, who is eligible and other matters related to this scheme can be accessed on the DECS Website at:

Officers of the AEU Information Unit are available Monday – Friday from 10.30am – 5.00pm. Phone:

1 Tumby Bay members in actionduring

The training and professional development hours are still voluntary. The scheme is now a self-declaration model which involves employees signing a form at the end of the year affirming they have completed the 37.5 hours (or pro rata if contract or parttime). This form is then acknowledged by the site leader and filed in the employee’s file.


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3:16 PM

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REPORTING AND LEAGUE TABLES

The fudging of school results begins Too much time spent on testing will lead to poorer outcomes for students argues Trevor Cobbold.

School performance reporting and league tables create pressures and incentives for schools to fudge their results. Competition for higher rankings forces schools to ‘play the system’ to show improvement even where there is none. Playing the system is the quick route to better results. It is a feature of school performance reporting wherever it has been adopted. A whole range of devices are used, including: poaching high achieving students from other schools, denying entry to low achieving students, suspending low achieving students on test days, encouraging low achievers to take courses not used to rank schools, helping students with answers, changing answers and devoting more time to rote learning and testing skills. It is now all beginning in Australia. The West Australian reported on 13 July that WA schools are pushing many Year 12 students to choose easier subjects so they can avoid exams and schools can lift their ranking on league tables. If struggling students are funnelled into courses with no exams, their scores will not be counted in a school’s overall tertiary entrance results which are used to measure school performance. The WA Curriculum Council chief executive, David Wood, said he was concerned that Year 12 enrolment data showed many stu-

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“The more any quantitative social indicator is used for social decisionmaking, the more subject it will be to corruption pressures...” dents had opted for new courses at the easiest level, which did not involve exams. “I had expected this would be more prevalent in schools from lower socio-economic areas, but indeed it is schools from across the socio-economic spectrum, including some high-profile independent schools,” he said. This could be the tip of the iceberg. Last year, the Sydney Morning Herald (7 June) reported that a Sydney private school was forcing students to complete their HSC at TAFE if it appeared they would not score high marks. Parents said their children had not been allowed to sit their exams at the school. The school had rapidly improved its ranking in The Herald’s HSC results league table in recent years. Such practices have been a feature in the US and UK education systems over the past

decade and are the result of increasing pressure to maintain or improve school rankings. Intensive test preparation at the expense of time spent on non-tested subjects is another commonly used tactic to boost school results and which is already becoming too common in Australia. School systems around the country are pushing schools to devote more time to test practice at the expense of science, history, the arts and music and physical education. Last April, the head of the Victorian Department of Education, Peter Dawkins, sent a memo to all principals suggesting more time be spent on preparing students for the National Assessment Programme for Literacy and Numeracy (NAPLaN) tests so as to improve Victoria’s results. On April 13 this year, The Age reported that teachers were being pressured to put more time into test practice. The CourierMail in Brisbane reported in March that education officials were putting tremendous pressure on teachers to lift results by practising for tests. The West Australian reported on April 14 that up to a quarter of school time was being spent on preparing for the tests. Not only does teaching to the test come at the expense of non-tested subjects, but it also replaces teaching the more complex thinking and writing skills, which are central to quality education. The West Australian case is the latest in the accumulation of examples of how schools rig their results under the pressure to improve or maintain their ranking on school performance tables. It is an example of a well-known phenomenon in social science research called Campbell’s law. Campbell’s law states: “The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor”. Far from improving transparency and school results, school performance reporting leads to manipulation of school results, greater opaqueness and complexity. It misleads rather than informs. It fails to achieve real improvement in student outcomes at school. I The above is an abridged version of Trevor Cobbold’s article. It is available at:

http://www.soscanberra.com


Journal-No.05_09

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SCHOOL VOUCHERS School vouchers are still a bit ‘out there’ as social policy ideas go in Australia. They are an article of faith for neo-liberals whose time, according to some, has passed. Unfortunately, the reports of the death of ‘extreme capitalism’, privatisation and the dictatorship of the market have been greatly exaggerated and nowhere are the vital signs stronger than in the current debates over public education. The skewed state and federal funding system favouring private schools is locked in. The blurring of the lines between government and non-government schools is continuing apace. School performance league tables seem inevitable in one form or another and a lot of work is being done by think-tanks to make school vouchers sound mainstream – something parents ought to be clambering for. A paper on the subject from the Liberalaligned Institute of Public Affairs (IPA) has been getting a good reception in the columns of the major dailies. Vouchers are ‘one in the eye’ for centralised government, educational bureaucrats (‘educrats’) and, of course, teacher unions. “With students observed to register academic improvements in a voucherised environment, this funding reform promises to redress educational disadvantage in ways that previous efforts have failed to do. There is little doubt that vouchers come with a big tick of approval from parents, as evidenced by surveys in

From fringe to ‘the way to go’ School vouchers are back on the agenda says Giles Goldsmith several countries,” report author Julie Novak wrote in The Australian recently. So what is a school voucher funding model? For this the API’s paper (A Real Education Revolution: Options for voucher funding reform) refers us to a 1955 article by none other than Milton Friedman. The architect of Pinochet’s post-coup economic policy in Chile puts it this way: “Government, preferably local units, would give each child, through his parents, a specified sum to be used solely in paying for his general education; the parents would be free to spend this sum at a school of their choice, provided it met certain minimum standards laid down by the appropriate governmental unit. Such schools would be conducted under a variety of auspices: by private enterprises run for profit, non profit institutions established by private endowment, religious bodies, and even some governmental units”. The federal opposition is excited by the idea. Turnbull has long favoured vouchers – “This is core Liberal stuff,” he said in 2002. So are voucher systems as effective and as popular as the author claims? It is stated that systems are in place in “30 countries around the world from the United States right through to developing countries such as Colombia”. The idea of playing social

policy catch up with strife-torn Colombia boggles the mind but the US might have something to teach us. It turns out voucher systems are not widespread stateside. Voucher systems have been decisively rejected 22 times across the country in referenda from 1967, most recently in the 1990s in California, Oregon, Washington State and twice in Colorado. The cities of Cleveland, Milwaukee and Washington DC have vouchers and their example has not set the education system on fire. When US parents were polled by Phi Delta Kappa/Gallup on the subject, respondents preferred “improving public schools” to “providing vouchers” by 75 percent to 22 percent despite heavy campaigning in favour of vouchers by neo-liberal and religious groups. Of course, the API paper appears to put children from disadvantaged backgrounds at the centre in its variants of a voucher scheme. As well as a universal scheme with a $12,000 voucher for every Australian child, there is a proposition for “differential vouchers”. This involves higher voucher values for Indigenous students (including a $7,000 relocation payment), disabled students and those whose family income is less than $1,000 a week. ‘Targeted vouchers’ would be a limited scheme where only the aforementioned disadvantaged groups receive a docket for

their education. All of the scenarios are more expensive than the present funding system and predict a drift from government to non-government schools – an alarming result for equity of access to quality education according to a 2006 Australia Institute report on vouchers but scarcely commented on by the API. Novak does not explain, either, how disadvantaged children would suddenly be able to enrol in distant elite schools with staggering fees. The truth is the concept is not concerned with disadvantaged children. According to Professor Michael Apple in his book Educating the Right Way (2001), vouchers are a form of middle class ‘gate keeping’: “By changing the process of selection to schools, middle class parents can raise the stakes in creating stronger mechanisms of exclusion for blue-collar and post-colonial peoples in their struggle for equality of opportunity”. AEU Federal President Angelo Gavrielatos is quick to nip the idea in the bud. “The international evidence shows the introduction of vouchers has increased the privatisation of education and failed to increase the overall quality of education being delivered. Our students and schools are not a marketplace and no place for a radical right wing agenda to be rolled out.” I

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Journal-No.05_09

4/8/09

3:16 PM

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A R B I T R AT I O N 7 At the Commission (from left): Dan Farmer AEU Industrial Coordinator, Mark Irving Barrister, Michael Ats Solicitor, Correna Haythorpe AEU President, Mordy Bromberg Senior Counsel, Liz Roberts AEU Industrial Officer and Anne Crawford AEU Vice-President. of complexity in public preschools, schools and TAFE and this has placed additional burden and workload on staff. Other Complexity Issues in short: • Student behaviour management practices and their associated tasks • Increasing abuse and violence from parents and decreasing cooperation • Poverty • Mental health Additional workload issues: • Extra-curricular activities (camps, excursions, rehearsals etc) • The raise in the leaving age • Increased marketing and entrepreneurial role of teachers

Arbitration under way in the IRC Here we outline the key items in the AEU’s Award Application Background: For arbitration updates go to:

After twenty long months of enterprise bargaining and member action the AEU will now argue its case in the Industrial Relations Commission of South Australia. Here are the key components of the AEU’s Application for a new Award.

SALARIES

http://twitter.com/aeusa

A key component of the AEU’s case is the need for nationally competitive salaries. In 2006, we had a midpoint salary benchmark and now, in 2009, we sit firmly on the bottom of the national salary scale with the State Government’s offers keeping us there far into the future. Recruitment and retention of high quality education staff relies heavily on the achievement of a strong wage outcome. By January 2011 there will be a new benchmark rate for the top of the scale teacher of about $84,800 at the high end of the range and about $81,000 at the low end. Clearly, our claim is absolutely essential if we are to maintain benchmark salaries in line with our interstate colleagues.

The evidence: South Australian teachers are the worst paid teachers in the country and have been so since at least October 2007. In October 2008 SA teacher salaries were $5,991 per annum behind the national average. Currently SA teacher salaries are $6,384 behind the national average. This is a shortfall of 9% of their current salary. A South Australian teacher who moves to Victoria will be rewarded with a weekly pay

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increase of $126. A move to Western Australia will result in an extra $115 per week. South Australian teachers may share borders with Victoria and Western Australia, but they do not share pay equity. In TAFE, the AEU seeks to move to a five step salary classification including the retention of the Advanced Skills Lecturer classification. The new TAFE structure would abolish the lecturer assistant classification and adopt the five step scale with minimum required qualifications for progression and prescriptions for education managers.

COMPLEXITY AEU members are well aware that there has been a significant increase in student complexity in the past few years. This has direct implications in relation to increased workloads for all employees. In the past decade, there has been an increase in the number of students with disabilities, an increase in the number of Aboriginal students, international students, refugees and immigrant students, students living in poverty, guardians of the minister and students with mental health problems. Of particular concern is that between 1999 and 2008 there has been an increase of 62% in the number of students with disabilities. Current statistics show that one in every thirteen students enrolled is classified as having special needs whereas in 2000 the ratio was 1:20. This is coupled with a 48 percent increase in special needs students in mainstream sites and a decrease in per student funding from DECS. Funding has not kept pace with the level

• • • • • •

Grant and funding applications New programs such as SACE Voluntary work Increase in data recording and reporting Information Technology Devolution of responsibility from central office

The evidence: 1. To perform the additional workload identified above, there has been a vast increase in the number in the number of hours of work of classroom teachers and leaders since 2000. Working hours are excessive and unreasonable for both classroom teachers and leaders. 2. Classroom teachers currently work about 55 hours per week. In 2000 they were working about 45-50 hours per week. 3. The hours of work of beginning teachers are particularly oppressive. Many are working over 60 hours a week. Beginning teachers are working longer hours than the average Principal. 4. The evidence also shows a huge burden being carried by leaders. They are currently working over 55 hours per week. Most principals work significantly in excess of 60 hours per week. The AEU is seeking: • a maximum number of hours of face-toface teaching in any one week for ordinary classroom teachers as follows: (a) In Secondary schools 20 hours; and (b) In Primary schools 21 hours 30 minutes. • An improved definition of face to face teaching


Journal-No.05_09

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A R B I T R AT I O N • Paid overtime • A right to refuse unreasonable additional workload

CONTRACT AND CASUAL EMPLOYMENT Contract and casual employees are significantly over-represented in our preschools, schools and TAFE. While there are many teachers and lecturers employed under such conditions, by far the most affected employees are School Service Officers and support staff. The AEU has fought long and hard for conversions to permanency for these staff, many of whom have been employed as contract workers for more than ten years – some for as long as twenty.

The evidence:

CLASS SIZES The arguments for reductions in class size are many and varied. Ultimately, reductions in class size will contribute to better learning outcomes; teacher workload will be reduced, providing students with the individual attention they need in order to achieve their full learning potential. The Government has proposed new clauses in relation to class size which will provide the capacity for class sizes to increase under future funding regimes. The table below clearly demonstrates this: In relation to class sizes, the AEU’s proposal would result in the maintenance of existing average class sizes with a slight improvement in class sizes for years 8 – 10. The AEU table can be downloaded at our website:

www.aeusa.asn.au

COUNTRY INCENTIVES The AEU is seeking: a) increases in the length of time during which the country incentives will apply, from five to ten years; b) incentives for experienced leaders more commensurate with their salaries; c) that employees engaged in district

offices, seconded teachers, hourly paid instructors and temporary relieving teachers be eligible for country incentives; d) the establishment of a Board of Reference for the determination of the appropriate Country Incentive Allowance zone for each work site and specified adjustments to the zoning of various work sites. e) the reinbursement of freight costs for basic groceries to employees appointed to the remote communities of Pipalyatjara, Amata, Fregon, Ernabella, Mimili, Muruptja, Kenmore Park, Indulkana, Oak Valley, Yalata and Oodnadatta; and f ) an induction for SSOs in Aboriginal and Anangu schools.

The evidence: Many regional and remote schools have staffing shortages and the capacity to adequately attract and retain employees in many rural, regional and remote worksites is a major problem. The shortages are not simply quantitative but are also qualitative. There is a widespread shortage of experienced teachers in regional and remote schools in circumstances where because of the prevalence of beginning teachers in those schools, access to more experienced teachers is crucial. Inexperienced teachers rely heavily on the more experienced teachers. Without them their workloads are affected. The small number of experienced teachers means that they are in near constant demand to provide support, thereby adding to their workload. For further information about the AEU Award application go to:

www.aeusa.asn.au

DECS Award Application – Class Sizes DECS Proposed Average Class Size

% Increase in Class Size under DECS Proposal

Years R – 2 IOED Category 1

16

26

62%

Years R – 2 IOED Category 2

17

26

53%

Years R – 2 IOED Category 3

19

26

37%

Years R – 2 IOED Category 4

19

26

37%

Years R – 2 IOED Category 5

21

26

24%

Years R – 2 IOED Category 6

22

26

18% 18%

Years R – 2 IOED Category 7

22

26

LEADERSHIP

Year 3 Category 1 and 2

22

30

36%

The AEU is seeking changes to the principal classification levels. This would create a new classification level (PCO9) and translate all principals to the next highest level in the classification structure. Under the proposal principals would be classified PCO2 to PCO9. The PCO1 classification would be retained for the classification of deputy principals. The AEU also seeks two changes to the current classifications of Deputy Principals and assistant principals. Firstly, a merger of the deputy principals and assistant principals

Year 3 Category 3 – 7

24 – 26

30

15 – 25%

Years 4 – 7 IOED Category 1

22

30

36%

Years 4 – 7 IOED Category 2

24

30

25%

Years 4 – 7 IOED Category 3

25

30

20%

Years 4 – 7 IOED Category 4

25

30

20%

Years 4 – 7 IOED Category 5

26

30

15%

Years 4 – 7 IOED Category 6

27

30

11%

Years 4 – 7 IOED Category 7

27

30

11%

Years 8 – 10

20

29

45%

Years 11 and 12

19

26

37%

http://twitter.com/aeusa

Current Average Class Size

For arbitration updates go to:

a) Fixed term contract teachers now make up about 30% of all classroom teachers. In the preschool sector, fixed term contract teachers now make up about 47% of all classroom teachers. b) Fixed term contract SSOs on short term (less than 1 year) contracts now make up about 62% of all SSOs and support staff on short term contracts now make up about 61% of all support staff. c) Of the total TAFE workforce 39% are in insecure employment with 49.27% of Lecturers (Levels 1-8) in temporary employments. These statistics show evidence of a marked increase in short-term casual and contract labour. The AEU clause seeks that an employee will be engaged as either an ongoing employee, fixed term/task employee or casual employee. • An “ongoing employee” means an employee employed for an indefinite period • A “fixed term/task employee” means an employee whose employment is subject to a contract that specifies a date when the contract will end, or identifies a specified task to be performed by the employee, the completion of which will end the contract • A “casual employee” means an employee engaged to meet the short term and temporary operational needs of the employer resulting from an unexpected short term absence of another employee or an event or events which could not reasonably have been planned for or foreseen by the employer.

classifications and secondly, an alteration to the alignment of deputy principal and principal classification levels for the 12.6% of deputy principals who are currently in the schools where the principal is on one of the three highest classifications. This increase in salary and classification is necessary due to the increased workload and complexity. Further, the AEU is seeking that the current three classifications of coordinators be reduced to one coordinator position consistent across the primary and secondary sector.

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LEADERS

1 Principals (from left): Tony Hoff, Kangaroo Island Community Education, Kingscote, Ray Marino, Oakbank Area School, Amanda O’Shea, Yorke & Mid North Regional Office, Clare

Choice – whether parents, teachers and students want it or not. And it won’t be just any old choice. By choice, the Revolution means the choice it chooses to offer. Now we know we’re up against a serious problem here, because given a choice, most parents would choose to send their children to free, adequately-funded, well-run, local schools where they can be taught by qualified teachers. But that is not the kind of choice we want them making. Give people a CHOICE like that, they’ll start thinking they can CHOOSE whatever they like. Clean energy, for example, or forward-looking water policies, a functioning health-care system, an independent foreign policy. The list just goes on and on.

School leaders event: Education Revolution at The Tiv Abridged speech as delivered by Shane Maloney of the Ministerial Taskforce for Innovation as Education Strategy (MinTIES)

Shane’s work is available at:

www.shanemaloney.com

Principals, deputy principals, assistant principals, acting principals, aspirant principals, senior teachers, teachers, level-co-ordinators, curriculum coordinators, bursars, student teachers, photocopy mechanics, ladies and gentlemen. Let me first extend apologies from the minister: she is unable to be here on this occasion as she is very busy at the moment, working on the government’s global warming prevention scheme. As you know, the government is very concerned about the concern about global warming. Even as we gather here tonight, the minister is attending a meeting with business leaders to discuss ways in which the Rudd Labor Government and Business can work together to more effectively prevent the prevention of global warming. Education, however, is never far from the minister’s mind. It is, at least for the current parliamentary period, a matter very close to her heart, insofar as she might be said to possess one. You’ll be pleased to know that she spent the afternoon at Flat Earth Secondary College in Ipswich, where she turned the sod on their new stimulus-funded Scripture Hall and helped Senator Fielding to colour-in a picture of Noah and his Ark in one of the college’s senior biology classes. The senator himself took the opportunity to raise his exciting new proposal for the replacement in the physics curriculum of the scientifically-con-

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tentious, so-called ‘theory of gravity’ with a new idea he picked up on a recent trip to the United States called ‘intelligent falling’. Although she can’t be here in person, the minister did however ask me to pass on her best wishes to you for your deliberations this evening, and to say she knows she can rely on you to vote Labor - come what may - so you’ll understand she can’t be expected to fritter away her very valuable time talking to a bunch of losers. So in the absence of the minister, it has fallen upon me to explain to you the basics of the Rudd Education Revolution and outline the ways it will transform the ongoing delivery of educational services in this country moving forward, to add value to its client base and bring it into line with the standards normally associated with education systems in our major international competitors – benchmark countries such as Angola, Tobago and Kazakhstan. Many of us – and by us, I mean you – are resistant to change. None more so than teachers – who are by nature sneaky, greedy, lazy and unreliable. And on these attributes, the minister, as a professional politician, knows whereof she speaks. As the persons responsible for wrangling these feather-bedded recalcitrants, the minister wants you principals to be in no doubt whatsoever that this is a revolution we intend to see right through to the end – or until the next really good idea we have – whichever comes first. And it is a revolution which will brook no opposition. So what are the essential elements of the Rudd-Gillard Revolution? The first is Choice. Come the Revolution, there will be

That sort of envious thinking cannot be allowed. It must be nipped in the bud. You’ve got to draw a line in the sandpit and education is where the sandpits are kept. The Revolution will give the people the only option that really counts - the one that suits us. We want people to make the right choice – in other words, they must be made to understand that education is their responsibility – not ours. The sooner parents choose to take their snotty-nosed brats off the public tit the better. There are much better ways to spend people’s taxes than educating their bloody kids. Talking up a load of claptrap about choice will make it easier to slip under the radar. The second element (or slogan, as we say in the Revolution racket) is TRANSPARENCY. To quote the minister’s press release: “Transparency measures will give parents, communities and the commentariat (sorry I misread that), the public, information about the performance of schools”. Exactly what kind of information, how much of it and in what form is yet to be announced. Suffice to say, we’ll be doing our best to ensure it’s the right information to make people draw the right conclusions in order to make the right choice. That is, the choice we want them to make. We certainly have no intention of allowing transparency to extend to us. We’re not planning on revealing our consultant-topupil ratios or our expenditure on spindoctors or American ‘experts’ or ministerial advisors or the deals we do in cabinet. We’re not talking about making Freedom of Information easier. We might be nuts but we’re not insane. I


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L E AG U E TA B L E S

After league tables, relegation? The use of ‘rich data’ to make ‘like school’ comparisons is almost upon us writes AEU Research Officer Mike Williss.

A

government-sponsored website will make public the performance of schools using a range of criteria including NAPLaN test scores. Justified as a measure to give parents more knowledge about the performance of schools, where might such a system of publicly assessing and rating schools lead? In the United States the answer is unequivocally towards privatisation. This takes the form of closing ‘failing’ public schools and handing them over to any range of corporate ‘charities’ or for-profit education providers. Although they continue to receive substantial amounts of public funding, charter schools are privately owned and operated and governed by self-appointed boards of trustees. Although they commonly replace public schools serving poor and minority communities, they are not neighbourhood schools and may accept or reject students. Charter schools were part of the neoliberal ‘reform agenda’ and supported as places of innovation in learning that would complement and assist the performance of public schools. In reality, they have had a questionable academic track record. In Ohio, for example, Democratic Governor Strickland recently won office, ending 15 years of Republican control, by running on an anti-charter school platform, accusing the schools of siphoning off public funds under the pretence of educating students. And a recent study by Stanford University has found 37% of charter schools were providing a “significantly worse” education than public schools, while only 17% delivered a better education. Yet the ideology of ‘private good, public bad’ runs deep in the US. Following his election, President Obama appointed Chicago schools ‘CEO’ Arne Duncan as Education Secretary knowing full well that under his watch, Duncan had closed numerous ‘failing’ public schools – most in black neighbourhoods – and turned them into privatised non-union charter schools. Significantly, Obama chose Teacher Appreciation Week last May to ignore teachers in the nation’s 95,000 plus public schools, choosing to salute only the personnel of the 3,500 charter schools. England has made similar moves, transforming failed schools into foundations,

trusts and academies. The latter are similar to charter schools being centrally funded but independent of local government control. While some academies are run by tertiary institutions and diocesan boards of education, quite a few are run by entrepreneurs and corporations with little or no overt connection to education. A list of Academy sponsors includes Bob Edmiston, who has the UK franchise for Subaru and Isuzu cars. He is one of the wealthiest people in the UK and a Pentecostal Christian running two Grace Academies. Unfortunately for him, his elevation to the House of Lords was blocked after he was caught out in the ‘cash for peerages’ scandal. Then there is David Ross who made his hundreds of millions of pounds out of mobile phones. He has two academies and is said to be “passionate about education”. This solid citizen is a resident of Switzerland for taxation purposes, and has been investigated for illegal and undeclared share guarantees. Even more committed to academies is carpet and mattress magnate Phil Harris (Lord Harris of Peckham to you). He has nine academies and growing. Through his Emmanuel Schools Foundation, fundamentalist Christian car dealer Sir Peter Vardy runs several academies which openly teach creationism. To this list of individual philanthropists sponsoring Academies, we can add the likes of Northumbrian Water, Bristol’s Society of Merchant Venturers, Holiday Extras, Vodafone, Rolls Royce, BMW, KPMG and the Haberdashers and Temple Grove Trust! Needless to say, academies are controversial. Like charter schools, their claims to academic performance are patchy, and they damage communities by having selective entrance requirements while being publicly funded.

Idiot politicians who need to be seen to be ‘doing things’ embrace regressive measures without understanding them. In May, British Prime Minister Gordon Brown visited Sheffield Springs Academy and uttered glowing words of praise. But Office for Standards in Education (Ofsted) inspectors who came in the following week found problems including students’ needs not being met, poor leadership and poor governance. Even so, a government White Paper on education released last June quite openly pushes the privatisation agenda. Education Secretary Ed Balls is proceeding with a stricter regime of Ofsted school inspections, and school will each be given report cards carrying an A to D grade. Those that get into difficulties will face a limited menu of options including closure and academy status, or being forced to be part of an Accredited Schools Group. The latter is a new scheme. According to the White Paper “we will require local authorities to consider the use of accredited providers to tackle underperforming schools”. According to the Times Educational Supplement, Balls hopes to use “accredited providers” to “raise standards and to reduce costs”. By 2011 all secondary schools must have at least 30 percent of pupils achieving five GSCE A*-C levels. Those not achieving this benchmark will be closed or transferred into academies or trusts. The advent of Gillard’s public ‘like schools comparison’ has already emboldened the Liberals to resurrect their voucher system proposal. And why wouldn’t they? The one grows quite easily out of the other. So does the transfer of failing public schools to car dealers and carpet salesmen. As Rudd has put it, “It’s all about letting parents choose with their feet”. I

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E D U C AT I O N W O R KS

Education Works… when communities are consulted Parents in Spencer Gulf pressured to make quick decision. If you’ve been keeping up with the issue in recent Journals and in the media you will be aware of the recent community outrage around the Education Works process in the Upper Spencer Gulf towns of Port Pirie, Port Augusta and Whyalla. Parents of children at local preschools and schools in these locations were pressured by DECS to make difficult decisions about the future of their schools by 30 June. Of great concern to the schools and communities involved was the lack of consultation from DECS. Rather than agree under pressure to amalgamate 44 schools into nine larger sites, the communities, after much public discussion voted overwhelmingly against DECS’ proposal.

were forced to make a decision that they hadn’t been consulted about. If they had been given more time and more concrete information perhaps the outcome would have been different.”

Recently, AEU Journal caught up with some school staff and community members, asking them why they voted ‘no’.

On Friday 24 July, members representing the schools and preschools identified to become part of the six new Education Works Stage 1 sites, met at the AEU to develop a campaign to support sub-branches through the transition period and into the establishment of new schools. Members had already begun to identify the broad range of issues involved in closure, building, moving and settling in and one of the aims of the day was to focus issues within a number of key areas such as decision-making, human resources, physical space, design and infrastructure, OHS&W and professional development. Members also had the opportunity to develop a series of questions addressing key issues which were subsequently put to DECS officers at the end of the day.

Jan Wakeling | Parent, Whyalla “The steering committee seemed to spring up out of nowhere. We were told about two days before the voting took place that there was opportunity for parent membership on the committee but there wasn’t. There were three parent members but representing over 3,000 kids. The committee consisted of the Regional Director, a number of principals reps and an early childhood director.” “DECS, rather than trying to sneak the whole thing in, each school and its community, should have had input into how they help the process take place. There would have been ownership at the local site level and then everybody would have been on board.” I

Katrina Hanlin | SSO, Port Augusta West Primary School “At one point as a school community we were making plans for the future and all of a sudden, without any notice, we were pushed into making a decision within one month.” “While I didn’t get a vote – I’m a staff member, not a parent – I believe that parents

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Mary-Anne Keenihan | SSO, Davoren Park Primary School I

Amanda Smith | Parent, Port Pirie “I was unhappy with the process but I am also concerned about the whole concept. There may be losses of teaching staff and we can’t afford that in a small community. Children have different special needs and I don’t know if they would all be catered for in a large site.” I

Vicki Minnes | Teacher, Stuart High School, Whyalla “There was some community consultation but more from the point of the steering committee talking to the governing councils, not in the wider community. The information released was very jargon-rich. Most of our parents didn’t really understand what was being proposed.” “When we were finally able to release it to the community in plain language, parents started to ask a lot of questions about what was going on and were saying “why weren’t we told this before? Site leaders were telling parents that the information was released in the newsletters but many parents were saying that they did not understand what it meant.”

“It’s an exciting process to be going through, but as excited as I am there are so many questions that need answering. For instance, as an SSO I’m wondering if I’ll even be part of the new super school. There are issues around closing our schools successfully and making a smooth transition to the new site.” I

Jamin Lee | Teacher, Smithfield Plains High School “At the moment there are a lot of things that concern me about the Education Works process in terms of the lack of meaningful information filtered through to staff and the lack of adherence to timelines.” “While we’ve had consultation at various stages, we haven’t had ongoing consultation thoughout.” I

Angela Sudomlak | Library SSO, Gepps Cross Primary “I know nothing about the library arrangements at the new school. We’ve done a lot of work to improve our library and arrange things how we need them. We’ve had no opportunity to consult with the other schools on how it will be arranged. We’re going to be moving onto the Gepps Cross oval which I presume means there will be no oval at the school now. Noboby knows what’s happening.” “The session here has been good because it’s the first time I’ve had a chance to hear details on what’s happening.” I


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WOMEN’S FOCUS WOMEN’S FOCUS In a recent training session at the AEU, I was invited to talk about the role of the Women’s Officer within our union. A young woman at the training asked me why there was still a need for a Women’s Officer given that in education everything seems so even for men and women and should the union consider having a Gender Equity Officer instead? This innocent question provoked me to think long and hard about our membership, my role and where our women members are in the bigger picture. Even today the AEU continues to fight for improved conditions for women

1 AEU President, Correna Haythorpe speaking to a full house of women at the recent AEU Women’s Conference

Women members need support AEU Women’s Officer Tish Champion explains why. in education who account for 75 percent of our membership. Through enterprise bargaining and arbitration the AEU seriously tackles the big picture issues which ultimately affect women in terms of their participation in leadership, low levels of permanency and family friendly conditions and work + life balance. This has definitely been a major focus of the current negotiations. Feminism was originally based on the promotion of equal contract and property rights for women and the opposition to chattel marriage and ownership of married women (and their children) by their husbands. By the end of the nineteenth century, feminist activism focused on gaining political power, particularly the right of women’s suffrage (voting rights). Women also continued to actively campaign for women’s sexual, reproductive and economic rights. Feminist activists in many countries have successfully campaigned for women’s legal rights; for women’s right to bodily integrity and autonomy, for abortion rights, and for reproductive rights; for protection of women and girls from domestic violence, sexual harassment and rape; for workplace rights, including maternity leave and equal pay; and the protection of women from various forms of discrimination. In many countries around the world, women still do not enjoy the same rights that their sisters in other countries have. These women are still banned from voting, working, traveling and driving. They have no laws to protect them from discrimination, attack or abuse and they can be completely at the mercy of the man with whom they live. Unfortunately, like women around the world, not all AEU members enjoy the same rights and conditions. Predominantly, the contract and lower paid positions, such as in

the non-teaching sector, are filled with women. They have no security and less access to entitlements such as paid maternity leave, right of return to part-time or access

to professional development than other employees. The AEU continuously campaigns for the rights of these women to better and fairer conditions. The recent DECS commitment to convert some contract SSO and ECW workers to permanency would never have been achieved without the long, hard work and pressure of the AEU and our members. The most vulnerable employees are those who are on contract and casual and in DECS, these employees are predominantly women. So yes, the AEU stands firmly by the ongoing need for the Women’s Officer Position rather than a gender equity position. While women continue to be predominantly disadvantaged by their conditions of employment and government policy, there will always be a need for AEU women to stand together and make noise. I

EO 2 slow!!

The new laws will prohibit discrimination on the grounds of:

“The AEU continuously campaigns for the rights of these women to better and fairer conditions. There will always be a need for AEU women to stand together and make noise.”

After many years of persistence and effort the proposed amendments to the Equal Opportunity Bill have finally passed through Parliament. Those members of various associations and bodies as well as Members of Parliament who have dedicated so much time and effort over the past 15 years should surely be given their Persistent Pete certificates. Many of the changes which have finally been passed and will hopefully take effect before the end of this year are minor and now bring us back up to the Commonwealth standard. South Australians’ have already had protection under Federal Discrimination Acts and this new bill simply means the discrimination issues can be dealt with at a local level rather than federally. South Australia was the first state to introduce EO Legislation but was very quickly surpassed by other states. The changes to the EO bill will now see SA back at the forefront of EO legislation where it belongs.

caring responsibilities, disability, breastfeeding, Identity of spouse, religious appearance or dress, association with a child

There are also changes regarding: religious institutions, sexuality, sexual harassment and contractors. For further information regarding changes to the EO bill call: 1800 188 163 or visit: www.eoc.sa.gov.au

EO FORUM The Equal Opportunity Commission in conjunction with the AEU is planning to host an information forum. If you are interested in attending an information evening contact: Tish Champion on T: 8272 1399 E: tchampion@aeusa.asn.au

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N E W E D U C ATO R S

C H R I ST I E D O W N S K I N D E R G A RT E N

Meet the Principals Forums For a number of years the AEU has been hosting forums to provide graduate teachers an opportunity to improve their employment prospects.

New Educators

These evenings are informal and operate using the “speed dating” model. Thus we bring in five principals on each of the two evenings and the new graduates move from table-to-table discussing a range of relevant issues with the focus on providing them with tips and advice on how best to place themselves in the job hunting process. The two forums this year were a great success with plenty of passionate and lively discussion on public education matters. The forums covered both primary and secondary years levels. Our student members heard about each principal’s experience of and views about the local selection process and their recollections about their early experiences when many of them began their teaching careers in SA country locations. After these brief introductions, the fun began with each principal spending about 15 minutes on each table of students and so by the end of the evening all students had heard from a range of principals with very broad and valuable insights and experiences. Graduates were able to ask about job opportunities, what to expect at schools across the state and where vacancies may be. The feedback from graduates was overwhelmingly positive and many commented that it was invaluable to access so much knowledge and expertise from those ‘in the know’. Thanks to the principals who gave so generously of their scarce time, a number travelling long distances from sites in the country. We are planning to hold two forums again in June next year. If you are a graduate and interested in attending, contact me on:

dpereira@aeusa.asn.au

If you are a principal who would like to support our next generation of educators by being involved in a forum, contact Ken on:

kdrury@aeusa.asn.au

Finally, good luck to our graduates as they begin their teaching careers. It was most encouraging to see that such optimistic and enthusiastic members are the bright future of our public education system. I Daniel Pereira, AEU Organiser

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Kindy kids in great hands Christie Downs Kindergarten (CDK) director Margie Goodwin says the most important aspect of education for her preschoolers is a holistic approach to teaching and care involving community. “Our approach is about holistic learning – connections with the wider community; accessing space and place which belong to our community; and building up our staff,” Margie says. “We go beyond the role of just education and look at a positive learning experience for the students and the community. We see this as essential.” For starters, a school bus ensures children attend school by picking them up each morning from as far away as Reynella, Morphett Vale and Christies Beach. Thereafter, children enjoy the breakfast program run by the school to ensure their nutritional needs support their learning needs. With 80% of students of Aboriginal or Torres Strait Islander background and the other 20% mostly new arrivals and refugees from various countries, Christie Downs Kindergarten integrates cultural diversity in its education delivery through use of various ATSI languages; an outdoor program relating to the community and having elders come in to teach and share. “We have elders on our school management committee which we call the Community Circle. Our treasurer, Connie, works for an aged-care facility in the community as well as with local people such as Aboriginal artists. She put forward a proposal for a hopscotch mosaic incorporating Kaurna language and art. CDK is funded for Aboriginal literacy development to begin with three-year-olds through the Early Intervention Program, which includes improving their verbal communication skills through to recognising and valuing their first language. A hopscotch mosaic made by students will incorporate Kaurna language in numbering; ATSI art and design developed by the children and indigenous flora and fauna with a kangaroo, witchety grubs, honeyants and red berries. Children are encouraged to approach teachers with the title of aunty and uncle

as part of cultural protocol and learning; and songs are taught in Kaurna, Ngarrindjeri, Narrunga and TSI languages. “It’s about each community having specific needs and the uniqueness of our community with different cultural groups and languages. We take children on day trips to see the whales, Port River dolphins, Kaitpo forest. During Reconciliation Week our students performed at the Noarlunga Health Village and Flinders with Archie Roach singing to the children. They’re also going to perform for Noarlunga High School students. It’s all about getting the children into the community, getting to know the community and accessing the community.” Margie says this community support is extended to the families of new arrivals and refugee-status children as well. “We extend to them the same support as we do for our Aboriginal children.” CDK is also trialling the shared leadership program with Margie working 0.8 and Catherine Cavouras 0.2 in the director position. “For me it’s not just about leadership but about learning new skills,” Catherine says. “Our roles are worked out on site between ourselves.” With around 40 children of varying ages and a fluctuating movement of children in and out of CDK, Catherine is proud of the differences between CDK and other kindergarten models. “We keep our doors open and have an occasional care program to support families in need without judgement or expectations. Education is meant to incorporate that – it’s not just buildings with defined rules.” “We try to teach our children to be confident about themselves and be resilient. I think if you can tap into their inner wellbeing then maybe there will come a time when it’s there for them. Sometimes we lose much of what’s important in society. Our theme for NAIDOC week was honouring our elders and nurturing our youth – building those respectful relationships. It’s about doing the best you can for them in the time we have them.” I


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BOOK REVIEW

CO M M U N I T Y E V E N T

Economics for Everyone:

Refugee Camp comes to Adelaide

A Short Guide to the Economics of Capitalism by Jim Stanford.

At a time of global financial crisis it is particularly important to understand economic issues. The prevailing economic conditions are adversely affecting people’s living standards in various ways. There are shrinking job opportunities; lowered interest payments on bank deposits; declining asset values; and falling incomes for retired workers dependent on superannuation. We all need to know what it is about capitalism and the current institutional arrangements that make us so vulnerable to these adverse economic impacts. We also need to know what could be done to produce better economic outcomes. Unfortunately, both the professional literature and the popular media commentary on economic issues all too often fail to illuminate. The former is full of jargon and abstract theories, rendering it inaccessible to most people, whereas the latter, until very recently, has tended to accept the inevitability of capitalism and neoliberalism as if there were no alternative. Jim Stanford’s book Economics for Everyone, meets the urgent need for a readable and progressive explanation of how the economy works – and why it doesn’t work well

for many people. It is the book that, for many years, people in the labour movement have been saying should be written. It explains the characteristics of modern capitalism in language that is readily accessible to workers and members of the general public who have not had a formal education in economics. The style is informal and conversational, the arguments readily intelligible. The author of the book, Jim Stanford, is an economist who works for the Canadian auto workers union. He has written an excellent resource for activists. Implicitly, his approach derives from the Marxist approach to political economy – seeing the source of profit in work done by labour and emphasising the competitive forces shaping the uses of capital. However, the book is open to discussion about different strategies by which organised labour can seek political economic change. Remarkably though, there is little feeling of ‘talking down’. Indeed, some very sophisticated aspects of the economy are addressed, including money and banking, fiscal and monetary policies, the distribution of income ‘dividing the pie’, the causes of recessions, the operation of stock markets and the process of financialisation. Emphasis is placed on how the economy depends on social relationships, not just technical relationships, leading to change over time. Concurrently, economics is shown to be inherently subjective, value-laden and political. One chapter explores strategies for improving the capitalist system by striving for reforms directed at achieving a ‘high-investment, sustainable economy’, while another looks at what it means to pursue a socialist alternative in the current era. In this way, tools for understanding the system and demystification of economic theory are combined with an open-ended activist orientation. As Stanford puts it (pg. 338) “workers and poor people only get as much from the economy as they are able to demand, fight for and win”. I Jim Stanford’s economics website is:

www.economicsforeveryone.ca Reviewed by Frank Stilwell. Fernwood Publishing, Nova Scotia, Canada, 350 pp. $28AUD plus postage

Lecture by Dr Jim Stanford

“Beyond the Economic Crisis: how the economic system can be changed” Adelaide: Wednesday 19 August | 6.00pm Room K12 Napier Building, University of Adelaide (just off Nth Terrace entrance)

Médecins Sans Frontières invite South Australian education networks, teachers and their students to experience a refugee camp, brought to the big city in a free event created by Médecins Sans Frontières. You may or may not be aware of Médecins Sans Frontières is an independent, medicalhumanitarian organisation delivering emergency aid in over 58 countries. Each year, our field staff including doctors, nurses, logisticians, water and sanitation experts, administrators, and other medical and nonmedical professionals depart on more than 3,400 aid missions around the world. They work alongside more than 22,000 locally hired staff to provide urgent medical care. After travelling the world for more than a decade, Refugee Camp in Your City will set up in Adelaide this September to show locals what life is like for refugees and displaced people around the world. With this event we aim to create a better understanding of the vulnerability of life for displaced people and refugees who have fled their homes and to educate students about the medicalhumanitarian activities undertaken by Médecins Sans Frontières in response to the many health needs of displaced people. We would like to invite South Australian secondary-level students to walk through makeshift tents, see beds built for cholera patients and touch a tyre sandal made by refugees in places such as Pakistan and Sudan. Our experienced field staff will be their guides, sharing their own experiences about working in a refugee camp. The event will take place at:

Victoria Square, Adelaide Sunday 20 September – Sunday 27 September 2009 Entry is free. Group bookings for secondary schools and community organisations are now open via our website:

www.refugeecamp.msf.org.au More than 9,000 visitors, including 3000 school children, experienced Refugee Camp in Your City in Brisbane, Sydney and Canberra in 2008 for the inaugural Australian tour. We hope South Australian secondary students will also take up the invitation to meet real field workers and discover life in a refugee camp this year. I

Contact Lee-Anne Cameron on Phone: 1300 136 061 for more information on this initiative. From the Geography Teachers' Association of South Australia Website: www.gtasa.asn.au

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ADS

AEU ELECTIONS 2009

Australian Education Union,

South Australian Branch

ELECTION NOTICE Fair Work (Registered Organisations) Act 2009 Nominations are called for:

BRANCH PRESIDENT BRANCH FEMALE VICE-PRESIDENT BRANCH MALE VICE-PRESIDENT

Affordable Computer Training 223 Angas Street Adelaide Phone:

8223 1979 or visit

www.wea-sa.com.au to enrol

Courses: August – September

 Access  Excel  Word  Graphics Adobe Photoshop  Adobe Indesign  MYOB  Microsoft Project  Quickbooks  Outlook  Touch Typing  Internet  Digital Video Editing  Create your own Web Page  Burn A Cd  Publisher  Vista & Office 2007 Update

ORDINARY BRANCH EXECUTIVE OFFICERS [12] In accordance with Branch Rule 7(5) “the 12 Branch Executive Officers shall include at least 6 women�. Further, Branch Rule 54(2)(b) states, “if the number of women candidates is less than the number of women to be elected, the remaining position or positions in question will be filled by a male candidate or candidates�. In accordance with Branch Rule 48(14)(b), “in respect of the voting papers for the 12 Branch Executive Officers positions, candidates may request to have their names grouped and ordered within a group on the voting paper�. Each of the candidates must notify me not later than the close of nominations that they wish to have their name included in a group. Forms for this purpose are available from me.

ORDINARY BRANCH EXECUTIVE OFFICER (SCHOOL SERVICES OFFICERS MEMBER) ORDINARY BRANCH EXECUTIVE OFFICER (CHILDREN’S SERVICES MEMBER) ORDINARY BRANCH EXECUTIVE OFFICER (TAFE MEMBER) ORDINARY BRANCH EXECUTIVE OFFICER (ABORIGINAL OR TORRES STRAIT ISLANDER MEMBER) FEDERAL CONFERENCE DELEGATES REPRESENTING THE GENERAL DIVISION [6] In accordance with Federal Rule 24(3A), these 6 positions shall include at least 3 women. Further, Branch Rule 54(2)(b) states, “if the number of women candidates is less than the number of women to be elected, the remaining position or positions in question will be filled by a male candidate or candidates�.

FEDERAL CONFERENCE DELEGATE REPRESENTING THE TAFE DIVISION

Old Scholars Seacombe/Seaview High Schools

Celebrating 50 Years of Education in 2009 12 Aug | 6.30pm Musical ‘50 Up’ 5 Sept | 7.00pm Dinner Allan Scott Park 13 Sept | 1–4pm Back to School details: www.seaviewhs.sa.edu.au or call: 8377 8000

ABORIGINAL AND TORRES STRAIT ISLANDER FEDERAL CONFERENCE DELEGATE NATIONAL TAFE COUNCIL EXECUTIVE MEMBER NATIONAL TAFE COUNCIL DELEGATES [2] In accordance with Federal Rule 47(3), these 2 positions shall include at least 1 woman. Further, Branch Rule 54(2)(b) states, “if the number of women candidates is less than the number of women to be elected, the remaining position or positions in question will be filled by a male candidate or candidates�.

NATIONAL ABORIGINAL AND TORRES STRAIT ISLANDER EDUCATION COMMITTEE (GENERAL DIVISION) MEMBER NATIONAL ABORIGINAL AND TORRES STRAIT ISLANDER EDUCATION COMMITTEE (TAFE DIVISION) MEMBER NATIONAL PRINCIPALS’ COMMITTEE (GENERAL DIVISION) MEMBER NATIONAL EARLY CHILDHOOD COMMITTEE (GENERAL DIVISION) MEMBER

Written Nominations, which comply with the Rules of the Union, may be made at

BRANCH EXECUTIVE CANDIDATES STATEMENTS Candidates in the 2009 Branch Executive elections are entitled to a quarter page advertisement free of charge in the next edition of the AEU Journal to be published prior to elections. Statements of not more than 175 words must be lodged with the Editor by 5.00pm on

Friday 4 September 2009. Candidates should provide good quality photograph. Submit either a photograph or a jpeg picture file (size: 1Mb+).

Email: journal@aeusa.asn.au

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any time from Friday, 14 August 2009 and must reach me not later than 12.00 noon on Friday, 4 September 2009. Nominations cannot be withdrawn after this time. Nomination Forms are available on request. How to Lodge Nominations By Post: PO Box 344, Adelaide, SA 5001 By Fax: (08) 8237 6553 By Hand: Australian Electoral Commission, 9th Floor, Origin Energy House, 1 King William Street, Adelaide, SA 5001. The ballot, if required, will open on Tuesday, 6 October 2009 and close at 9.00am on Monday, 26 October 2009. Changed Address? Advise the Union now. Note: A copy of the AEC’s election report can be obtained from the organisation or from me after the completion of the election. Eldon Booth Returning Officer

Tel: (08) 8237 6501 August 2009


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A E U 2 0 0 9 T R A I N I N G A N D D E V E LO P M E N T P R O G R A M

DATE

VENUE

TIME

Wednesday, 19 August

Tumby Bay Area School

1.00pm – 7.00pm

Saturday, 29 August

Yulara

8.30am – 3.00pm

Wednesday, 9 September

AEU Parkside

9.00am – 3.30pm

Thursday, 1 October

AEU Parkside

9.30am – 4.00pm

DATE

VENUE

TIME

Thursday, 20 August

AEU Parkside

1.00pm – 4.00pm

Saturday, 29 August

Yulara Education Centre

3.30pm – 6.30pm

Wednesday, 2 September

Bordertown High School

4.15pm – 7.15pm

Wednesday, 16 September

AEU Parkside

9.00am – 12.00pm

Tuesday, 29 September

AEU Parkside

9.30am – 12.30pm

PAC Training

Merit Selection Pannellist Retraining DATE

VENUE

TIME

Wednesday, 19 August

AEU Parkside

4.15pm – 6.15pm

Wednesday, 16 September

AEU Parkside

4.15pm – 6.15pm

Thursday, 1 October

AEU Parkside

9.30am – 11.30am

Book online at: www.decs.sa.gov.au/HR1/pages/default/training_dates/

Branch Council Meetings

TAFE Divisional Council Meetings

Upcoming dates for 2009 are: November 21

Upcoming dates for 2009 are: November 20

AEU New Activists’ Conference

Friday 20 November | 9:15am-4:00pm

A 1-day conference for new teachers and young activist members. The conference features workshops on current and difficult issues in education and democratic educational practices. Participants will find out how to energise the teaching profession and engage the next generation of AEU members.

A 1-day course on decision making in the union and the role of council delegates for those who may be interested in becoming a delegate in the future.

For more info, relief funding or to register:

www.aeusa.asn.au/events

Monday 23 November | 9:15am-4:00pm

‘09

AEU FEDERAL WOMEN’S CONFERENCE

TAKING ON GLOBAL CRISES: sisters with solutions

Saturday 3 and Sunday 4 October Call for nominations: The AEU | SA Branch is currently seeking nominations for women delegates to attend. The conference is held in Melbourne. All travel and accommodation costs will be covered by the AEU. The SA Branch is entitled to six delegates. Any member who successfully applies to attend the conference and identifies as Aboriginal or Torres Strait Islander is also encouraged and supported to attend the conference’ Aboriginal and Torres Strait

Islander Caucus on Friday afternoon (2 October) with accommodation and meals provided for this extra day.

Register your Interest! To register your interest in being a delegate submit a 300 word statement which outlines your commitment to women’s issues and unionism by Friday, 21 August to:

Status of Women Consultative Committee 163 Greenhill Road, Parkside SA 5063 or email: tchampion@aeusa.asn.au

Industrial Coordinator Australian Education Union

I am currently a Deputy SuperSA Board member and a member of the SuperSA Member Services Committee. In these roles I have advocated for members on a range of issues, including: • Fair administration fees for members in all schemes and products. • Improved consultation with members. • Target projects and policy to increase contributory membership of the Triple S Scheme for women and contract/casual employees, particularly those who have not previously contributed to superannuation. • Improved family friendly arrangements for women and men who take breaks in service for child bearing and rearing purposes, or for aged relative care. • Transition to retirement schemes in both defined benefit schemes and the Triple S Scheme. I am currently Vice President of the South Australian Government Superannuation Federation, a body representing public sector unions and superannuants which provides feedback to SuperSA Board members on a range of matters, and lobbies politicians on proposed amendments to legislation. I have made representations to the Treasurer regarding improved services for members and superannuants, including income stream products and financial planning services, and to lobby against cuts to public sector functions. I

Kevin Crawshaw

BSc (Hons), Dip Ed, MBA, FAICD, FAMI The last three years have been terrible for contributors to superannuation. Members have watched their hard earned investments disappear at fightening rates. Many have been forced to postpone their planned retirement. Looking to the future, the important thing is to learn from this unprecedented period. As member-elected director I would encourage Funds SA to review the products it offers to members and its overall investment strategy in the light of this experience. If elected as your representative I acknowledge that I will have an important role in this. To make this change please support me as the member-elected director on the Funds SA board. I have a proven track record as a director of such highly successful companies as Savings & Loans Credit Union (where I currently chair the Audit Committese) and Health Partners (where I chair the Governance Committee). I also have 12 years direct superannuation investment experience – building members’ wealth. As a former teacher and hospital Chief Executive Officer and now as a senior public servant, I understand the importance to members of achieving positive investment returns. Now is the time to make a positive change. I

The ballot opens Friday, 4 August and closes at 9.30am on Monday, 28 August.

For further information: Tish Champion | AEU Women’s Officer

T: 8272 1399 E: tchampion@aeusa.asn.au

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Kevin Crawshaw’s candidacy for Funds SA Board elections is endorsed by Australian Education Union SA Branch Executive

2009 UNION MEMBER DEVELOPMENT PROGRAM Potential Branch Council Delegates Course

BA, Dip Ed, B Ed (Inservice), LLB (Hons), Grad Dip Legal Practice

Leah York’s candidacy for Super SA Board elections is endorsed by Australian Education Union SA Branch Executive

Merit Selection Training

Leah York

SuperSA Board Elections

TERM 3 | 2009 AEU/DECS MERIT & PAC TRAINING

S U P E R SA B OA R D E L E C T I O N S


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N OT I CE B OA R D

Members’ Market VICTOR HARBOR Holiday Hse: Enjoy a Break at ‘Southern Escape’! A beautifully renovated 3BR hse within walking distance of beach, skate park, shops, restaurants and the city centre. A ‘Home away from Home’ with all facilities. Lge yard, great for relaxing and enjoying a BBQ and wine under the Pergola. T: 0413 920 554

HOLIDAY HOUSE, 'NORTH BAY', CARRICKALINGA: Architecturally designed new two storey beach house. 4BR, 3 bath, 2 living areas, European stainless kitchen, extensive decking and views. Suits 2 families. Sleeps up to 10. Play equipment for the kids. View: www.stayz.com.au and visit North Bay at Carrickalinga for rates & availability. T: 0403 015 964

FRANCE – SOUTH: Lovely Village House. $700 pw. www.hermes.net.au/villeneuve Contact Julie on: 0403 314 928

HOLIDAY RENTAL: Yorke Peninsula: Brand new upmarket esplanade beach house ‘Manyana’ at Wool Bay (near Edithburgh). Features incl. spa, plasma TV, DVD, stereo, dishwasher. Tastefully furnished &

quality equipment, 3BR, sleeps up to 7. Enjoy panoramic sea views, beach walks, walk to jetty, good fishing etc. Avail. sch. hols, L/weekends, weekends etc. Info/bookings: T:(08) 8832 2623 W: www.countrygetaways.info MARION BAY: ff, near new hse. Gateway to Innes National Park. Sleeps 8, 3BRs, large living area, TV and DVD. Spacious balcony w. outdoor setting and BBQ. Only 5 mins to Willyama Beach and 5km to National Park. Info/bookings: E: kireland15@gmail.com

HOLIDAY GETAWAYS VICTOR HARBOR: All Seasons Lakefront Getaway: Stunning self-contained luxury colonial home in the picturesque surrounds of Encounter Lakes, Victor Harbor. Priv. secl. sandy beach and lake at your back door! 4BRs. Sleeps 8. 2 spacious living areas. 2nd bath, 3 toilets & laundry. Huge lawned backyard. Lakeside Getaway: Stunning modern villa at Encounter Lakes, Victor Harbor. Only 100m to clean, sandy beach and lovely reserve. 5-min. walk to scenic Esplanade, walk/bike trail, cafes, restaurants

and general store. 3BRs. Sleeps 6. Spacious Lounge/ Fam/Dine rm. 2 way bathroom, separate toilet & laundry. Info/bookings: T: 8344 7921 M: 0419 868 143 E: foumakis@hotmail.com www.victorharborholidayhomes. spaces.live.com

Kangaroo Island Getaway KI RURAL RETREAT: Attractive self cont. large rendered country home surrounded by garden and native bushland on 260 acres. Great for families or couples escape. Sleeps 2 to 12; 2 bath, 2 queen beds, 2 spacious living areas, laundry, large patio. From $180/night. T: 0407 790754 a.h. E: semurphy@optusnet.com.au

Kangaroo Island HOLIDAY HSE: Set in bushland beside Harriet River and on Vivonne Bay, (Aust’s best beach), is Kangastay a 3BR fully equipped and comfortable holiday house. Close to all major attractions (Seal Bay, Remarkables, Admiral Arch and more) and great to relax, swim, and fish. Sleeps 6, linen provided, winter special discounts. Available for rent all year. Prices start at $100/night. Book through the owner at kangastay@gmail.com or T/text Ros on: 0407 215 345.

KOH SAMUI ISLAND GULF OF THAILAND: Fully self cont. 3BR, 2 bath, spacious new family home w. lge private pool & spa in quiet street of friendly mixed nationalities 300m from sunset beach. Enjoy the best of old world & new with shops, stalls, restaurants & cafes + many attractions. Avail. for short/long term rental. Starts @ $50 per night 1–2 people. T: (08) 8955 8114 Hm: (08) 8956 2990 M: 0413 581 730

HOLIDAY RENTAL NORMANVILLE: South Shores Holiday Villa #25. 3BR (sleeps 8). Secure gated community behind the dunes at Normanville. Golf, horse riding, pools, beach, lawns, cafes. Avail. all year incl. school holidays. T: 0413 155 460 www.stayz.com.au/23983

HOUSEBOAT: (near Mannum) There is still plenty of water for recreational boating and the shoulder and off peak seasons are the best ones to relax and enjoy the river. AEU members are offered a 10% discount during these times. Bundara accommodates up to ten people. Visit us at: www.bundara2.net/ E: tandu.prucha@bigpond.com T: (08) 8277 8751

SAIT Conveyancers We offer AEU members: • Free advice on real estate queries. • 25% off the Statutory or Land Brokers Society recommended fee structure.

• Expert and experienced professional work with Mortgages, Transfers, Strata Plan and Plan of Division Lodgments, Caveats, Discharges of Mortgages – indeed, all facets of conveyancing work.

If you are buying or selling or are involved in any real estate matter, either through a land agent or privately, consult us.

Contact Anne Walker or Simon Willcox Phone: (08) 8410 6788 Fax: (08) 8410 6799 Located at SATISFAC •151 South Terrace • Adelaide SA 5000

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On the edge of a desert, at the end of a river

Climate change conference September 24th 2009 Wayville Showgrounds

Call for AEU members to nominate to attend SA Unions Climate Change Conference. The conference will address: 1. Awareness raising about the problem and what needs to be done to address it. 2. Exploring the issue of a green economy and green jobs and what that means for our state. 3. Examples of union and workplace efforts in educating members and implementing practical measures to address climate change. 4. Developing plans to shift union policy and implement changes at work in SA. Members should email a half page expression of interest to training@aeusa.asn.au explaining your interest in this subject. Please include all contact details and what support you need with your expression of interest. Expressions of interest are due Thursday 17 September. Successful nominees will be advised on Friday 18 September by email.


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N OT I CE B OA R D ABSOLUTE SEAFRONT HOUSE

ACCOMMODATION: Prospect. v.

Lacepede House on Sea STUNNING SUMMER BEACH Seafood - Wine - Dolphins House 4th night free or Balcony Suite. $80 plus, dble 6th & 7th night free. Discount meals. Conds off-peak. Kingston near Robe. T: 8338 2316 a/h: 0402 922 445

attractive f.f. 3 BR hse (bungalow). Lounge/Dining/open plan kitchen/ family RM + study. Low maintenance, close to public transport, UniSA and facilities. Excellent location. Avail. July 16 for at least 6 months. No pets/smoking. E: foumakis@hotmail.com T: 0419 868 143 WORKSHOP: Stress management, personal development and learning difficulties: Brain Gyman introductory workshop. Movements to ‘switch on’ the brain. T/fax: 08 8768 2537 E: gibbons@seol.net.au WANTED TO BUY: Wood oven for cooking and heating suitable for indoor use. E: pobradovic@optusnet.com.au FOR SALE: Mitsubishi Lancer, 2003, CG VRX, Silver, 90,000km, excellent condition, full service history, WXO372, $11,250 ono. T: 0428 733537 FOR SALE: Certified organic cosmetics & personal products. www.bodytune.mionegroup.com FOR SALE: Retirees/Semi Retirees. Modern beachside hme, Sth Arm (0pp Bruny Island) Tas. 3 – 4BR, easy care landscaped garden w. glass encl. spa. $400,000. T: 8177 0040

FOR RENT: Yorke Peninsula right on the beach – hard to beat! Sleeps up to 8, all mod. cons. incl. R/C heat/cool. Avail. also for school holidays & L/weekends. Reasonable rates. Min. rental 3 nights. M: 0428 780684 T: (o8) 8449 8626

ROOM FOR RENT: Share 3BR house with 2 others in Gawler. $70 per week plus expenses. T: 0409 679 902

FOR RENT: f.f. private apartment in Glenelg for Xmas holiday or weekend rental. Heated pool, spa, steam-room, sauna, gym etc. Plasma TV, 100m to beach. T: 8376 3747 or 0403 606 052

35mm SLIDE SCANNING Adelaide and Hills: Do you have old 35mm slides gathering dust and deteriorating? Have them professionally scanned at high resolution and transferred onto CD. 17 years exp., reasonable rates. T: 0401 590 875

WILLIAMSTOWN 5 ACRE TRANQUIL PROPERTY: Are you looking for a magnificent country property near Gawler with beautiful surrounds? Solid brick 4BR home, 2 with BIR’s, 1 with full wall bookcase, rooms are spacious, all in top condition. Garden shed, Security system, low maintenance garden recently relaid solid drive, dog yard, mains water. T: 8524 6043 Reduced to sell at: $469,950. Inspect by appointment.

SEAFRONT HOLIDAY HOUSE: Yorke Peninsula – “Oceanfront Escape” 2-storey holiday house w. pergola overlooking beach & farmland on other side. V. secluded, sleeps 9, 4 BRMs, full kitchen, barbecue, DVD, VCR, TV, Billiard table, fish cleaning room (great fishing). Peaceful and relaxing, great beach for kids to swim and explore. Contact Brenton on: T: 0409 864 682/(08) 8387 1659 E: bjejstevens@bigpond.com

CEDUNA BEACH HOUSE: Self-cont, fronting a secl. swimming and fishing beach. Stunning sunsets and bay views all year round. Features: BBQ, DVD, widescreen LCD TV, R/C aircon, large bath, fully equipped kitchen, large yard. Walking distance to main street and jetty. Sleeps 6.

Available all year round for short or long term stays. Corporate rates for AEU members. Info/ Bookings: Ceduna TravelWorld, T: 8625 2780 and 8625 3294

GO SCUBA DIVING WITH ELITE DIVE ACADEMY: Are you a diver, but haven’t been in the water for a while?! Get ready for the coming season to rediscover the underwater world! Not a diver yet? You can earn your certification in as little as 2 days. Special Discover Scuba or GetBack-Into-It. offer avail. until October. T: (Steve) 0413 134 827 E: info@elitediveacademy.com.au W: www.elitediveacademy.com.au To learn about everything scuba. Courses, high quality hire gear, local, interstate and international travel.

RESOURCES NEEDED: Unwanted literacy and numeracy resources for use in small village R- 9 schools in Bougainville. E: ir211057@bigpond.net.au

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

journal@aeusa.asn.au

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AEU Journal Vol. 41 No. 5 | August 2009