Speaking Notes for presentation to MCEECDYA meeting 15 April 2011

You have been invited to address the Ministerial Council for Education, Early Childhood Development and Youth Affairs (MCEECDYA) to provide an update on the progress of the Australian Government's Review of Funding for Schooling.

You are scheduled to present from 9:30a.m. to 10:15 a.m.

The meeting is to be held in the Fairmont Room, Park Hyatt Hotel, 1 Parliament Square, Melbourne.

Upon your arrival, you will be met by a DEEWR official who will escort you to the meeting room. Should you encounter any difficulties, please contact Ms Hilary Riggs on 0407 418 907 who will be able to assist you.

The membership of MCEECDYA and those ministers attending is provided at Attachment A. The Chair is Minister Martin Dixon MP from Victoria.

Should you require them; defensive questions and answers have also been provided at Attachment B.

Speaking Points

Introduction

Thankyou,MinisterGarrett.

Andthankyou,MinisterDixonforinvitingme tospeakwithyoutodayto provideanupdateontheprogressoftheAustralianGovernment's ReviewofFundingofSchooling.

SomemayrecallthatI lastspokewiththisCouncilaboutthereviewin Decemberlastyear.

Soonafterourdinner,thepanelreleaseditsEmergingIssuesPaperthat presentedthekeythemesandissuesraisedduringthepanel's preliminaryconsultationsandstakeholderlisteningtour.

Onthislisteningtourthepanelmetwithsome70keyeducationgroups acrossAustralia,includinggovernmentandnon-governmenteducation authorities,groupsrepresentingparents,principalsandteachers,aswell asunions,specialeducationstakeholdersandIndigenousgroups.

Asyouwouldbeaware,thepapersetsoutsevenkeythemesthat stakeholdersdiscussedwiththepanel:

  1. equityofeducationaloutcomes
  2. recurrentfunding
  3. capitalfunding
  4. targetedandneeds-basedfunding(includingfundingforIndigenousstudents)
  5. studentswithspecialneedsandstudentswithdisability
  6. governanceandleadership,and
  7. communityandfamilyengagement.

TheEmergingIssuesPaperhasprovidedthecommunitywithan excellentopportunityforinterestedpartiestobeginto,orcontinueto,be involvedinthediscussion,andtocommentontheissuesthrougha submissionprocess.

Andthecommunityhasembracedthatopportunity.

Submissionstothepaperclosed2weeksagoyesterdayandthepanel hasbeenoverwhelmedwiththenumberofsubmissionsithasreceived.

Atlastcount,wehadover1,200submissionsontheEmergingIssues Paper.Inadditionwehavereceivedinexcessof 6,000submissions fromAustralianEducationUnionmembersthroughvariouschannelsas partofits'PublicSchoolsforOurFuture'campaign.

Thisresponsetellsmeandmyfellowpanelmembersthatthereisa strongandpassionatecommitmenttoprovidingallchildrenwiththebest qualityschooleducationwecan.

Moststateandterritorygovernmenteducationdepartmentshave indicatedthattheywillprovidesubmissionsoverthecomingweeks.

Basedondiscussionsandtheinteractionthepanelhashadwithstate andterritoryeducationdepartmentstodate,Iamsurethatthose submissionswillbeinvaluableininformingthepanel'sfuture investigations.

Ilookforwardwithgreatinteresttoreceivingthosesubmissions.

Earlythemesemergingthroughthesubmissions

Theneedtoimproveeducationaloutcomesforallstudents,especially thosecurrentlynotachievingtheirpotentialhasbeenarecurringtheme, andisamajorfocusforthepanel.

Forthepurposesofthereview,thepanelbelievesthatthefocusof equityshouldbeonensuringthatdifferencesineducationaloutcomes arenottheresultofdifferencesinwealth,income,poweror possessions.

Ithasbeenhearteningtoseeinmanysubmissionssupportforthe panel'sfocusonequityofeducationaloutcomes.

Wedonotunderestimatethechallengeoftryingtoarriveatfunding arrangementsthatsupportthis.

YouwouldknowbetterthanIhowchallengingit istounderstandthe impactsofdisadvantageandhowtheycanbeaddressed.

Butasthisreviewisaonceinagenerationchancetoreviewthefunding arrangementsthepanelbelievesthatthisissomethingthatwemust aspireto.

Thepanelhasheardalmostunanimouslythattherecurrentfunding arrangementsarecomplexandnoteasilyunderstood.

Wehaveaclearopportunitytoconsiderthechallengesofthecurrent SESfundingmodelfornon-governmentschoolsandtheAverage GovernmentSchoolRecurrentCost(AGSRC)measure,andthinkabout whatnewarrangements,ifany,couldbeputinplacetobettersupport schooling.

Aswesetoutinouremergingissuespaper,webelievethattheissueof fundingmaintenanceneedstobecorrectedinanynewfunding arrangements.

Fundingmaintenanceis a historicalanomaly;thepanelbelievesthereis somethingnotquiterightwithafundingmodelwhenanumberof schoolsarefundedthroughdifferentarrangements.

Andthatissomethingwewillneedtoaddress.

It'sinterestingtoseesofaralevelofsupportfortheAGSRCasan indexationmeasurebutlesssupportforitasabenchmark.

Oneofthepiecesof workthepanelislookingatiswhetherornotthere ismeritindevelopingaSchoolingResourceStandard,comprisinga schoolcomponentandastudentcomponent,thatcouldsetabase amountoffundingwithweightedadjustmentsorloadingsaddedontop toaccountfordifferenttypesofdisadvantage.

Clearly,itisnotassimplisticasthatandthereismoreworkforthepanel todoinconsideringthistypeofstandardinmoredetail.

Wealsoknowthatthereareanumberofpressuresrelatingtocapitalfundingandinfrastructure.

Thesecentrearoundthecostofmaintainingandupdatingageing infrastructureandlearningfacilitiesinexistingschools,servicingdebtfor independentschools,andthecapacity.ofschoolsandsystemsto developandestablishnewschools,particularlyingrowthcorridorsand inregionalandremotecommunities.

Manysubmissionsfromschoolcommunitiesreflecttheseconcernsand paintcompellingpicturesofthelearningenvironmentsin whichstudents andteacherscurrentlylearnandwork.

Followingonfromthefocusonequityofeducationaloutcomes,the panelisconsciousoftheneed toexaminetargetedandneeds-based fundingtobetteraddresstheadditionalcostsassociatedwithstudents whofaceeducationaldisadvantage.

Manyhavemadetheobservationthateducationaldisadvantageisbeing increasinglyconcentratedincertainsystemsorschools,orgeographic locations.

Asweknow,disadvantageisoftendeterminedbyIndigenousstatus, non-Englishspeakingbackgrounds(includingrefugeesandmigrants), disability,geographicalremoteness,andlowsocioeconomic statusandisusuallymultipliedinmostcontexts.

Wealsoknowthatthelocationofaschoolanditsrelativeschoolsize canalsomagnifyandcompoundanyexistingsourcesandmultipliersof disadvantage.Sometimes,thereisalsogreatervariabilitywithingroups withinschoolsthanthereisbetweenschools.

Thechallengeforthepanelwillbetoconsiderfundingarrangements thatareabletoaddressthiskindofdisadvantage.

SomestakeholdershavebeencriticalofthecurrentSESfundingmodel inidentifyingareasofdisadvantage,orusingitasabasisonwhichto measureneed.

Somein thecommunityarguethatanarea-basedmeasureliketheSES modelwhichisbasedonattributesofacensuscollectiondistrictwould notbeaspowerfulasusinga moredirectmeasuresuchasparental income,occupationoreducation.

Thatissomethingthatthepanelisconsideringatthemoment.

Asyet,wehavenotformedanyconclusionsonthebestwaytomeasure andidentifyneedbutwedobelievethereismeritinidentifyingamore directmeasure.

Wehaverecentlylookedatthreewaystoidentifyandmeasureneedfor thepurposeofallocatingpublicfundingtonon-governmentschools.

Firstly,wehaveconsidereda hybridmeasureofschoolresourcesand SES.

Secondly,wehaveconsideredamoredirectmeasureoffamilyincome suchaswhatwecoulddousingthetaxsystem.

Thirdly,wehavelookedatadaptingtheSESmeasuretomakeitmore precisebyderivingitfromtheindividualcharacteristicsofstudents attendingschoolsratherthantheareasinwhichtheylive.

I shouldbeclearthatthepanelhasnotyetreachedaclearagreement onthismatterbutthisgivesyouanideaof thetypesofmodelsweare lookingat.

Fundingforstudentswithspecialneedsandstudentswithdisability continuestobeamajorconcern.

Thereis generalrecognitionthatsupportingstudentswithdisability,in particular,isresource.intensivewithhighcostsof equipment,training andteachingsupport.

Ourconsultationswithstakeholdershavehighlightedhowcentralyour workaroundanationaldefinitionforstudentswithdisabilityistothisaspectofthereview.

Therearevaryingviewsinthecommunityaboutwhetherornota ‘voucher'typesystemforfundingstudentswithdisabilitycouldbe considered.

Opinionseemstobesplitastowhetherornotfundingshouldbe portableandfollowthestudent,orwhetheritshouldbedirectedtothe school.

Ofcourse,inanydiscussiononimprovingeducationaloutcomes,we needtorecogniseandunderstandtheimportanceofrelationshipsatthe system,schoolandcommunitylevel.

Itisclearthatfundingalonedoesnotleadtoimprovededucational outcomesforstudents;rather,itisanenablerorameansofbeingable toachievebettereducationaloutcomes.

Researchhasconsistentlyshownusthattheinteractivityofrelationships betweenprincipals,teachers,students,familiesandthebroader communityarefundamentaltoachievingstrongereducationaloutcomes.

It thenbecomesaquestionofwhatgovernanceandleadership arrangementscanbeputinplacetosupportandreinforcethesepositive relationships.

Thepanelrecognisesthebenefitsthatsystemshavetooffer,andis consideringsomeideasaroundwhatitcoulddotoprovideincentivesto non-systemicschoolstoopttojoinasystem.

Justasimportantwillbe theway in whichfundingarrangementssupport teachersand reinforcenewapproachestoteacherrecruitment,retention andreward.

I knowthatgovernmentsareworkingonimprovingschoolgovernance andleadershipthroughinitiativesunderNationalPartnership AgreementsandthroughtheAustralianInstituteforTeachingand SchoolLeadership.

Membersofthepanelhavevisitedmorethan30schoolsthisyear acrossboththegovernmentandnon-governmentsectorsandacrossallthestatesandterritories.

Wehaveseenfirst-handtheoutcomesoftheseinitiatives,andithas beenanextremelyinterestingandengagingprocess.

AsyouwouldknowfromyourworkonEngagingFamiliesintheEarly ChildhoodDevelopmentStory,wecannotunderestimatetheimportance ofcommunityandfamilyengagementinpromotingeducational outcomes.

Thiswasespeciallyviewedtobethecaseinruralandremotesettings wheretheschoolcanbethefocalpointofthecommunity,andwhichcan offerservicesbeyondtraditionalschooling.

Weneedtoactivelylookforsolutionswherewecanharnessthe potentialofaschool'sinfrastructureandservicestoprovideintegrated solutionsforchildren-notonlyintermsoftheireducationbutalsofor healthandwell-being.

So,therearesomeoftheissuesthatthepanelisconsideringandyou canwellunderstandthecomplexityofourtask.

Ihavealwaysmaintainedthatthisreviewmustbeinformedbyrigorous researchthatprovidesasolidevidencebaseforourrecommendations.

Aswellasdrawingontheextensiveresearchthathasbeenundertaken overrecentyearstofurtherourconsiderations,thepanelhas commissionedanumberofpiecesofresearch.

ResearchProgram

Iwouldliketothankyoufortheearlysupportyouandyoursenior officialshaveshownfor thereviewtodate,inparticularyourofficials' responsetothepanel'srequesttoparticipateinaseriesofresearch activitiesthatwillunderpinourinvestigations.

IwrotetoyouinlateJanuarythisyearaboutthreeoftheseresearch projects.

1.Aprojectonfundingfordisadvantagedstudentsbeingundertaken bytheAustralianCouncilforEducationalResearchwhichmapsthecurrentprocessesatCommonwealth,stateandterritory,and systemlevel,fortargetingfundingtowardsdisadvantaged students.

2.Aprojectaroundthefeasibilityofdevelopingaschoolingresource standardbeingundertakenbyTheAllenConsultingGroup,whichaimstoexplorethefeasibilityofdevelopingaschoolingresource standardlinkedtoachievingtheMelbourneDeclarationGoalsfor YoungAustralians,CouncilofAustralianGovernmentstargetsand NationalEducationAgreementoutcomes.

3.Aprojectonassessingexistingfundingmodelsforschoolingin AustraliabyAccessEconomicstodrawontheknowledgeand experienceofeachjurisdictioninordertobetterunderstandwhich featuresoffundingmodelsworkwellandwhichonesdonot.

ThepanelhasalsocommissionedafurtherpieceofexternalresearchonAustralia'sfutureschoolingchallengesandopportunitiesthatisbeing undertakenbyaconsortiumledbyTheNousGroupwhichalsoincludes theMelbourneGraduateSchoolofEducationandtheNationalInstitute forLabourStudies.

Thisworkaimstodescribethecurrentlevelsofperformanceand equity oftheAustralianschoolingsystem,tooutlinesomeofthekeyfuture challengesfacingthesystems,andpolicyreformdesignedtomeetthesechallengesandimproveperformanceandequity.

Andthepanelisalsoundertakingitsowninternalworkondevelopinganynewalternativefundingmodel.

Theseresearchactivitiesareprogressingwell.

However,aswediscussedatourdinnerinDecemberlastyear,access toadditionaldatafromgovernmentandnon-governmenteducation authoritieswillbecriticaltothereview'sultimatesuccess.

Iunderstandthatmosteducationauthoritiesarelikelytoholdhistorical andlongitudinaldataonbenchmarktesting(suchasbasicskillstesting) thatwouldprovidevaluableinformationonlongertermtrendsinstudent performance.

Iurgeyourassistancetoimpressuponyourseniorpeoplethe importanceofprovidingthereviewwithaccesstothis data - inwhateverformisconvenient.

Ifyouhaveconcernsabouthowdatafromyourjurisdictioncouldbe interpretedIwouldurgeyoutotalkwithmeandmypanelmembers aboutanyprocesseswecouldputinplacetoquarantineorhandlethe datainsuchawaythatwouldmakemy requestmorepalatable.

Ishouldtakethetimetotellyouthateachandeverypanelmember recognisesthisreviewasajoint,nationalendeavour;wehavethe utmostrespectfortheseriousworkthatyoudoinyourjurisdictionsand theresponsibilitiesthatyouhave,andhowwellyoudischargethem.

Thesearegenuinesentiments,anditisourwishtoworkwithyouina genuinespiritofcollaboration.

Reportingarrangementsandreleaseofsecondissuespaper

Iknowthatyourofficialshaveraisedthematterofthepanel'sreporting arrangements,andwhetherthepanelintendstoreleaseadraft,final report.

Yourofficialshavealsoraisedthematterofaccesstotheresearchwork thatthepanelhascommissioned.

AsyouwouldbeawarethereviewistoreporttotheAustralianGovernmentbytheendofthisyear.

Thepanelhasspentsometimeoverthelastfewmonthsconsidering howitcanbestdeliveronitscommitmenttoatransparentandopen review.

Iampleasedtoadviseyouthatthepanelintendstoreleaseasecond issuespaperinaboutAugust2011thatwillpresentthekeyfindingsof theresearchworkthatithascommissioned,andseekpublicresponses toitthroughoutAugustandSeptember2011.

Thereleaseoftheissuespaperwillbeaccompaniedbythepublication oftheresearchworkthatthepanelreceivesfromtheexternal consultanciesithascommissioned.

Thepanelbelievesthatthisrepresentsthemostopenreportingprocess giventheprogressofthereviewtodate.

It willprovideallthosewithaninterestwithaccesstotheresearchwork thatisbeingprovidedtothepanel,andtheopportunitytocommentonit accordingly.

Iremainhopefulthatthepanel'scommitmenttotransparencywillbe reciprocatedbyyouingrantingthepanelaccesstosomeofyourmore informativelongitudinaldataasIrequestedearlier.

Finalcomments

Overthenextfewmonths,thepanelwillcontinuetoundertakeits investigationsandresearch.

WhileIacknowledgethechallenginganddifficultworkthatliesahead, thepanelisexcitedaboutthepossibilitiesofthereview

Werecogniseanongoingproductivedialoguebetweenthepaneland governmentsisessentialtoproducingthisresult.

Ihopeyoucanjoinwithusinthisnationalendeavour.

Thankyou.

Iamnowhappytoansweranyquestionsthatyoumaywishtoaskabout thereview.

ATTACHMENTA

MCEECDYAmembers

MembershipoftheMCEECDYAcomprisesAustralianState,TerritoryandAustralian

GovernmentandNewZealandMinisterswithresponsibilityfortheportfoliosof schooleducation,earlychildhooddevelopmentandyouthaffairs,withPapuaNew Guinea,NorfolkIslandandEastTimorhavingobserverstatus.

Asat13April,thefollowingmemberswillbeinattendanceatthe15April2011meeting:

Vic

CHAIR

TheHonMartinDixon,MP,MinisterforEducation

AG

TheHonPeterGarrett,MP,MinisterforSchoolEducation,EarlyChildhood andYouth

ACT

Mr.AndrewBarr,MLA,MinisterforEducationandTraining

MsJoyBurch,MPMinisterforDisability,HousingandCommunityServices; MinisterforChildrenandYoungPeople

NSW

*TheHonAdrianPiccoli,MP,MinisterforEducation

NT

TheHonDrChristopherBurns,MLA,MinisterforEducationandTraining

QLD

*TheHonCameronDick,MP,MinisterforEducationandIndustrialRelations

SA

TheHonJayWeatherill,MP,MinisterforEducationandEarlyChildhoodDevelopment

TAS

TheHonLinThorp,MP,MinisterforEducationandSkills;MinisterforChildren

Vic

TheHonPeterHall,MLC,MinisterforHigherEducation;MinisterwithResponsibilityfortheTeachingProfession

TheHonWendyLovell,MLC,MinisterforHousing,Children,EarlyChildhood

WA

TheHonDrElizabethConstable,MLA,MinisterforEducationTheHon.RobynMcSweeney,MLC,MinisterforChildProtection;CommunityServices;SeniorsandVolunteering;Women'sInterests;Youth

*Attendingtheirfirstmeeting

Apologieshavebeenreceivedtodatefromthefollowingmembersandobservers:

AG

TheHonKateEllis,MP,MinisterforEmploymentParticipationandChildcare

NT

TheHonRobertKnight,MLA,MinisterforYoungTerritorians

NZ

TheHon.AnneTolley,MP,MinisterofEducation,MinisterforTertiaryEducation

TheHon.PaulaBennettMP,MinisterforSocialDevelopmentandEmployment,MinisterofYouthAffairs

SA

TheHonGracePortolesi,MP,MinisterforYouth

QLD

TheHonKarenStruthers,MP,MinisterforCommunityServicesandHousing

Vic

TheHonRyanSmith,MP,MinisterforYouth

WA

TheHon.JohnHowardDadleyDay,MLC,MinisterforYouth

NT

TheHon.DavidBuffet,MLA,ChiefMinister,MinisterforEducationandYouth

PNG

TheRtHon.MichaelSomareMP,MinisterforEducation(Acting)

TheHon.MarkMaipakaiMP,MinisterforLabourandIndustrialRelations

TheHonMichaelOgio,MP,MinisterforHigherEducation,Research, ScienceandTechnology

Timor-Leste

DrJoaoCancioFreitas,MinisterofEducation

ATTACHMENT B

MCEECDYA Ministers Meeting

15April2011

Presentation byMrDavidGonskiontheReviewofFundingforSchooling: Defensive questions andanswers

QUESTION: Will the panel release a draft final report? When is the panel due to report?

  • Thepanelhasspentsome'timeoverthelastfewmonthsconsideringhowitcan bestdeliveronitscommitmenttoatransparentandopenreview.
  • ThepanelintendstoreleaseasecondissuespaperinAugust2011thatwill presentthekeyfindingsoftheresearchworkthatithascommissioned,andseek publicresponsestoitthroughoutAugustandSeptember2011.
  • Thereleaseoftheissuespaperwillbeaccompaniedbythepublicationofthe researchworkthatthepanelreceivesfromtheexternalconsultanciesithas commissioned.
  • Thepanelbelievesthatthisrepresentsthemostopenreportingprocessgiven theprogressofthereviewtodate.
  • Thereviewisprogressingwellandison-tracktoreporttotheAustralianGovernmentbytheendofthisyear.
  • TheAustralianGovernmenthasprovidedacommitmenttoworkwithstateand territorygovernmentsinformingtheGovernment'sresponsetothereview's recommendations.

QUESTION: What research will be published?

  • In August this year, final reports from the following research work commissioned by the panel will be published;
  • Funding for disadvantagedstudentsundertakenbythe Australian
  • CouncilforEducationalResearch (ACER)
  • Thefeasibilityofdevelopingaschoolingresourcestandardundertaken byTheAllenConsultingGroup
  • AssessmentofdifferentfundingmodelsforschoolinginAustraliaundertakenbyAccessEconomics,and
  • ChallengesandopportunitiesinAustralianschoolingundertakenbya consortiumledbyTheNousGroup.
  • Thisresearchwillbeaccompaniedbyanissuespaperthat;
  • describestheissuesraisedbytheresearchpapers,
  • askskeyquestionsornotessomeareasofinterestabouttheresultsof thework,and
  • callsforpublicresponsestothosequestionsorareasofinterestoverAugustandSeptember.

QUESTION: Can you provide an update on the status of the research projects?

  • Fundingfordisadvantagedstudents.Afinalreporthasbeenprovidedbythe AustralianCouncilforEducationalResearchandiscurrentlybeingconsidered bythepanel.Itwillshortlybesenttostatesandterritoriesforchecking.
  • Thefeasibilityofdevelopingaschoolingresourcestandard.TheAllenConsulting Group(ACG)hasdevelopedapaperwhichoutlinespossibleapproachestothe developmentofastandardandsetsoutprinciplesandcriteriathatcouldbeused inevaluatingthestandard.

Dependingonthepanel'sconsiderationofthepaper,ACGmayundertakemore workonthefeasibilityofparticularmethodologicalapproachestodevelopinga resourcestandard.

Thiscouldincludebroadestimatesofthelevelandcostofastandard,andits componentparts.TheprojectisduetobecompletedinJuly2011.

  • Assessment of different funding models for schooling in Australia. Access Economicshavecompletedconsultationswithgovernmentand non-government educationauthoritiesineachstateandterritory.Theyareintheprocess of preparinga draftreport,anda finalreportisduebyMay 2011.
  • Challenges and opportunities in Australian schooling. TheNousGrouphas been selectedtoundertakethisproject,andleadaprojectconsortiumwhich includes theMelbourneGraduateSchoolofEducationandtheNationalInstitute forLabourStudies.Theconsultancycommencedlastmonth,andthisprojectisduetobecompletedinJuly2011.

QUESTION: Whatisthescopeofthereview'swork?Isitconsideringthe currentdivisionofCommonwealthandstateandterritoryresponsibilitiesin schooling,orjusttheCommonwealth'sresponsibilities?

  • Thetermsofreferenceforthereviewarebroadenoughtoallowustocome at fundingarrangementswithafresheyeandtobegin,asitwere,witha blank sheetof paper.
  • AspartofthatwewillbeconsideringthedivisionofAustralian Government andstateandterritoryresponsibilities,andthatwassomethingthat came throughstronglyinourmeetingswithkeyeducation stakeholders.
  • However,wearewellawareofthecomplexitiesandsensitivitiesinthis area.
  • Wearealsocommittedtodevelopingrecommendationsthatareworkable and recognisetheneedforanewfundingmodeltobeacceptabletoallof themajor stakeholders.
  • WelookforwardtocontinuedcollaborationwiththeNationalGoals WorkingGroupasourthinking develops.

QUESTION: What is the quantum of funding that the panel is working within?

  • Atthisstagewearenotyetfocusingonthequantumoffundingthat is available;thatwilllargelybeamatterfortheAustralian Government.
  • WeareawareofthecommitmentsthattheAustralianGovernmenthas made thatfollowingtheconclusionsofthereview,afundingguaranteewould apply toallschoolsfrom2014inthataschoolwillcontinuetoreceivethe same fundingasbefore,untilitsnewfundingallocationreachesthatlevel and beginstoovertake it.
  • Wearealsoawareoftheenvironmentoffiscalconstraintandthe financial realitiesinwhichgovernmentsarecurrent operating.
  • IwouldmaketheobservationthoughthatI don'tnecessarilyseethe primary purposeofthisreviewaboutagitatingformorefundingacrossthe board.
  • Ithinkit'sequallyimportanttobelookingatthestructuresand funding channelswehaveinplaceandseeingwhetherornotthefundingwe have canbeusedmoreefficientlyand effectively.
  • Ithinkthereissufficientevidencetosuggestthatmorefundingacross the boarddoesnotnecessarilymeanbettereducationaloutcomes;it'sabout how youusethemoneyyou have.
  • Ofcoursetheremaybeparticularareas,·suchasstudentswithdisability or capital,wheretherecouldbeacasemadeformorefundingbutwe'llneed to seewhattrade-offscanbemadewithinthesystemfirst,andthenseewhere thereisacasetoseekmorefunding.

QUESTION: Is the review going to recommend greater coherence or coordination in the way Commonwealth and state and territory governments fund non-government schools?

  • Itistooearlytoanswerthiswithany certainty.
  • Itisclearthatschoolfundingisverycomplexandthattherecouldbe some advantagesinsimplifyinghowthevarioussourcesoffundingforall schools relatetoone another.
  • Thiscouldmeanlookingatexploringthepossibilityofanationalset of arrangementsagreedtoacrosstheCommonwealthandthestates and territoriesandwithsystemsand schools.
  • Forexample,inoneofthepastreviewsIundertookintheArts, tripartite agreementswereausefulwayofsecuringanintegratedsolutionbetween the Commonwealth,thestateorterritory,andan organization.
  • AtthisstageIcanconceiveofthismodelpossiblybeingappliedto funding arrangementsatanationallevelwithrolesandresponsibilitiesofeach party setoutclearlybutasIhavesaidtheseareearly days.
  • AtourdiscussionwiththeNationalGoalsWorkingGroup -the groupof your officials - we discussedtheprincipleofcoherencebetweensectors and across systems.
  • Idobelievethereisabalancetobestruckbetween intra-jurisdictional coherence(i.e.thatwithinastateorterritory)and inter-jurisdictional coherence(i.e.thepossibilityofaharmonized,nationalsystem across sectors).
  • However,wearemindfuloftheneedtodeveloprecommendationsthat are workableandrecognisetheneedforanewfundingmodeltobeacceptable to allofthemajor stakeholders.
  • Wewouldwelcomeanyviewsinyoursubmissionstothereviewonthis issue.

QUESTION: Will the review examine changes to the way schooling is regulated as opposed to funded?

  • Whilethefocusofthereviewisonfundingarrangements,this necessarily includeslookingattheregulatorycontextinwhichtheywould operate.
  • Asweknow,fundingarrangementscannotbeconceivedofinan isolated environmentwithoutregardtoregulatory arrangements.
  • Fromourearlydiscussionsweknowitwillbeimportantfortheretobe some kindoftrade-offbetweenthefundingthatisprovidedandthe commensurate andproportionateregulatoryandaccountabilitymechanismsthatareputin place.
  • Mostofourearlyfocusonregulationhasbeenregardingcapitaland the appetitefromsomestakeholdersforplannedprovisionof schooling infrastructure.
  • Inparticular,thetermsofreferenceaskabouttheformsof accountability, transparencyandregulationthatarenecessarytopromotehighstandards of deliveryandprobityamongschoolsreceivingpublic funding.
  • TheworkthattheMCEECDYAProcessGovernanceGroupisgoingtodo on regulationwillbeimportantforthepanelto consider.

QUESTION: Will the review explore the increasing disadvantage of students concentrated in government school systems?

  • Thereviewhasidentifiedequityofeducationaloutcomesasamajor issue.
  • Inouremergingissuespaperweputtheviewthatthefocusof the considerationsofequityshouldbeonensuringthatdifferencesin educational outcomesarenottheresultsofdifferencesinwealth,income,power or possessions.
  • Thepaneldoesnotintendit tomeanthatallstudentsarethesameor will achievethesameoutcomes,butratherthattheywillnotbeprevented from achievingtheirmaximumpotentialbecauseoftheirbackground orfamily circumstances.
  • Weheardduringthelisteningtourthatmanypeoplehave observed educationaldisadvantagebeingincreasinglyconcentratedincertain systems or schools.
  • Asweknow,disadvantageisoftendeterminedbyIndigenousstatus, non­ Englishspeakingbackgrounds(includingrefugeesandmigrants), disability, geographicalrem
  • Wealsoknowthatthelocationofaschoolanditsrelativeschoolsize can alsomagnifyandcompoundanyexistingsourcesandmultipliers of disadvantage.
  • WecommissionedtheAustralianCouncilforEducationalResearch to examinefundingfordisadvantagedstudents.Thereporthasnow been preparedandwewillshortlybedistributingittostatesandterritories for checking.
  • I notethattheNationalGoalsWorkingGroupisalsoundertakingsome work aroundconcentrationof disadvantage,usingtheMySchooldata,andI look forwardtohearingmoreaboutthatworkasit progresses.

QUESTION: What are the panel's views on the My School data and its Index of Community Socio-Educational Advantage (ICSEA), and how are you planning to use it in the design of a new funding model?

  • Weareawareoftheongoingdiscussionsabouttheappropriateness of differentaspectsofthedatafordifferent purposes.
  • Wehavenotyetformedanyviewsabouthowwemightuseanyofthe MySchoolsinformationaspartoftherevieworinanewfunding model.
  • Aspartofourlisteningtourwedidhearviewsfromsomestakeholders about thelimitationoftheSESfundingmodelasabluntinstrumentthat lacked precisioninidentifyingareasof disadvantage.
  • ItwasputtousbysomegroupsthatanindirectmeasureliketheSES model whichisbasedonattributesofacensuscollectiondistrictwouldnotbe as powerfulasusingamoredirectmeasuresuchasparentalincome, occupation or education.
  • WhetherornotthatwouldmeantheadoptionofICSEAforfunding purposes isaconsiderationthepanelwillhavetomakeinthe future.
  • ComingtothisfromtheoutsideIdobelievethereismeritinamore direct measureforassessingdisadvantagebutthatshouldnotbetakento mean thatwebelievethe2010ICSEAinitscurrentformistheautomatic solution.
  • Wewouldwelcomeanyviewsinyoursubmissionstothereviewonthis issue.

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