Education is a serious topic. When we talk about schools we are talking about the most precious part of our lives, our children.
Previously in my post ‘Edumacation – Broken As Designed’ I argued that “we have an education system that is measured according to a limited set of outcomes and the outcomes we drive for are no longer relevant to the society we want to be.”
While that may be true there are some measures that are still as valid in the twenty first century as they were in the nineteenth when we first started public education.
The most basic of these would be literacy and numeracy. This is why I was so appalled by a Radio National story ‘A literacy deficit’ that informs us that in Tasmania half of all people between 15 and 74 are functionally illiterate, and more than half are functionally innumerate—meaning they don’t have the skills needed to get by in the modern world, like filling out forms, or reading the instructions on their prescription.
The story also identifies this as an intergenerational problem further fuelled by low expectations.
As a result Tasmania has the highest unemployment rates in the country and more than a third live on welfare.
Now we here in Sydney might think to make jokes about Tasmania and Tasmanians at this point but we should be careful what jokes we make as Tasmania is merely suffering writ large the same problems that infest pockets of intergenerational socio-economic disadvantage in areas across the country.
As a side note I should point out to all those that think that the “Gonski” funding reforms will solve our problems that Tasmania already spends more per student than any other State, mainly due to the high proportion of small rural schools.
Some of the problems in Tasmania’s education system are structural. High schools only run until Year 10 and further education is available only at city “colleges” so for a lot of Tasmanian’s “finishing high school” means only Year 10.
I also noticed that the graph ‘Percent of students not meeting the national minimum standard’ that is taken from the 2013 preliminary NAPLAN results overstates the current problem in Primary schools in Tasmania. If you grab the report from this page you will see that Tasmania perform better than other States in some areas and even when they are the worst performing State (the Northern Territory stands alone as a total, signal failure though if you adjust for the high absentee rate it is not too far from the States.) This may reflect a minimum standard that is too low, however.
If we can’t teach our children to be functionally literate and numerate we are failing from the first. If we can’t do that how do we expect to teach them anything else?