Editor
Canadian writer, Laurence J Peter, once said, ‘Some characterising our current school system and its strengths and problems are so complex you have to be highly intelligent and weaknesses.’ well informed just to be undecided about them.’ It certainly has achieved that. Recent debates and discussions The quote reminded me of the Tomorrow’s Schools Review. The amongst the profession have painted the inadequacies of problems it tackles, such as trying to resolve inequities of learning the current system in flashing neon. As the realization outcomes through governance changes and hubs have unearthed dawned that implementing the Review, as it is written, would a plethora of new questions. Whilst the profession is clear in cost considerably more than the savings from closing the its support for establishing a unit Ministry’s regional offices, those who for curriculum advice, assessment It’s an ambitious intention desperately need solutions to the and the like and would welcome a severely challenged students trashing business unit to call on for help with to state that a new education classrooms and physically attacking property issues, financial advice and staff on a daily basis have galvanized system model will fix compliance issues, it is quite unsure their resolve to fight harder. Those who about having these units and other inequities in learning have been crying in the wilderness for helpful services sit in hubs. This specialist teachers, more teacher aides, creates paralysis and indecision outcomes educational psychologists, therapists because, as the name implies, hubs of every kind and counselling for are central to the review’s thirty odd major recommendations. traumatized kids, were now howling for a chunk of the Budget Perhaps the Review was trying to achieve too much and just before the Tomorrow’s Schools zealots could get their collaborative overwhelmed the already overwhelmed profession. The timing, hands around it. after all, wasn’t great. Making its debut right on Christmas meant It is to be expected that when schools have been denied the it was ignored for the first month and didn’t surface in the support they so desperately need for so long, that they would consciousness of principals until their new tranche of youngsters react in this way. Their realities face them every day, whilst the had settled into school for the new year. Then it was panic time hypothetical argument that says hubs are the best way to address as the hovering submission date crept ever closer. the inequities of student learning outcomes, somehow sounds Even more problematic was that the Review arrived amidst hollow in comparison. teacher shortages; industrial issues; growing disquiet at the It’s an ambitious intention to state that a new education system lack of action to fix the special education system; concerns model will fix inequities in learning outcomes. Afterall our with research showing teachers are overworked and burning nation is also riddled with social inequities in health, mental out while a growing number of principals are being physically health, housing, income and crime. Unsurprisingly those who attacked by mentally unwell students; continuing struggles with experience poor outcomes on all the social measures are the same underfunding; Then there were the Mosque attacks that tragically groups presenting inequities in educational outcomes. affected so many school families. The report barely pays lip service to the social inequities that What the profession most wanted was some happy positive exist outside of the school parameters, yet we all know that news. Something to pluck them from the misery of overload schools reflect social inequities, they don’t create them. Many and make them feel good. Instead they got a dense and lengthy would argue that unless the social inequities are simultaneously report filled with uncertainties. This was not going to release resolved no education system changes will successfully address them from the daily agonising battles with the current system. the educational inequities. Whatever the outcome of the next phase, there is no doubt The Report has certainly ruffled feathers and that is not a bad that the profession has done some soul searching. Professor thing. It also presents some excellent ideas which the profession Martin Thrupp in his article The Tomorrow’s Schools Taskforce wholeheartedly supports. What the profession is struggling consultation: What was that all about? (p. 21) sums it up well with is the structure within which these valued services and saying: advisories would sit. ‘ . . . we have had to reflect on our own personal hopes and Perhaps it is the right structure, and perhaps it isn’t. dreams for the school system and how best to match those up Unfortunately, we may never know because the report has with today’s realities.’ And arrived at a bad time and there is no research evidence to guide ‘ . . . the Taskforce leaves us with a great resource for our thinking.