There are two pivotal problems in education – politics and evidence-based research. The politics of education is about pacifying the many institutional stakeholders – these are professional groups, with the teacher unions top of the list. State education ministers, bureaucrats and organisations such as ACARA function to manage stakeholders, offering concessions here and there, to minimise political trouble. Politics not performance is the priority.
There is no political accountability for school performance. None. There is no measure of overall school performance advanced at state elections. The decline continues, always masked, yet doing immense damage. Political leverage for improvement is almost non-existent.
Governments keep announcing pledges to improve Australia’s STEM (science, technology, engineering, maths) skills but seem unable to confront the demise that Jensen’s report documents at school. The decline in senior students taking science is known. How many more reports are needed before somebody in charge breaks the glass?
The absence of evidence-based research is pervasive. What Jensen’s report shows is that ACARA doesn’t have a good analysis of what’s being taught in classrooms. If it doesn’t know, what hope have the rest of us got?
The resistance to evidence-based research is notorious. It took decades for phonics to be accepted as the method for teaching kids how to read. Most schools still operate in defiance of evidence that direct, explicit instruction is the superior method of teaching. Most universities refuse outright to run evidence-based teacher training courses.
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Jensen’s 44-page report shows by the time Australian students finish year 8, they will have covered less than half as much science content as the average of every other system compared.
Australia is a curriculum outlier. Experts often analyse curriculum as a trade-off between breadth and depth. But the Australian curriculum, unfortunately, lacks “both breadth and depth”.
The real significance of the Jensen project is that the Australian Curriculum, Assessment and Reporting Authority, the independent statutory authority, has not done its job during and after the development of the Australian curriculum during the Rudd-Gillard era.
In criticising ACARA, Jensen told this paper neither the research on quality curriculum nor the benchmarking against other systems had been done to deliver a world-class Australian curriculum.
https://www.theaustralian.com.au/commentary/curriculum-crisis-a-tale-of-politics... https://www.theguardian.com/australia-news/2023/nov/27/australian-education-in-l...