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Speaker 1: Now there's more resistance to maths, this time to the

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Speaker 1: Teaching Council's plan, and the plan is to require new

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Speaker 1: teachers to basically swat up on their maths, have fourteen

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Speaker 1: maths credits at NCA Level two before they become a teacher.

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Speaker 1: The Teacher Education Forum has some problems with that. Their

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Speaker 1: chief executive is doctor Rosina Mary and with us. Now, Hey, Rosina,

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Speaker 1: what's the problem with new teachers doing level two maths

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Speaker 1: before they become teachers.

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Speaker 2: Well, it's quite a bigger complex picture than an issue

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Speaker 2: around doing level two. I mean, this is a very

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Speaker 2: significant change that will take some time to tick in.

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Speaker 2: It's different than currently the universityly enter requirement. Yeah, and

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Speaker 2: it does mean for providers and for people who are

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Speaker 2: thinking about becoming teachers, it's a significant shift. There is

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Speaker 2: an assumption that school leaders will already be thinking that

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Speaker 2: they want to become teachers and be really clear on

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Speaker 2: the level and the amount of credits they would need

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Speaker 2: to then be able to enter the profession, which clearly

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Speaker 2: isn't correct. And many many people come in the problem.

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Speaker 1: I mean, I don't want somebody teaching the kids who

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Speaker 1: doesn't understand maths at that level so good. We should

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Speaker 1: only have people who understand maths at that level and

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Speaker 1: if they've done it, they can be teachers. And if

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Speaker 1: they haven't, bugger off, that's a.

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Speaker 2: Much much bigger problem than that. And it's a complex

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Speaker 2: program process is to think about. Teaching is complex, it's messy,

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Speaker 2: and we are not against working with the teaching counsel

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Speaker 2: to increase the level of entry requirements. What we want

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Speaker 2: is some time, a pause, some good evidence, some consultation,

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Speaker 2: to be able to work with our stakeholders every day.

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Speaker 1: Every year that you guys put this off is another

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Speaker 1: year of kids not learning maths properly.

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Speaker 2: Well, that's actually not for what's of our stakeholders would say,

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Speaker 2: and that learning match is a much bigger problem than that.

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Speaker 2: And we're not suggesting we put it off. We're suggesting

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Speaker 2: slowing it down a little bit. The pace of change

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Speaker 2: for teachers and for the sector is huge. They're already

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Speaker 2: coping with new curriculum now our curriculum that's going to

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Speaker 2: be fast forwarded with structured literacy and numeracy. So we

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Speaker 2: need some really time to work through that and make

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Speaker 2: sure there are resources in place, good PD for teachers.

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Speaker 2: A whole lot of other things to actually make this successful.

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Speaker 1: Look I have some sympathy for teachers. I realize it's

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Speaker 1: a lot of change. Fast Rizena. Thank you, doctor Rizena,

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Speaker 1: Mary Teacher Education Forum Chief Executive. For more from Heather

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Speaker 1: duplessy Ellen Drive, listen live to news talks they'd be

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Speaker 1: from four pm weekdays, or follow the podcast on iHeartRadio.