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Speaker 1: We've got some good news. I think, can you report

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Speaker 1: from the ERO. The Education Review Office shows that we're

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Speaker 1: BECK at school fifty eight percent and now regularly attending.

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Speaker 1: That's BECK to pre COVID, up from forty percent three

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Speaker 1: years ago. Ruth Schenida is the head of the ero's

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Speaker 1: Education Evaluation Center and is Becka. That's Ruth morning to you.

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Speaker 2: Good morning Ray.

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Speaker 1: Slightly weird old world, isn't it When we're celebrating fifty

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Speaker 1: eight percent being an improvement? Is still a fairy Parlors number,

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Speaker 1: isn't it.

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Speaker 2: Oh, we've definitely got further to go. So we're really

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Speaker 2: pleased to see six and ten kids going to school

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Speaker 2: regularly compared to four and ten three years ago. But

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Speaker 2: you're right back in twenty fifteen we had seven in

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Speaker 2: ten kids going regularly and the government's target is by

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Speaker 2: twenty thirty to get eight and ten kids there. So

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Speaker 2: it's really good news progress, but we've got further to go.

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Speaker 1: Just remind us what regularly is as where you're.

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Speaker 2: Doing nine days out of a fortnight nine or more?

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Speaker 1: Okay, is it distinct to schools or geography or what.

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Speaker 2: So we are seeing an overall improvement across schools across

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Speaker 2: the country. And you know what's really encouraging is that

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Speaker 2: students are taking going to school more seriously. So eight

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Speaker 2: and ten students now say schools important to their future,

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Speaker 2: three quarters think going every day is important, and twice

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Speaker 2: as many are now saying they never want to miss school.

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Speaker 2: That's good news.

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Speaker 1: Do you think any of us, especially given what the

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Speaker 1: government's been talking about in the last couple of days,

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Speaker 1: jobs seeker, people leaving with no qualifications, things like that,

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Speaker 1: that's sinking into some degree and people have worked out

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Speaker 1: you might need a qualification.

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Speaker 2: Definitely. Good schools we saw across the country are doing

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Speaker 2: things like explaining to students not just why they have

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Speaker 2: to come, but the implications it has, how actually attendance

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Speaker 2: predicts their lifetime earnings. But the other thing they're doing

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Speaker 2: that really works is connecting students to schools. We found

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Speaker 2: that if students think they belong at school, they're five

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Speaker 2: times more likely to think going every day is important.

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Speaker 2: Schools are doing a great job. Good.

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Speaker 1: While I've got you this OECD report that I know

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Speaker 1: is about the place and this tell US, which is

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Speaker 1: the Teaching and Learning International Survey, we seem to be

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Speaker 1: producing teachers that don't feel confident in the classroom and

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Speaker 1: why is there.

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Speaker 2: So last year we did review initial teacher education and

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Speaker 2: we did express concern because we had two thirds of

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Speaker 2: principles saying that new teachers were unprepared and a quarter

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Speaker 2: of new teachers saying that their training wasn't effective. So

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Speaker 2: we did recommend strengthening teacher education and reducing the variation.

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Speaker 2: And it particularly we found that more time practicing in

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Speaker 2: the classroom was really important to be prepared to teach

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Speaker 2: in the classroom.

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Speaker 1: Yeah, what I can't work out is why that wasn't

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Speaker 1: worked out previously. Why wouldn't being in the classroom be

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Speaker 1: one of the most important things you can do, as

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Speaker 1: opposed to sitting around and theorizing until you actually get

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Speaker 1: to do the job proper.

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Speaker 2: So teachers have always done sometime in the classroom, but

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Speaker 2: the increasing evidence shows them more the better. And it's

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Speaker 2: really important to work closely with those principles who really

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Speaker 2: know what kind of new teachers they need. So having

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Speaker 2: them a strong sen is really important too.

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Speaker 1: Do you think what they're doing in the classroom by

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Speaker 1: way of training now is fix that problem?

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Speaker 2: We definitely know that in the classroom makes it a

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Speaker 2: big difference, but we've got further to go to strengths

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Speaker 2: in it. What's really important is that our new teachers

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Speaker 2: are prepared that they don't derive feeling it's hard to

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Speaker 2: do what's such a critical and important job.

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Speaker 1: And the fifty four percent who aren't confident in, you know, basically,

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Speaker 1: how to teach all the subjects that they teach is

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Speaker 1: that's what being What is being talked to them? Is

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Speaker 1: that an issue or not.

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Speaker 2: We've got to look again at how we make sure

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Speaker 2: that new teachers are confident. It's such an important job.

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Speaker 2: We found that new teachers are motivated, passionate about kids,

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Speaker 2: passionate about getting that outcome. So let's make sure we've

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Speaker 2: got the skills for them so they can get the

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Speaker 2: job done.

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Speaker 1: All right, Appreciate your time. Ris Shenida, who's at the ERA.

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Speaker 1: Just the OECD report sixty two percent of graduate teachers

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Speaker 1: not confident in teaching content seems extraordinary. Fifty four percent

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Speaker 1: we're not confident in how they teach in all the

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Speaker 1: subjects they teach. So I wonder if there's something in

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Speaker 1: there and the quality of people they're picking up in

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Speaker 1: the first place.

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