1 00:00:00,120 --> 00:00:03,400 Speaker 1: New NCAA achievement data out mixed results. Number of students 2 00:00:03,440 --> 00:00:07,440 Speaker 1: achieving NCAA Level one down to the lowest level in 3 00:00:07,480 --> 00:00:10,440 Speaker 1: a decade, done slightly but still the lowest in a decade. 4 00:00:10,760 --> 00:00:13,480 Speaker 1: NCAA levels two and three posting the first increase in 5 00:00:13,520 --> 00:00:16,520 Speaker 1: pass rate since the beginning of the pandemic. So starting 6 00:00:16,520 --> 00:00:18,919 Speaker 1: to sort of turn the corner and well, all of 7 00:00:18,920 --> 00:00:21,919 Speaker 1: this systems out the door anyway soon. Andy England is 8 00:00:21,960 --> 00:00:24,040 Speaker 1: Starfield High School principal with us this morning. 9 00:00:24,040 --> 00:00:26,279 Speaker 2: Andy, good morning, Good morning Ryan. 10 00:00:26,560 --> 00:00:28,720 Speaker 1: What's up with level one do you think? 11 00:00:30,120 --> 00:00:32,040 Speaker 2: I think it's pretty well known at school. Haven't been 12 00:00:32,040 --> 00:00:36,440 Speaker 2: prioritizing level one for quite some time, but there are 13 00:00:36,440 --> 00:00:39,400 Speaker 2: also a few other things that been happening there. That's 14 00:00:39,440 --> 00:00:42,879 Speaker 2: the level where the experimentation happened with new standards the 15 00:00:42,960 --> 00:00:46,920 Speaker 2: ministry was before the decision to change all of the standards. 16 00:00:46,960 --> 00:00:49,000 Speaker 2: There's a lot of playing with level one, so I 17 00:00:49,000 --> 00:00:51,440 Speaker 2: think teachers were getting the head around it. And some 18 00:00:50,720 --> 00:00:55,520 Speaker 2: of the introduction materials were absolutely awful, arrived late, and 19 00:00:55,560 --> 00:00:59,120 Speaker 2: we're not high quality at all, so that may have 20 00:00:59,160 --> 00:01:02,280 Speaker 2: affected a too. We've also got the c AA or 21 00:01:02,360 --> 00:01:05,480 Speaker 2: co WRECK Exams of Literacy and numeracy, and a few 22 00:01:05,760 --> 00:01:08,000 Speaker 2: students have struggled with those. If you remember the they 23 00:01:08,040 --> 00:01:10,240 Speaker 2: came in at the highest standard, which is great, but 24 00:01:10,280 --> 00:01:12,760 Speaker 2: there wasn't there one that there weren't the years of 25 00:01:13,240 --> 00:01:16,880 Speaker 2: teaching to match the standard, So students were several students 26 00:01:16,880 --> 00:01:18,840 Speaker 2: were put off by those who we say so, I 27 00:01:18,840 --> 00:01:22,760 Speaker 2: think the combination of factors were affected level one. In 28 00:01:22,840 --> 00:01:25,680 Speaker 2: areas like ours, there are still there are still jobs 29 00:01:26,600 --> 00:01:30,240 Speaker 2: in the out there for students who they don't need qualifications. 30 00:01:30,240 --> 00:01:32,720 Speaker 2: You know, there are people looking for young people to 31 00:01:32,720 --> 00:01:35,920 Speaker 2: start work without qualifications, and the temptation for somebody who 32 00:01:35,920 --> 00:01:39,399 Speaker 2: doesn't see an academic future to start getting paid for 33 00:01:39,480 --> 00:01:41,600 Speaker 2: work is high for a few people, and that's not 34 00:01:41,600 --> 00:01:43,360 Speaker 2: a high number, but they all ad up. 35 00:01:43,840 --> 00:01:46,000 Speaker 1: So live one actually doesn't really matter that much if 36 00:01:46,000 --> 00:01:49,520 Speaker 1: you're leaving school, who cares? 37 00:01:49,520 --> 00:01:51,240 Speaker 2: Lots of the lots of people have still got role 38 00:01:51,280 --> 00:01:54,440 Speaker 2: models who are self employed tradees. They're driving around with 39 00:01:54,720 --> 00:01:56,920 Speaker 2: a nice new ut and the boat and they left 40 00:01:56,920 --> 00:01:59,200 Speaker 2: school at fifteen and they're quite happy to tell everybody that. 41 00:01:59,280 --> 00:02:02,880 Speaker 2: So there's certainly some role modeling. What about that happens? 42 00:02:03,240 --> 00:02:05,640 Speaker 1: What about level two and three is increasing? I mean 43 00:02:05,680 --> 00:02:07,960 Speaker 1: it's a slide increase. But are we finally turning that 44 00:02:08,120 --> 00:02:10,400 Speaker 1: COVID hangover corner? Do you think? 45 00:02:11,840 --> 00:02:13,440 Speaker 2: I think it's too early to say that. I think 46 00:02:13,480 --> 00:02:15,560 Speaker 2: what's happened is we've had a few years, not many, 47 00:02:15,639 --> 00:02:19,280 Speaker 2: two three years to focus and get some students back 48 00:02:19,320 --> 00:02:21,760 Speaker 2: up to speed. Their school teachers are pretty good at 49 00:02:22,040 --> 00:02:24,720 Speaker 2: at wrapping around students, and I guess NCAA does give 50 00:02:24,760 --> 00:02:27,440 Speaker 2: that sort of flexibility, which is one of the features 51 00:02:27,480 --> 00:02:32,079 Speaker 2: that's been criticized recently, particularly at level two. So yeah, 52 00:02:32,120 --> 00:02:35,600 Speaker 2: I think students are also realizing that they actually at 53 00:02:35,600 --> 00:02:37,399 Speaker 2: that level. Once they've stayed on in school for a while, 54 00:02:37,400 --> 00:02:39,480 Speaker 2: I think they understand they need to get a qualification. 55 00:02:40,600 --> 00:02:43,200 Speaker 2: It's totally anecdotal, but I've noticed over the years, whenever 56 00:02:43,240 --> 00:02:45,840 Speaker 2: you see a dip in the economy and there are 57 00:02:45,960 --> 00:02:49,440 Speaker 2: fewer of those other jobs around us talking about, students 58 00:02:49,680 --> 00:02:52,359 Speaker 2: realize that they need to get a qualification. So those 59 00:02:52,360 --> 00:02:54,440 Speaker 2: who stick in school I think are focusing a bit 60 00:02:54,440 --> 00:02:56,000 Speaker 2: better and that's a really positive thing. 61 00:02:56,080 --> 00:02:59,880 Speaker 1: Yeah, your construction jobs are gone, your heroes, your membs 62 00:03:00,000 --> 00:03:01,800 Speaker 1: centers are gone, so they stay. 63 00:03:01,639 --> 00:03:05,520 Speaker 2: Well, they compete yeah, sorry, sorry, right, they're competing against 64 00:03:06,160 --> 00:03:08,200 Speaker 2: adults in the late twenties, so they's going to get 65 00:03:08,200 --> 00:03:08,800 Speaker 2: their act together. 66 00:03:09,160 --> 00:03:11,200 Speaker 1: Hey, what about the strikes. I know that's not what 67 00:03:11,200 --> 00:03:13,200 Speaker 1: we've got you on for, but do you think there's 68 00:03:13,200 --> 00:03:14,639 Speaker 1: going to be support from pearents for this? 69 00:03:17,280 --> 00:03:19,839 Speaker 2: Interesting? I think there were limits of support last time, 70 00:03:19,840 --> 00:03:22,119 Speaker 2: but I think the situations this time. This time, there's 71 00:03:22,120 --> 00:03:23,680 Speaker 2: been a lot of news, obviously about the changes that 72 00:03:23,680 --> 00:03:25,520 Speaker 2: we're all going to need to make with the education system. 73 00:03:26,280 --> 00:03:29,400 Speaker 2: I appreciate this talk in the long term, but it's 74 00:03:29,400 --> 00:03:31,720 Speaker 2: certainly not going to do anything in the next next 75 00:03:31,720 --> 00:03:33,520 Speaker 2: three years. Teachers are going to need to work harder 76 00:03:33,560 --> 00:03:38,840 Speaker 2: than other properly, and one percent we know is a 77 00:03:38,880 --> 00:03:41,720 Speaker 2: net net sort of decrease in income. So I guess 78 00:03:41,720 --> 00:03:43,160 Speaker 2: i'd ask you the question, what would you say if 79 00:03:43,160 --> 00:03:45,080 Speaker 2: your boss says we needed to work harder and more 80 00:03:45,080 --> 00:03:46,680 Speaker 2: difficult commisions, we're going to pay you less. 81 00:03:46,840 --> 00:03:50,200 Speaker 1: Yeah, but then you've got your pay progression, which according 82 00:03:50,320 --> 00:03:52,560 Speaker 1: to the Public Service Commission, they reckon that's up four 83 00:03:52,600 --> 00:03:53,960 Speaker 1: and a half to seven and a half percent, and 84 00:03:54,080 --> 00:03:56,240 Speaker 1: your pay when you when you add that into the mix. 85 00:03:57,240 --> 00:03:59,240 Speaker 2: Yeah, yeah, Hey, there's going to be some new answers 86 00:03:59,240 --> 00:04:00,880 Speaker 2: that they're going to need to do that will need 87 00:04:00,920 --> 00:04:03,240 Speaker 2: to be debated through. I can't deny it's a pretty 88 00:04:03,520 --> 00:04:06,440 Speaker 2: record trigger to a strike and certainly I got a 89 00:04:06,440 --> 00:04:10,640 Speaker 2: shotgund and saw that yesterday. But I don't think anybody 90 00:04:10,640 --> 00:04:14,280 Speaker 2: would be expect would be surprised to see some resistance. 91 00:04:14,280 --> 00:04:16,360 Speaker 2: There are some other layers to in the offer there 92 00:04:16,240 --> 00:04:19,799 Speaker 2: and not just pay related that aren't great for teachers. 93 00:04:20,200 --> 00:04:23,560 Speaker 2: So now I think I think most parents will have 94 00:04:23,600 --> 00:04:25,880 Speaker 2: some sympathy for teachers at the moment. Everybody knows it's 95 00:04:25,920 --> 00:04:28,280 Speaker 2: a tough place to work in school. When Australia is 96 00:04:28,279 --> 00:04:31,160 Speaker 2: paying significantly more than what we do, we're not going 97 00:04:31,200 --> 00:04:34,600 Speaker 2: to do anything to halt the teacher shortage if we're 98 00:04:34,640 --> 00:04:36,200 Speaker 2: not going to make some conditions better. 99 00:04:36,279 --> 00:04:38,279 Speaker 1: Andy, appreciate your time this morning. Thanks for coming on 100 00:04:38,360 --> 00:04:41,760 Speaker 1: Indy England Darfield High School Principal. For more from Early 101 00:04:41,960 --> 00:04:44,960 Speaker 1: Edition with Ryan Bridge, Listen live to News Talks It 102 00:04:45,080 --> 00:04:49,040 Speaker 1: being from five am weekdays, or follow the podcast on iHeartRadio.