1 00:00:00,200 --> 00:00:03,560 Speaker 1: The industrial landscape, more strike action possible by teachers. Secondary 2 00:00:03,600 --> 00:00:05,160 Speaker 1: teacher has been off at two point five and two 3 00:00:05,160 --> 00:00:08,480 Speaker 1: point one over two years, union once that rejected. Meantime 4 00:00:08,520 --> 00:00:11,280 Speaker 1: Primary two point seven and four point one. I just 5 00:00:11,400 --> 00:00:13,440 Speaker 1: mighte finding warnings there's no more money. Sir Bryan rach 6 00:00:13,560 --> 00:00:15,600 Speaker 1: is the Public Services Commissioner, and he's with us morning, 7 00:00:15,840 --> 00:00:18,000 Speaker 1: Good morning May. On a scale of one to ten, 8 00:00:18,079 --> 00:00:20,360 Speaker 1: ten you want to ring somebody's neck. What's your level 9 00:00:20,400 --> 00:00:21,520 Speaker 1: of frustration over this? 10 00:00:23,760 --> 00:00:27,040 Speaker 2: Definitely around eight to nine, because I think it's a 11 00:00:27,240 --> 00:00:30,360 Speaker 2: genuine lost opportunity to get a good outcome on a 12 00:00:30,400 --> 00:00:32,920 Speaker 2: timely basis that benefits. 13 00:00:32,400 --> 00:00:38,919 Speaker 1: Teachers primary, particularly four point one. What's the problem? 14 00:00:39,680 --> 00:00:41,800 Speaker 2: That's a problem. That's a question you really put to them. 15 00:00:42,000 --> 00:00:44,960 Speaker 2: We thought really hard about this. We were always wanting 16 00:00:45,440 --> 00:00:48,599 Speaker 2: this round to go as quickly and as efficiently as possible. 17 00:00:48,640 --> 00:00:51,280 Speaker 2: I think it's a very credible offer, it's very fair, 18 00:00:52,080 --> 00:00:54,720 Speaker 2: and it reflects some traders who have had to make 19 00:00:54,880 --> 00:00:57,960 Speaker 2: so the fact that they've rejected it, I just it's 20 00:00:58,120 --> 00:00:59,040 Speaker 2: illogical to me. 21 00:00:59,480 --> 00:01:02,000 Speaker 1: I know the differences between jobs, I get that, but 22 00:01:02,120 --> 00:01:05,120 Speaker 1: the secondary at two point one versus primary at four 23 00:01:05,120 --> 00:01:07,440 Speaker 1: point one, Why is there a difference and is that 24 00:01:07,480 --> 00:01:08,679 Speaker 1: potentially an issue. 25 00:01:09,840 --> 00:01:12,600 Speaker 2: No, those one is over one year, the other one 26 00:01:12,720 --> 00:01:15,959 Speaker 2: is over the period of the term. So it is 27 00:01:16,160 --> 00:01:20,840 Speaker 2: very fair and equitable between all teachers across the whole sector. 28 00:01:20,920 --> 00:01:23,480 Speaker 2: And that's something we did. We decided last week to 29 00:01:23,560 --> 00:01:26,560 Speaker 2: send a common letter to all three of them, as 30 00:01:26,600 --> 00:01:29,480 Speaker 2: I said earlier, because we already determined to stop the 31 00:01:29,560 --> 00:01:33,560 Speaker 2: disruption to the children, the students, the parents and the teachers. 32 00:01:34,080 --> 00:01:37,200 Speaker 2: And I'm very surprised that they rejected it out of hand. 33 00:01:37,400 --> 00:01:39,840 Speaker 1: From their point of view, is this about money or 34 00:01:39,880 --> 00:01:40,640 Speaker 1: other stuff? 35 00:01:42,720 --> 00:01:45,080 Speaker 2: They say, it's about other stuff, but that's a mystery. 36 00:01:45,120 --> 00:01:47,920 Speaker 2: I think ultimately it's about the headline number. I think 37 00:01:47,960 --> 00:01:51,360 Speaker 2: the headline number is very good. There's been a significant 38 00:01:51,400 --> 00:01:54,560 Speaker 2: investment put into education this year by the government through 39 00:01:54,600 --> 00:01:57,600 Speaker 2: the budget. We've done a lot of things including pain 40 00:01:57,840 --> 00:02:02,000 Speaker 2: this teacher's registration for each and vigil. These things all 41 00:02:02,040 --> 00:02:05,640 Speaker 2: demonstrate goodwill and commitment to the public education system. 42 00:02:06,040 --> 00:02:09,400 Speaker 1: The callback days explain what they are and is that 43 00:02:09,520 --> 00:02:11,560 Speaker 1: part of the issue. 44 00:02:11,840 --> 00:02:14,120 Speaker 2: I understand it's the issue that I haven't heard that 45 00:02:14,200 --> 00:02:16,000 Speaker 2: form me say. Look, I'll just talk you through so 46 00:02:16,120 --> 00:02:19,560 Speaker 2: that the callback days basically the teachers get paid fifty 47 00:02:19,600 --> 00:02:22,799 Speaker 2: two weeks a year, twelve weeks of which is non 48 00:02:22,880 --> 00:02:28,160 Speaker 2: contact time. So what we're saying is, actually, we currently 49 00:02:28,639 --> 00:02:31,320 Speaker 2: have the ability to call you back for more to 50 00:02:31,480 --> 00:02:35,000 Speaker 2: ten days. We're looking at another ten days. They are 51 00:02:35,040 --> 00:02:38,520 Speaker 2: getting paid for this. It's not that we're depriving them 52 00:02:38,520 --> 00:02:41,560 Speaker 2: of anything. We're just asking them to be available for 53 00:02:42,040 --> 00:02:46,440 Speaker 2: basically time when the students aren't at school for development 54 00:02:46,680 --> 00:02:50,720 Speaker 2: career development. It is entirely reasonable. We are not shorthanding 55 00:02:50,800 --> 00:02:52,760 Speaker 2: anyone here or short changing. 56 00:02:53,200 --> 00:02:55,799 Speaker 1: So what's their problem? They don't want a call back 57 00:02:55,880 --> 00:02:57,919 Speaker 1: day no matter what you pay them, or they want 58 00:02:58,000 --> 00:03:00,400 Speaker 1: more to be paid for a callback. 59 00:03:01,480 --> 00:03:05,240 Speaker 2: It would seem I'm genuinely confused. I'm not avoiding the question. 60 00:03:05,639 --> 00:03:09,000 Speaker 2: We already pay them, we have the ability, and we're 61 00:03:09,040 --> 00:03:11,720 Speaker 2: asking for them to make themselves available. I think it 62 00:03:11,760 --> 00:03:15,160 Speaker 2: is entirely reasonable as somebody who funds them, that we 63 00:03:15,240 --> 00:03:18,760 Speaker 2: have some determination over the twelve weeks non contact. 64 00:03:19,120 --> 00:03:22,080 Speaker 1: How far apart are you in your gut? Do you think? 65 00:03:23,720 --> 00:03:25,800 Speaker 2: Well? I didn't think we're far apart at all. I 66 00:03:25,880 --> 00:03:27,680 Speaker 2: just think there has to be other issues which have 67 00:03:27,720 --> 00:03:30,040 Speaker 2: not been brought to my attention. We're not trying to 68 00:03:30,040 --> 00:03:33,239 Speaker 2: be stupid here. We're trying to find an efficient way through. 69 00:03:33,440 --> 00:03:36,040 Speaker 2: It is a new bargaining ground. It was always going 70 00:03:36,120 --> 00:03:39,280 Speaker 2: to be difficult. I'm just really disappointed at where we've 71 00:03:39,400 --> 00:03:43,440 Speaker 2: ended up because I think the lost opportunity for the teachers. 72 00:03:43,120 --> 00:03:44,720 Speaker 1: And also, in your gut, how much of this is 73 00:03:44,760 --> 00:03:47,760 Speaker 1: about the unions as opposed to your average teacher. If 74 00:03:47,760 --> 00:03:49,520 Speaker 1: you rounded ten of them up and ask them and 75 00:03:49,560 --> 00:03:51,720 Speaker 1: talk to them, is this a union issue or a 76 00:03:51,760 --> 00:03:54,200 Speaker 1: genuine teacher issue and all teachers are behind the union? 77 00:03:55,920 --> 00:03:59,040 Speaker 2: I have my doubts actually on that MIC. I think 78 00:03:59,320 --> 00:04:01,920 Speaker 2: most teachers just want to be in the classroom. They 79 00:04:01,920 --> 00:04:06,240 Speaker 2: want some Susan team, and they want some reward. Right. 80 00:04:06,360 --> 00:04:08,800 Speaker 1: Appreciate it very much. Brian Roch, who was the Public 81 00:04:08,840 --> 00:04:13,120 Speaker 1: Service Commissioner. For more from the Mic, Asking Breakfast, listen 82 00:04:13,240 --> 00:04:16,200 Speaker 1: live to news talks. It'd be from six am weekdays, 83 00:04:16,440 --> 00:04:18,480 Speaker 1: or follow the podcast on iHeartRadio.