1 00:00:01,240 --> 00:00:03,560 Speaker 1: My name is Lily Madden and I'm a proud Arunda 2 00:00:03,800 --> 00:00:08,560 Speaker 1: Bunjelung Carguttin woman from Gadighl Country. The Daily oz acknowledges 3 00:00:08,680 --> 00:00:10,799 Speaker 1: that this podcast is recorded on the lands of the 4 00:00:10,840 --> 00:00:14,400 Speaker 1: Gadighl people and pays respect to all Aboriginal and Torres 5 00:00:14,400 --> 00:00:17,360 Speaker 1: Strait Island and nations. We pay our respects to the 6 00:00:17,360 --> 00:00:20,120 Speaker 1: first peoples of these countries, both past and present. 7 00:00:25,360 --> 00:00:28,000 Speaker 2: Good morning and welcome to the Daily os. It's Friday, 8 00:00:28,080 --> 00:00:30,760 Speaker 2: the third of November. I'm Sam, I'm Zara. A new 9 00:00:30,800 --> 00:00:35,320 Speaker 2: government campaign is trying to inspire a new generation of teachers. 10 00:00:35,840 --> 00:00:40,080 Speaker 1: Teaching really does give so much more back than you 11 00:00:40,120 --> 00:00:40,960 Speaker 1: actually give out. 12 00:00:42,479 --> 00:00:45,240 Speaker 2: But when we asked our TDA audience what they thought 13 00:00:45,240 --> 00:00:47,560 Speaker 2: of it, the message came through loud and clear. 14 00:00:47,760 --> 00:00:53,080 Speaker 3: The problem isn't attracting teachers. You've got enough teachers. It's 15 00:00:53,159 --> 00:00:54,400 Speaker 3: retaining teachers. 16 00:00:55,160 --> 00:00:58,240 Speaker 2: So will this campaign bring new teachers to the profession 17 00:00:58,680 --> 00:01:01,960 Speaker 2: and is enough being done to stop them from leaving? 18 00:01:02,520 --> 00:01:04,520 Speaker 2: We'll let you know in today's deep dive. But firs 19 00:01:04,640 --> 00:01:07,600 Speaker 2: Ara Prime Minister Anthony Aberanzi's back on a plane tomorrow. 20 00:01:07,680 --> 00:01:10,560 Speaker 4: He is this time he is off to China. And 21 00:01:10,600 --> 00:01:13,040 Speaker 4: it's going to mark the first visit to China by 22 00:01:13,200 --> 00:01:17,440 Speaker 4: an Australian PM since twenty sixteen. It's also fifty years 23 00:01:17,480 --> 00:01:20,360 Speaker 4: since Scoff Whitlam became the first Australian Prime Minister to 24 00:01:20,480 --> 00:01:24,600 Speaker 4: travel to China in nineteen seventy three. While there, Albinizi 25 00:01:24,640 --> 00:01:28,120 Speaker 4: will meet with Chinese President Chi Jimping in Beijing for talks, 26 00:01:28,120 --> 00:01:32,320 Speaker 4: and he'll also attend an international import exhibition in Shanghai. 27 00:01:32,680 --> 00:01:36,000 Speaker 4: The four day visit comes after China scrapped financial penalties 28 00:01:36,080 --> 00:01:39,039 Speaker 4: on several Australian imports in the last twelve months. 29 00:01:39,360 --> 00:01:43,160 Speaker 2: The federal government will expand a specialist family violence hotline 30 00:01:43,280 --> 00:01:46,559 Speaker 2: for First Nations boys and men. The Brother to Brother 31 00:01:46,600 --> 00:01:49,760 Speaker 2: hotline provides twenty four to seven culturally safe support for 32 00:01:49,880 --> 00:01:53,760 Speaker 2: males struggling with issues around relationships, parenting, and drug and 33 00:01:53,800 --> 00:01:57,280 Speaker 2: alcohol use. It was previously only open to First Nations 34 00:01:57,320 --> 00:02:00,160 Speaker 2: men aged eighteen to twenty five, but will now be 35 00:02:00,200 --> 00:02:01,960 Speaker 2: accessible to boys as young as ten. 36 00:02:02,880 --> 00:02:06,240 Speaker 4: Kmart has been fined one point three million dollars that's 37 00:02:06,280 --> 00:02:10,440 Speaker 4: for breaching Australian spam laws. An investigation from the National 38 00:02:10,440 --> 00:02:14,959 Speaker 4: Communications Regulator found that Kmart sent over two hundred thousand 39 00:02:15,000 --> 00:02:19,000 Speaker 4: marketing emails to unsubscribed customers between July twenty twenty two 40 00:02:19,160 --> 00:02:22,480 Speaker 4: and May twenty twenty three. The action from the national 41 00:02:22,520 --> 00:02:26,800 Speaker 4: regulator follows similar measures against door Dash, Uber and Tickertech. 42 00:02:26,800 --> 00:02:30,200 Speaker 2: And Today's Good News. Sorry just near sneeze, which wouldn't 43 00:02:30,200 --> 00:02:33,040 Speaker 2: be an issue in Queensland, which is rolling out their 44 00:02:33,080 --> 00:02:36,880 Speaker 2: free flu vaccine program for another year in twenty twenty four. 45 00:02:36,960 --> 00:02:40,040 Speaker 4: The most painful dad joke You've ever made. 46 00:02:40,160 --> 00:02:43,760 Speaker 2: It follows the successful vaccine rollout last year and this year, 47 00:02:44,080 --> 00:02:47,520 Speaker 2: when almost one million people received a free jab. The 48 00:02:47,560 --> 00:02:50,280 Speaker 2: measure is aimed at reducing pressure on the public health 49 00:02:50,320 --> 00:02:54,200 Speaker 2: system and providing cost of living support. Let'd say gives 50 00:02:54,200 --> 00:02:58,280 Speaker 2: it a bit of a jab in the arm Czara. 51 00:02:58,360 --> 00:03:01,120 Speaker 2: The government has a new ad campaign to recruit more 52 00:03:01,160 --> 00:03:03,320 Speaker 2: teachers and it's all about inspiration. 53 00:03:04,720 --> 00:03:07,680 Speaker 5: Dear miss Luke, I just wanted to thank you for 54 00:03:08,040 --> 00:03:11,000 Speaker 5: everything you have done for me. I was struggling pretty 55 00:03:11,040 --> 00:03:13,880 Speaker 5: bad before you came to teach us. Not only do 56 00:03:13,960 --> 00:03:16,560 Speaker 5: you look like one of my idols, you are one 57 00:03:17,320 --> 00:03:20,320 Speaker 5: from Mila. It was just so potent, The fact that 58 00:03:22,000 --> 00:03:23,280 Speaker 5: you can be someone's idol. 59 00:03:24,600 --> 00:03:25,359 Speaker 4: Beautiful. 60 00:03:26,160 --> 00:03:28,000 Speaker 2: Do you feel inspired after that, Zara. 61 00:03:28,000 --> 00:03:30,280 Speaker 4: I mean, like, I think that it's preaching to the 62 00:03:30,280 --> 00:03:32,600 Speaker 4: converted because I wanted to be a teacher when I 63 00:03:32,639 --> 00:03:35,520 Speaker 4: finished school because I loved you. Yeah, I love my 64 00:03:35,560 --> 00:03:37,600 Speaker 4: teachers so much that I wanted to be a teacher. 65 00:03:37,720 --> 00:03:41,040 Speaker 2: But what we know from reporting on the teaching profession 66 00:03:41,040 --> 00:03:42,680 Speaker 2: over the last couple of years is that it is 67 00:03:42,720 --> 00:03:45,240 Speaker 2: going to take more than ad to get new teachers 68 00:03:45,280 --> 00:03:47,400 Speaker 2: into the classroom and to keep them there. So we 69 00:03:47,520 --> 00:03:50,480 Speaker 2: put this campaign in front of the TDA audience, and 70 00:03:50,520 --> 00:03:53,880 Speaker 2: what we heard from teachers within tda's audience is that 71 00:03:53,920 --> 00:03:55,400 Speaker 2: this isn't striking a chord. 72 00:03:56,080 --> 00:03:59,120 Speaker 3: Oh, I'm a name's Katrina. I'm a former teacher who 73 00:03:59,240 --> 00:04:01,760 Speaker 3: left the teacher profession about a decade ago. 74 00:04:02,080 --> 00:04:04,320 Speaker 2: So Katrina is one of the people who commented on 75 00:04:04,400 --> 00:04:06,119 Speaker 2: the post we put up earlier this week. 76 00:04:06,360 --> 00:04:10,160 Speaker 3: When I heard about the Gosh government initiative to be 77 00:04:10,280 --> 00:04:16,800 Speaker 3: that teacher, I thought, the problem isn't attracting teachers. You've 78 00:04:16,839 --> 00:04:19,960 Speaker 3: got enough teachers. It's retaining teachers. 79 00:04:20,040 --> 00:04:22,440 Speaker 2: And there were lots of comments like this. When we 80 00:04:22,520 --> 00:04:25,159 Speaker 2: put the story on Instagram, there was stuff like, you know, 81 00:04:25,200 --> 00:04:27,320 Speaker 2: I'm reading this with tears in my eyes as I 82 00:04:27,360 --> 00:04:29,640 Speaker 2: know I will end up being a teacher who leaves 83 00:04:29,680 --> 00:04:33,880 Speaker 2: the profession early. So I guess this initiative might be 84 00:04:33,920 --> 00:04:37,200 Speaker 2: all about inspiring people to become teachers, but there's clearly 85 00:04:37,279 --> 00:04:39,680 Speaker 2: a question to be asked here about what's being done 86 00:04:39,839 --> 00:04:42,520 Speaker 2: to inspire teachers already teaching in classrooms. 87 00:04:42,839 --> 00:04:45,320 Speaker 4: Yeah, and I think that this goes to I mean, 88 00:04:45,360 --> 00:04:47,880 Speaker 4: it won't be surprising to anyone that's listening who is 89 00:04:47,880 --> 00:04:51,120 Speaker 4: in the teaching profession that there are some major issues 90 00:04:51,200 --> 00:04:52,640 Speaker 4: in this industry exactly. 91 00:04:52,720 --> 00:04:56,360 Speaker 2: And what that has led to is a teacher shortage. 92 00:04:56,400 --> 00:04:58,680 Speaker 2: And to give you a sense of the situation, the 93 00:04:58,680 --> 00:05:01,840 Speaker 2: federal government says it expects from twenty twenty one to 94 00:05:01,880 --> 00:05:05,760 Speaker 2: twenty twenty five that Australia is going to have foury 95 00:05:05,839 --> 00:05:09,920 Speaker 2: one hundred fewer teachers than we actually need. And there 96 00:05:09,920 --> 00:05:13,160 Speaker 2: are two problems to consider here. On one hand, there's 97 00:05:13,160 --> 00:05:16,360 Speaker 2: more students to teach. Student numbers are booming. It's growing 98 00:05:16,360 --> 00:05:20,440 Speaker 2: at about ten percent a year Australia wide. It's pretty quick. 99 00:05:20,760 --> 00:05:22,880 Speaker 2: And on the other hand, teaching numbers are falling and 100 00:05:22,920 --> 00:05:26,240 Speaker 2: we don't have enough people entering teaching. So when we 101 00:05:26,320 --> 00:05:29,120 Speaker 2: look at even people who have enrolled in a teaching degree, 102 00:05:29,120 --> 00:05:32,800 Speaker 2: but then are completing their degree. The completion rate is 103 00:05:32,839 --> 00:05:35,640 Speaker 2: falling by seventeen percent a year, so that's a pretty 104 00:05:35,640 --> 00:05:38,360 Speaker 2: sharp drop off too. And we also have a big 105 00:05:38,400 --> 00:05:40,919 Speaker 2: problem of people wanting to leave teaching. There was this 106 00:05:41,000 --> 00:05:43,880 Speaker 2: Monash University study last year of more than two thousand 107 00:05:43,880 --> 00:05:46,760 Speaker 2: teachers and fifty nine percent of them said that they 108 00:05:46,760 --> 00:05:49,680 Speaker 2: were thinking about leaving the profession. So that's a pretty 109 00:05:49,680 --> 00:05:50,440 Speaker 2: big problem. 110 00:05:50,680 --> 00:05:54,039 Speaker 4: And so what is it about teaching that seems to 111 00:05:54,080 --> 00:05:57,040 Speaker 4: be the issue here? Like why are we hearing these numbers, 112 00:05:57,040 --> 00:06:00,840 Speaker 4: seeing these numbers? Why did our audience react owe strongly 113 00:06:01,000 --> 00:06:01,679 Speaker 4: to this story? 114 00:06:01,920 --> 00:06:04,159 Speaker 2: So we go to look at another survey to try 115 00:06:04,160 --> 00:06:06,560 Speaker 2: and understand the answer to that question. There was a 116 00:06:06,640 --> 00:06:10,360 Speaker 2: survey of three thousand teachers and the survey asked those 117 00:06:10,400 --> 00:06:13,000 Speaker 2: who said they were thinking of leaving the profession to 118 00:06:13,040 --> 00:06:16,080 Speaker 2: list their reasons why. And the number one reason in 119 00:06:16,120 --> 00:06:19,760 Speaker 2: that survey, nominated by seventy one percent of teachers was 120 00:06:19,760 --> 00:06:23,120 Speaker 2: a heavy workload. Number two at sixty eight percent work 121 00:06:23,160 --> 00:06:26,080 Speaker 2: life balance, so a similar theme. And then at number 122 00:06:26,080 --> 00:06:29,320 Speaker 2: three with sixty one percent, the stress and the impact 123 00:06:29,400 --> 00:06:31,600 Speaker 2: on mental health. And it's fair to say this was 124 00:06:31,640 --> 00:06:33,320 Speaker 2: a common theme for our audience too. 125 00:06:33,680 --> 00:06:37,359 Speaker 3: This is what Katrina said, the excessive workload, teachers having 126 00:06:37,480 --> 00:06:43,520 Speaker 3: to mark assessments, write reports, communicate with parents, have meetings 127 00:06:43,640 --> 00:06:47,320 Speaker 3: or after school hours, having to work, we can having 128 00:06:47,360 --> 00:06:52,919 Speaker 3: to go to school performances as Stedfords, do all the 129 00:06:53,000 --> 00:06:58,560 Speaker 3: extracurricular activities on top of you know, preparing lessons. It's 130 00:06:58,800 --> 00:07:01,480 Speaker 3: just I'm not working seven days a week. 131 00:07:02,040 --> 00:07:04,360 Speaker 4: I feel like this is what comes up in every 132 00:07:04,400 --> 00:07:07,320 Speaker 4: conversation I have with any friends in the profession, is 133 00:07:07,320 --> 00:07:09,640 Speaker 4: that you know, from the outside, people think that teachers 134 00:07:09,680 --> 00:07:12,560 Speaker 4: work nine to three, that you know, they get these 135 00:07:12,680 --> 00:07:16,400 Speaker 4: very long school holidays, that it's somehow this very easy 136 00:07:16,440 --> 00:07:20,280 Speaker 4: profession when there is so much being done outside of hours, 137 00:07:20,800 --> 00:07:24,040 Speaker 4: and there's so much preparation and so much after hours, 138 00:07:24,080 --> 00:07:27,720 Speaker 4: that you know, the workload just seems insurmountable for so many. 139 00:07:28,400 --> 00:07:30,640 Speaker 4: Putting that aside for a second, were there any other 140 00:07:30,960 --> 00:07:34,160 Speaker 4: reasons that teachers were giving as to why they were 141 00:07:34,200 --> 00:07:35,440 Speaker 4: turning away from the profession. 142 00:07:36,240 --> 00:07:39,360 Speaker 2: Yeah, there's a variety of other reasons. There's things like 143 00:07:39,640 --> 00:07:43,160 Speaker 2: insufficient pay that was reported by thirty percent of respondents, 144 00:07:43,320 --> 00:07:46,920 Speaker 2: twenty eight percent mentioned class sizes being too large, and 145 00:07:47,000 --> 00:07:49,800 Speaker 2: twenty six percent said it was about challenges with student 146 00:07:49,800 --> 00:07:50,480 Speaker 2: behavior on. 147 00:07:50,480 --> 00:07:55,040 Speaker 3: The daily, dealing with students who firmly appease you, physically 148 00:07:56,600 --> 00:08:01,920 Speaker 3: step into your own personal space and threaten you, walk 149 00:08:01,920 --> 00:08:06,160 Speaker 3: out of classrooms, ignore you. It's actually so horrible and 150 00:08:06,200 --> 00:08:09,880 Speaker 3: it wouldn't happen in any other workplace, but unfortunately it 151 00:08:09,960 --> 00:08:13,360 Speaker 3: happens ouri within an educational setting. 152 00:08:13,680 --> 00:08:15,440 Speaker 2: And so I guess the point that emerges here is 153 00:08:15,440 --> 00:08:18,880 Speaker 2: that for different teachers, the problems are different, but there 154 00:08:18,960 --> 00:08:22,520 Speaker 2: is this general feeling that the education system is in 155 00:08:22,560 --> 00:08:24,560 Speaker 2: a state where it's going to need much more than 156 00:08:24,600 --> 00:08:27,000 Speaker 2: a single ad campaign to get it back on track. 157 00:08:27,160 --> 00:08:29,400 Speaker 4: Yeah, I mean pretty clear that there is an issue there. 158 00:08:29,560 --> 00:08:33,520 Speaker 4: Perhaps one ad campaign won't solve at all. What is 159 00:08:33,600 --> 00:08:36,880 Speaker 4: the government trying to do to address this teacher shortage? 160 00:08:37,040 --> 00:08:40,200 Speaker 2: So last year federal, state, and territory government's got together 161 00:08:40,320 --> 00:08:43,480 Speaker 2: to produce this plan to address the shortage. This is 162 00:08:43,600 --> 00:08:47,679 Speaker 2: Federal Education Minister Jason Clair speaking after that meeting about 163 00:08:47,679 --> 00:08:49,520 Speaker 2: the government's three key focuses. 164 00:08:49,720 --> 00:08:50,559 Speaker 5: One, what are the. 165 00:08:50,520 --> 00:08:53,280 Speaker 6: Things that we can do to encourage more people to 166 00:08:53,320 --> 00:08:57,120 Speaker 6: become teachers? What sort of national coordinated action can we 167 00:08:57,160 --> 00:09:00,200 Speaker 6: take on that front? Secondly, what can we do to 168 00:09:00,360 --> 00:09:03,959 Speaker 6: prepare student teachers for the workforce they're about to enter. 169 00:09:04,080 --> 00:09:06,920 Speaker 6: And thirdly, what do we do to keep the fantastic 170 00:09:07,000 --> 00:09:08,840 Speaker 6: teachers that we already have. 171 00:09:09,320 --> 00:09:12,680 Speaker 2: So governments are tackling this crisis in a number of ways, 172 00:09:12,760 --> 00:09:16,440 Speaker 2: including improving teaching courses so that means more funding for 173 00:09:16,559 --> 00:09:19,920 Speaker 2: university places and for scholarships, as well as reviewing how 174 00:09:20,040 --> 00:09:24,040 Speaker 2: teaching is actually being taught at universities. There's an underlying 175 00:09:24,120 --> 00:09:28,480 Speaker 2: commitment to addressing teacher workloads, so you know, reviews of 176 00:09:28,480 --> 00:09:31,839 Speaker 2: looking into how to cut down on unnecessary work taken 177 00:09:31,880 --> 00:09:35,880 Speaker 2: on by teachers, also by admin staff, things like report writing, 178 00:09:36,000 --> 00:09:39,840 Speaker 2: unpaid extracurricular activities, and also ways to help teachers with 179 00:09:39,960 --> 00:09:43,920 Speaker 2: lesson planning, so giving better resources to teachers to sit 180 00:09:44,000 --> 00:09:47,800 Speaker 2: alongside the national curriculum. Now, it's worth mentioning that these 181 00:09:47,800 --> 00:09:51,400 Speaker 2: are all quite theoretical so far. The Action Plan was 182 00:09:51,440 --> 00:09:54,800 Speaker 2: released last December and it's really more of an aspirational 183 00:09:54,840 --> 00:09:58,000 Speaker 2: guide for how governments want to approach the issue. But 184 00:09:58,080 --> 00:10:00,920 Speaker 2: it is certainly recognition from all levels of government that 185 00:10:01,000 --> 00:10:03,880 Speaker 2: there is a problem here. So Zara, having had this 186 00:10:04,000 --> 00:10:08,000 Speaker 2: chat today and watching that campaign together, why did you 187 00:10:08,040 --> 00:10:10,800 Speaker 2: want to go into teaching and has that changed. 188 00:10:11,840 --> 00:10:14,720 Speaker 4: Look, I think the reason that I wanted to go 189 00:10:14,800 --> 00:10:19,600 Speaker 4: into teaching was that I truly thought that I had 190 00:10:19,600 --> 00:10:24,280 Speaker 4: an exceptional time at school and through my education system, 191 00:10:24,280 --> 00:10:26,920 Speaker 4: and that I thought that I wanted to give other 192 00:10:27,200 --> 00:10:30,600 Speaker 4: people the opportunity to have access to the type of 193 00:10:30,800 --> 00:10:32,599 Speaker 4: you know, learning that I did and the type of 194 00:10:32,640 --> 00:10:35,720 Speaker 4: teachers that I did. I think it is an incredibly, 195 00:10:36,520 --> 00:10:42,280 Speaker 4: incredibly difficult career that is oftentimes glossed over and I 196 00:10:42,280 --> 00:10:46,120 Speaker 4: think misunderstood, especially the workload that comes with it. And 197 00:10:46,400 --> 00:10:49,600 Speaker 4: I certainly didn't appreciate that at school, let alone, you know, 198 00:10:49,600 --> 00:10:53,040 Speaker 4: when I was considering what to study at university. I think, 199 00:10:53,120 --> 00:10:56,640 Speaker 4: in a way, what we do now, in my mind, 200 00:10:56,880 --> 00:11:00,880 Speaker 4: kind of ticks the box of teaching. I feel like 201 00:11:01,640 --> 00:11:04,640 Speaker 4: I wanted to teach to be able to like start 202 00:11:04,720 --> 00:11:07,520 Speaker 4: conversations with students in the way that my teachers did 203 00:11:07,559 --> 00:11:09,520 Speaker 4: and the way they supported me. And I do feel like, 204 00:11:10,040 --> 00:11:12,760 Speaker 4: hopefully through the daily ods, I do get that avenue, 205 00:11:12,760 --> 00:11:15,280 Speaker 4: even if it's you know, not in a formal kind 206 00:11:15,320 --> 00:11:18,720 Speaker 4: of classroom setting. And I do still think that there 207 00:11:18,760 --> 00:11:21,800 Speaker 4: is an element of teaching that we're doing here, So just. 208 00:11:21,760 --> 00:11:23,040 Speaker 2: A bit less marking though. 209 00:11:23,160 --> 00:11:26,920 Speaker 4: A bit less, just comment sections and dms to deal with, 210 00:11:27,080 --> 00:11:29,880 Speaker 4: so basically the same. But I think that, yeah, the 211 00:11:30,000 --> 00:11:32,280 Speaker 4: essence is the same. And all I'd say is that 212 00:11:32,360 --> 00:11:36,120 Speaker 4: I'm grateful for the amazing teachers I had. I know 213 00:11:36,200 --> 00:11:38,880 Speaker 4: that one of them, Misstang, listens to this, so hello, 214 00:11:39,360 --> 00:11:42,559 Speaker 4: and that yeah, we should always be grateful for our teachers, 215 00:11:42,600 --> 00:11:45,680 Speaker 4: and especially for those who are heading into a career 216 00:11:45,720 --> 00:11:47,679 Speaker 4: that you know, we know that there is a problem, 217 00:11:47,720 --> 00:11:49,720 Speaker 4: but hopefully they can all be part of the change together. 218 00:11:50,200 --> 00:11:52,760 Speaker 2: That's all we've got time for on today's episode of 219 00:11:52,800 --> 00:11:55,360 Speaker 2: The Daily Odds. If you learn something from this episode, 220 00:11:55,400 --> 00:11:57,680 Speaker 2: you can keep the conversation going. Maybe you've got a 221 00:11:57,679 --> 00:11:59,679 Speaker 2: teacher in mind that you can send this to, or 222 00:11:59,720 --> 00:12:02,080 Speaker 2: you can throw this link in your mate's group chat. 223 00:12:02,320 --> 00:12:05,920 Speaker 2: We'll be back again on Monday morning. Have a great weekend.