Don’t Blame the Schools or the Teachers - It’s the Education System that is limiting.
In 2018 a Federal Government Review of Education led to a report titled ‘From Growth to Achievement’ which outlined the need for massive systemic change to the Australian Education System. We’ve moved beyond the industrial era but continue to educate children for the past. Our school system, designed for the 19th century, has witnessed little real systemic change as we’ve accelerated into the 21st century. There is little to incentivise schools to embrace societal changes, and emerging technological opportunities and advancements, as they face constraints including inflexibility in curriculum delivery, reporting and assessment regimes. The result has been a decline in the student outcomes in ‘every socio-economic quartile and in all school sectors …… equivalent to a generation of Australian school children falling short of their full learning potential’ (Gonski, 2018).
Despite this, many schools have made great in-roads to change offering flexible pathways, alternative provisions and are catering to student needs in all sorts of innovative ways. But the system in which they operate refuses to allow these successes to be recognised nationally or extended to mainstream provision, and hence they become limited to the individual schools or teachers who promote them. There is so much evidence that the system is broken, and so many calls for change from so many parties, including a Federal Government Inquiry, that the only sensible reasoning as to why change hasn’t occurred is that systemically there is no blue print for how this can be achieved.
The Inventorium set out to provide that blue print. We set out to see if it was possible to design an education system that could fulfil the Gonski recommendations while continuing to provide nationally standardised qualifications - and it was. But the implications for schools in implementing such a system is huge. No longer can they be organised around subjects, and years; no longer can the timetable dominate the operations of the institution; and no longer can teachers singularly associate themselves with a narrow area of subject matter expertise. Implementing a system such as the Inventorium requires vision, exceptional leadership and change management skills, and confident, facilitative teachers who simply love to see students succeed regardless of what subject they are succeeding in.
If your school meets this criteria, even if only for part of the school, we’d love to work with you to start putting the blue print into practice to co-create the future education system in Australia.
Download a full copy of the Gonski Report here.
The Federal Government report ‘From Growth To Achievement: Report of the Review to Achieve Educational Excellence in Australian Schools’ makes a number recommendations that require fundamental systemic change to the education sector. You can download the full report here to review the findings and recommendations yourself.
The Inventorium has been designed to address the recommendations of the Gonski report while drawing on other research into school disengagement, and the future of work. It seeks to bridge the gap between disengagement and employability, by allowing young people to create their own future.
Our White Paper on a future education system can be downloaded here.
The Education System is Broken: Stop putting Bandages on a Corpse!
“We need to shift from a provider-centered system to a learner- and employer-centered system. A successful future would be providers operating across a network that workers, young people and employers can access at every stage of their lives, so they can build the knowledge and skills they need to thrive.”
- Business Council of Australia (2018) Future-Proof Australia’s post-secondary education and skills system. Melbourne: Business Council of Australia.