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Schools Go Woke – Parents Go to Home-Schooling

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In five years there’s been a 111% increase in parents choosing to home-school their children. Despite an overwhelming amount of evidence, the Australian Curriculum, Assessment and Reporting Authority (ACARA) says there’s no problem with woke or politically biased content in the curriculum.

Our children are suffering from these authorities who are telling the education system to lose their focus on the basics like literacy and numeracy. It’s a simple problem to fix, but we can’t begin until people acknowledge the problem exists.

Transcript

Senator ROBERTS: Thank you for attending today. Between 2003 and 2015, national averages in mathematics declined 26.7 points. That’s 5.1 per cent. As of today, almost 50 per cent of Australian students in year 10 are failing science literacy tests. Around 30 per cent of students are not making sufficient progress in both literacy and numeracy, falling short of the NAPLAN proficiency benchmark. In the average classroom, eight out of 24 students—that’s one-third—cannot read at the expected grade level, lacking proficiency. Would you agree that improving literacy and numeracy should be the No. 1 priority of the agency?

Mr Gniel: Just to be clear, I think you’re quoting from some PISA reports there, from between 2003 and 2015—just so I know the reference point for that.

Senator ROBERTS: Normally I’m provided with it, but I don’t have it.

Mr Gniel: That’s alright.

Senator ROBERTS: They’re pretty startling figures.

Mr Gniel: Yes, and to 2015, which was a while ago now. There has been some movement. That’s why I’m asking whether those are PISA results. I think we’re all well aware, as I said previously to Senator Henderson, that there continue to be areas of challenge. You’ve mentioned two there. Of course, literacy and numeracy are the foundation for knowledge acquisition across the curriculum, and they are incredibly important, as you say. As to whether they are the only ones, I would say no, particularly in this day and age. They provide the foundational skills. I think it was in the Shergold review that there was an argument that digital literacy was becoming a third foundational component. That is something that we all need to consider—that the foundations are expanding in terms of what we want our children to learn and understand to engage with society at large at the moment. Part of our challenge is how we support those students with the broader range of skills that they will need in the future, whilst ensuring they have the foundational skills that they will need to support all of that for their entire lives. Just to be clear, yes, literacy and numeracy are foundational skills that are of utmost importance.

Senator ROBERTS: That’s pleasing to hear. Are you aware of any political bias in the educational system or the national curriculum?

Mr Gniel: No. Political bias—I think you’d probably need to give me an example.

Senator ROBERTS: I’ll give you some examples in the next couple of questions. In 2005 the Australian Education Union president, Pat Byrne, spoke about the union’s success in influencing curriculums in the educational sector. She said: We have succeeded in influencing curriculum development … The conservatives have a lot of work to do to undo the progressive curriculum. Are you denying there has been any influence on curriculum development by political partisans? They seem to be taking credit for it.

Mr Gniel: The ministers across the country approve the Australian curriculum, so I think that probably answers your question. You’d have to talk to them about the factors that go into their mind. ACARA provides advice on the curriculum content through extensive consultation and work with experts about what should be the content.

Senator ROBERTS: Do you do research into what could be happening in the curriculum, in the implementation?

Mr Gniel: Yes. That’s part of our remit.

Senator ROBERTS: That’s good. I’ll quote from an article in the Australian from September 2023, ‘Universities deliver “woke” degrees to trainee teachers who demand more practical training’. It says: … lecturers have critiqued the “social and political content” of the Australian Curriculum, mandated by the nation’s education ministers—presumably states—for teaching children from primary through to year 10. A lecture slide notes, “we aren’t even doing a very good job”, tallying up 19 references to social justice, Aboriginal rights, invasion, colonisation, the Stolen Generation, assimilation, social justice and racism. It doesn’t sound like we’re focusing solely on literacy and numeracy; it sounds like we’re getting a lot of distractions that people can make up for in their own interest.

Mr Gniel: I think the curriculum has eight key learning areas already. Of course, mathematics and English are in there. Literacy and numeracy are part of the general capabilities, which, as you would understand, are across all of those eight key areas. You need literacy and numeracy skills to engage with science.

Senator ROBERTS: And even for digital?

Mr Gniel: Correct. Digital is one of those general capabilities as well. Part of the challenge is the breadth of the curriculum and what we’re asking our children to learn. The foundation is literacy and numeracy, but that is insufficient. It needs to be much broader than that. We talk a lot about knowledge acquisition. You’ve heard Dr Donovan here today talk about the best way to do that—the research that’s being done on cognitive load theory and how we get students to learn and understand the content we expect of them through the Australian curriculum.  You’re right: it isn’t just about English and maths; it’s much broader than that. I don’t think anyone would disagree that we need science and digital, as you’ve been talking about. This committee has also asked me previously about behaviour. We do expect teachers to teach personal and social capabilities as part of the curriculum as well. These are important building blocks to pull all of that together, so when they leave school they can work in and contribute to society, a society that is ever-changing.

Senator ROBERTS: What makes us unique as a species—maybe dolphins have it—is numeracy and certainly language, except maybe dolphins and whales. We have sophisticated language, and it seems like numeracy and literacy are playing second fiddle to many other things that are just being shoved into a woke agenda, as that teacher said. In just five years, between 2018 and 2023, Australia has recorded a 111 per cent increase in homeschool registrations. Do you take any responsibility for setting the curriculum that’s driving that shift? In other words, what I’ve heard, anecdotally, from many people in different states is that children came home during COVID lockdowns and they followed a curriculum. Parents were absolutely shocked and said, ‘You’re not going back to normal school. You’re staying homeschooled.’ I know a lot of people are homeschooling their children because of that. They’re not happy with the curriculum at all.

Mr Gniel: It’s not really something I can comment on. We set the Australian curriculum and then, in terms of the states and territories and the individual school systems, they regulate homeschooling. If there’s evidence out there that you’re talking about—I understand that you’re saying it’s anecdotal evidence.

Senator ROBERTS: The 111 per cent is measured, the increase in homeschooling.

Mr Gniel: Sure, but—

Senator ROBERTS: The driver I’m talking about is anecdotal.

Mr Gniel: That’s right. I’m not aware of any research that’s saying the driver is curriculum. I accept that that’s what you’ve heard.

Senator ROBERTS: It might be the states’ interpretation or implementation of the curriculum. I don’t know.

Mr Gniel: Potentially. Yes, that’s right. I guess that’s why it’s hard for me to comment; I don’t have that information.

Senator ROBERTS: Is there any interest from ACARA to go and research that? What do you do research on? Do you research with parents about their satisfaction or otherwise with the curriculum?

Mr Gniel: As part of our work, when we reviewed the curriculum, for instance, there was a public review of that. We took all of that into account when we provided that reviewed curriculum to ministers. So, yes, there’s a forum for the public to contribute to that process.

Senator ROBERTS: A forum but no formal research, apart from a forum that’s one-off when you do a review?

Mr Gniel: They’re an incredibly important stakeholder group, of course.

Senator ROBERTS: Parents? Absolutely.

Mr Gniel: I met with parents associations a couple of weeks ago, and whenever I go to different states and territories I also meet with the local parents associations. That’s across the sectors of government schools, Catholic and independent as well, so I get feedback from them. One of the things I mentioned in my opening statement was the translation of some of that information into other languages. That specifically came from parent groups saying, ‘It’s really important that we have information that’s accessible to all parents, including those where English is a second language.’

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Universities are Ripping off Students and the Country

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Many graduates are asking whether attending university and getting a HECS debt was worth it.  For many, the answer is no.

With Vice-Chancellors earning over $1 million a year, degrees are costing more yet worth less.

One Nation would stop universities ripping off students and cut the HECS debt being accumulated. We’ll also require universities to publish the average salaries of graduates for each degree, so you know what you’re signing up for.

Transcript

I speak on the Universities Accord (Student Support and Other Measures) Bill 2024. The university degree system is failing our students and our country. Schoolies is happening right now on the Gold Coast and across the country. These school leavers are too busy celebrating finishing high school to be listening to this speech. Yet maybe their parents will be listening. To schoolies I say: this is the last break some of you will have before heading to university. Enjoy it. Be warned: universities do not have your best interests at heart. Today, they act like a greedy corporate business, and you’re their cash cow. For people heading to uni, please be aware that you’re taking on a very big HECS debt. That debt is meant to be in return for something. Uni is meant to give a good qualification that students can turn into a sound career. For many people, though, universities aren’t doing this any more. Instead, unis are loading up school leavers with millions in debt for degrees that aren’t worth the paper they’re printed on. 

Many people watching might wonder how they’re getting away with this. If a uni doesn’t give you a degree that can enable you to earn money, and you can’t pay back the debt, then the unis should go broke, right? HECS is completely different. The uni gets the money upfront from the government—from the taxpayers. Then you owe HECS to the government, seemingly forever for some students. The uni gives you a degree that doesn’t live up to its promises and immediately laughs all the way to the bank while you’re stuck paying HECS debt to the Albanese Labor government. The universities’ lust for money shows up in the data. In 2005-06, an average person with a HECS debt owed $10,400. Today, the average debt is an astonishing $27,600. That’s nearly triple in a bit under 20 years. 

The entire system needs a fundamental reset. One Nation believes that the future students at schoolies right now should be given all of the information to make an informed choice about their future. This bill does not help students do that. Every university should be forced to publish the average salary of graduates from each year and degree at one year, five years and ten years after completion as a form of accountability and quality control, putting responsibility back on the universities. This would break the university scam of treating students like cash cows to load up with debt for useless degrees. It would empower school leavers to make a choice that matches their goals based on real-world data, not leave them in the dark. This data is available. Every uni student is required to have a unique student identifier number—a USI. Everyone with a HECS debt has a tax file number. These have been going for years. It would be simple to match up tax file numbers with unique student identifiers and publish graduates’ average earnings, anonymised to protect identity. 

But the government won’t do this, because universities are powerful. They earn unfathomable amounts of money with amazingly overpaid vice-chancellors at their heads—and there’s the core. As the Australian Financial Review’s journalist Julie Hare reports: 

In 2022, Paddy Nixon, the then-vice chancellor of the University of Canberra, which was ranked equal 421st best university in the world, took home a salary package of $1,045,000—the same as Dame Louise Richardson who was running the world’s best university—Oxford. 

In South Australia, Colin Stirling, boss of Flinders University—which ranked 380th in the world—took home a pay packet of $1,345,000. That’s not bad, considering it was over $100,000 more than the salary of Lawrence Bacow, who was head of Harvard University! At the University of Queensland, the vice-chancellor earns over $1.2 million a year—more than double what the Prime Minister earns. 

Despite being defined as not-for-profit and exempt from tax on revenue, these universities are making billions of dollars. In 2023 the University of Queensland generated $2.6 billion in revenue. Half of that, $1.3 billion, was spent on employee expenses, like the vice-chancellor’s salary. The University of Queensland sits on a piggy bank of more than $4.1 billion in net assets alone. These universities are not simple little charities. They’re huge businesses rivalling the top 10 companies on Australia’s stock market. They have abused the social contract with our country and the generous guarantees that governments—taxpayers!—give them. 

This bill would make some minor changes to the indexation of HECS debt, bringing it down from 16 per cent over 2½ years to 11.1 per cent. But it only tinkers around the edges. This bill does nothing to address the fact that the average HECS debt has tripled in two decades. It does nothing to make sure that it’s worthwhile getting into debt for a degree. It does nothing to address the fact that many people going to university would be better off getting a trade qualification. It does nothing to address universities using prerecorded lectures, sometimes more than three years old, and playing them back once a week forever. There’s no expense, just lots of revenue. 

One Nation’s plan for HECS debt and universities would fix all the things this bill does not fix—all the things that this bill neglects. Inflation is compounding in a way that the original architects never expected. We need to stop the pile-on and give people time to pay down their debt. To do this, One Nation would freeze HECS indexation completely for the next three years. 

Secondly, universities must be made accountable for the degrees they’re delivering and the education they’re not delivering. One Nation would force universities to publish the average salaries of graduates from their degrees one year, five years and 10 years after graduation, so that students know what they’re signing up for. Is the debt going to be worth it? 

Delivering degrees is getting cheaper, so course fees should be getting cheaper too. One Nation would cut the fees for subjects that use repeated, prerecorded lectures and large numbers of group assignments. Our universities should be focused on delivering a good education for Australian students first. They should be focused on students first and on delivering good education. One Nation will enforce English standards for international students, so that universities aren’t sacrificing Australian educations to increase profit from international students—to the detriment of Australian students. We’ve discussed that in the past. I’ve raised it. 

Finally, having a HECS debt shouldn’t mean graduates are locked out of buying a house, which they are at the moment. In combination with our people’s mortgage scheme, offering five per cent fixed-rate mortgages, people with a HECS debt would be able to roll their debt into a home loan and pay it off together. Where they can’t get a loan from the bank because of their HECS debt, One Nation will get HECS debtors into a stable, clean, cheap home loan. 

Mr Andrew Norton, a professor in the practice of higher education policy noted during the inquiry into this bill: 

All parts of the system – the original fees charged, the indexation arrangements, and the repayment system – need to work together in a coherent way … 

The parts of this system are not working for the country. Instead, they’re working for highly paid vice-chancellors and the consultants in the education sector. 

One Nation believes in a university system that works for the students that choose to study there and in the same type of support for people doing a trade. Until we fix the core parts of the system, the Universities Accord (Student Support and Other Measures) Bill 2024 is merely tinkering around the edges. That’s all it’s doing. One Nation will make the changes needed to ensure a university system to serve students and to serve our country. 

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Pornographic Book for Kids Shortlisted for Prime Minister’s Literary Award

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The pornographic publication – Welcome to Sex – which is aimed at children, was shortlisted for the Prime Minister’s Literary Awards. This book is unclassified, meaning it can be accessed by children of any age, and is found in the children’s section of many libraries.

I asked Creative Australia how this could happen. The answer was disturbing and effectively amounts to a confession that their industry experts and selection panel have become so desensitised to sexual content for children that no one thought teaching young children about sexual techniques—topics that most adults would find inappropriate—was a problem. Instead, it was seen as something that should be encouraged, leading to it being shortlisted for the award.

One Nation is committed to implementing measures that will allow children to be children, protecting them from exposure to adult sexual material before they reach their teenage years.

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Education, not Indoctrination!

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The State Governments constantly come begging to the Commonwealth for money for schools which are State Government responsibility. This money inevitably ends up going towards ‘woke’ agendas, such as those promoted by Queensland Premier Steven Miles.

Drag queen story times, welcome to country and gender affirmation in schools is ridiculous and taxpayers shouldn’t be funding such programs.

I have long called for education to be about the basics: Education NOT Indoctrination!

Transcript

The schooling resource standard, or SRS, estimates the amount of public funding that schools need to meet their students’ educational needs. As of 2024, the Commonwealth is responsible for providing 20 per cent of public schools funding and, in line with this arrangement, states are required to take on 75 per cent, leaving a five per cent gap. The Commonwealth wears extra loadings for medium and small schools, which is estimated to cost the federal government $600 million in 2024 alone, as well as other student based loadings. 

This scheme was agreed upon between the federal, state and territory governments under the National School Reform Agreement. Australia is a federation of states, and education is a state responsibility. Not only are the states failing to meet their 75 per cent target; they’re demanding that the federal government tip in more money for an additional five per cent. It is hypocrisy for the Victorian education minister, Ben Carroll, to suggest that the federal government should cut its funding to non-government schools to make up for it. The Commonwealth is already paying its fair share and meeting its target as outlined in the schooling resource standard, and the states are not paying their fair share—their agreed share. The states have even declined the offer of the federal government taking on an additional 2.5 per cent to help in closing the gap. They are asking for the full five per cent. How can the states ask for anything when they’re not even meeting their own target? 

It’s worth noting that, in Australia, states and territories are responsible for the majority of public school funding, to which in 2024 alone the Commonwealth government is contributing $11.2 billion. Contrary to union bosses’ claims, the federal government over the past decade has taken on a greater share of the responsibility of funding schools. In fact, in 2013-14, states were responsible for 87 per cent of public school funding. Today that share is 12 per cent lower. It’s not the Commonwealth’s job to make up for the states’ fiscal illiteracy and mismanagement or the states’ pursuit of woke agenda. Look at Steven Miles, the Premier of Queensland. He is driving an agenda that includes gender bending and kiddies talk. 

Senator Allman-Payne interjecting— 

Senator ROBERTS: Senator Allman-Payne was talking about human relations. This is bending our children. That’s what we’re paying for. We should not be paying for that. Reading kids drag queens’ story times in schools—ridiculous! It’s left to the parent to defend their children and come in and stop it. One Nation stands on the fundamental idea that education is a state responsibility. We support Senator Tyrrell’s matter of public importance, and we thank her for it. 

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Audit of Aboriginal Spending Is Necessary!

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The 2024 NAPLAN results revealed that in the Northern Territory, students in Year 9 performed worse than when they were in Year 3. My question to Senator McCarthy, the Minister for Indigenous Australians, focused on why Aboriginal children in the Northern Territory are falling behind as they progress through school. 

Despite billions spent by successive Liberal and Labor Governments on Aboriginal education, the results are disappointing. It is clear that an audit of spending into the Aboriginal industry, as proposed by One Nation, is necessary to determine where the funds are going and why they are not reaching the children who need them most. 

The 2024 NAPLAN results highlight a concerning issue: the academic performance of Aboriginal children in the Northern Territory is alarmingly poor. An overwhelming 90% of these students require additional assistance, meaning they are testing below the expected standard—twice the national average.

Even more troubling is the trend where Aboriginal students performed better in Year 3 compared to Year 9 – this suggests that the longer Aboriginal students spend in the school system in the Northern Territory, their education outcomes deteriorate.

One Nation has frequently sought an inquiry into the allocation of funds for Aboriginal Affairs and where it is being spent – clearly it is not on education. Although the Minister isn’t accountable for what has gone on in the past, she is responsible for any actions taken going forward.

Transcript | Question Time

Senator ROBERTS: My question is to the Minister for Indigenous Australians, Senator McCarthy. The 2024 NAPLAN results are out and call into question the entire education process for Aboriginal Australians in the Northern Territory. These children, to whom our nation owes a duty of care, recorded worse NAPLAN scores in year 9 than in year 3. Minister, please explain why Aboriginal children in the Northern Territory go backwards the longer they stay in school?

Senator McCarthy: Thank you, Senator, for your question, and thank you for joining me this week when I reached out across the aisle to all parliamentarians from every party to try and close the gap in many of these areas, including education and educational attainment. Clearly, that’s one of the things that we’ve tried to do, in terms of the Northern Territory. For example, just recently Minister Jason Clare came to the Northern Territory to work with the NTG on an agreement to boost education funding for all public schools across the Northern Territory—and I know that he’s also trying to reach out to all the states across the country. We certainly are very disappointed in terms of the NAPLAN results. One of the things I know is that, in regard to Alice Springs, for example, getting the kids to school is our biggest challenge. We’ve seen how we’ve had many difficulties with this in Central Australia in particular—but they are mirrored across many of our regions, even in your state of Queensland—where we need to work harder in terms of getting First Nations people even to school, let alone trying to pass the simple examination at such a young age, with NAPLAN. I commend the education minister for the work that he’s doing in the space, Senator Roberts. I know we have a
long way to go, but we are certainly trying to do that in terms of our work in the Northern Territory.

The PRESIDENT: Senator Roberts, first supplementary?

Senator ROBERTS: The percentage of Aboriginal children in the Northern Territory who NAPLAN classified as needing further assistance was 90 per cent—90 per cent. In Queensland it’s only 56 per cent, and Queensland is a standout failure in this round of NAPLAN. Minister, can you assure the Senate that every cent of federal government money dedicated to the education of our Aboriginal community is spent appropriately?

Senator McCarthy: Thank you for the question, Senator. I can certainly assure the Senate that I will be working very hard, across party lines, in the role that I now have as Minister for Indigenous Australians. I do want to see a great improvement in the lives of First Nations people but in particular of our children. I certainly will do that, Senator Roberts, and I’m more than happy to keep working with you in terms of the issues that are going on in Queensland. Can I just point out again, though, with regard to the funding that we are providing, that, as I said, two weeks ago Minister Clare signed an historic school funding agreement. Under the agreement the Australian government will invest an additional estimated $736.7 million from 2025 to 2029 in Northern Territory public schools. I’m certainly happy to look at further information in regard to Queensland.

The PRESIDENT: Senator Roberts, second supplementary?

Senator ROBERTS: The Greens are assisting this government in suppressing any inquiry into federal government assistance given to the Aboriginal community. We heard Senator Cox’s comments in the chamber yesterday on many topics, including native title. Minister, if you continue to block an inquiry into and audit of the use of funds given to the Aboriginal community, how can you assure the Senate that there’s no corruption, waste and cronyism occurring?

The PRESIDENT: Minister Wong?

Senator Wong: Can I just ask for consideration of whether that’s an appropriate supplementary to a question about NAPLAN results in the Northern Territory?

The PRESIDENT: Senator Wong, I remind the chamber that Senator Roberts’s second question did go to funding, so it does flow from the first supplementary. Minister.

Senator McCarthy: Thank you, Senator Roberts. Can I firstly say, in regard to comments around Senator Cox, that Senator Cox is very dedicated to working to improve the lives of First Nations people so I would caution any slur against her work in that space. What I would say, though, Senator Roberts, is that the government has invested more than $110 million in initiatives to support First Nations children, students and organisations. We are committed to strengthening the formal partnership arrangements, in line with the Closing the Gap priority reforms. Senator Roberts, you met with the co-chair of the joint council—and that was Pat Turner—in reaffirming that commitment, and I look forward to working with you and others on that.

The PRESIDENT: Senator Roberts.

Senator Roberts: The question was one of irrelevance before Senator McCarthy sat down. I asked: how can you assure the Senate—

The PRESIDENT: Senator Roberts, firstly, that’s a debating point and, secondly, the minister has finished her answer.

Transcript | Take Note

I move: 

That the Senate take note of the answer by the Minister for Indigenous Australians (Senator McCarthy) to a question without notice I asked today relating to NAPLAN testing in the Northern Territory. 

I thank the minister for her clear answers. In reviewing the results from this year’s NAPLAN this morning, one thing stood out: the results showing 90 per cent of Aboriginal children in the Northern Territory were classified as ‘requiring further assistance’. That is double the national average. Even more troubling were the results showing Aboriginal students tested more positively in year 3 than they did in year 9. This means the longer an Aboriginal student spends in school in the Northern Territory, the worse their educational outcomes become. Clearly, the education system is failing Aboriginal children. The reason why is not understood, yet this problem has existed for years. The minister can’t be held responsible for the result of this NAPLAN. The poor result is a collective failure of the parliament. 

This year, the federal government will spend $5 billion directly on Aboriginal programs. Inquiry into the continued failure in the provision of services to the Aboriginal community is being blocked through actions of Aboriginal industry lobbyists here in this chamber. Those in this chamber who exploit and perpetuate disadvantage for political gain have voted down repeated attempts from Senators Hanson, Nampijinpa Price and Kerrynne Liddle to understand how so much money could achieve so little benefit. 

One Nation’s reward for caring about Aboriginal welfare was for Senators Cox and Ayres to, last night, call One Nation racist and use other labels. It’s not racist to want every Australian child to have access to education no matter the circumstances of their birth. It’s not racist to make sure every cent we send to these communities is spent for the benefit of the community. Labels are the refuge of the ignorant, the incompetent, the dishonest and the fearful. Labels are the resort of those lacking data and logical argument. 

I look forward to working with Senator McCarthy, one day, to achieve better outcomes for Aboriginal communities, and, in this chamber, I look forward to less name calling and more constructive dialogue, meaningful dialogue for the people who we are supposed to represent. Question agreed to. 

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Community Forum in Hamilton

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Join me and Michelle Wilde, your One Nation Candidate for Clayfield, for this FREE community forum on Queensland’s Crime Crisis!

🗓️ Friday, 9 August 2024
🕒 6 pm to 10 pm
📍 Hamilton Hotel, 442 Kingsford Smith Drive, Hamilton

Queensland has recently been labeled ‘Australia’s Crime Capital,’ with nearly 300,000 residents affected by crime in the past year alone. The numbers are staggering: 58,479 assaults, 49,490 break-ins, and 18,210 car thefts—making Queensland’s crime rates 12% higher than New South Wales, despite its smaller population | https://senroberts.com/qld-crime.

This is an opportunity to share experiences and concerns with us and fellow residents.

RSVP: https://qld.onenation.org.au/crime-crisis-forum

Dining in? Please book directly with the hotel on (07) 3268 7500 or book online here: https://www.hamiltonhotel.com.au/dining

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Free Community Event in Tingalpa

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🌟 Join us for a FREE community forum hosted by David White, your One Nation Candidate for Lytton in the Queensland State election.

📅 Thursday, 8 August 2024
🕒 5:30 pm to 8:30 pm
📍 Tingalpa Hotel, 1563 Wynnum Road, Tingalpa

Are you feeling the pinch of rising costs, mortgage stress, and house affordability? You’re not alone!

📢 Voice your concerns in our Q&A and connect with your community!

RSVP here: https://qld.onenation.org.au/community-forum-cost-of-living-and-housing-crisis

Dining in? Please book direct with the hotel on 07 3213-9660 or online here: https://tingalpa-hotel.resos.com/booking

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Queensland Labor Buckles Under Pressure

I’m grateful for the news that the State Labor government has buckled under pressure and agreed to withdraw its flawed legislative changes to homeschooling. 

The overhaul of Queensland’s Education Act was put forward in state parliament last month. Two of the policies within the Bill triggered a staggering 900 public submissions via state parliament. Along with the many horrified parents, the Home Education Association stepped in and criticised many of the key reforms calling for a Home Education Advisory Board in its submission.  

Australia is famous for its ‘homeschooling’ successes. By virtue of the vast distances, many rural and regional families have used distance learning for decades with a choice of curricula.   

Homeschooling is an important right for Australians – in many cases it’s the only way to solve problems with bullying, to help low achieving students and give high achieving students the stimulus they need. Homeschooling families are a rising demographic, and act as an important barometer to assess how schools are serving students and parents.  

Yet again, Queensland’s Labor government failed to consult with or listen to Queenslanders. The proposed Education Bill’s changes to homeschooling were a knee-jerk reaction aimed at cracking down on parents who choose to educate at home. Many of these parents reached out to me in alarm.  

The vast majority of homeschooling parents are deeply invested in their children’s education and wellbeing. It’s their motivating factor. These families strive for a diverse education that reflects the individuality of children. They’ve chosen not to adopt the cookie cutter curriculum available in state education and are aware the proposed changes would undermine the very reasons why they’ve chosen homeschooling as the preferred mode of education for our children.    

The Bill proposed to amend the Education (General Provisions Act) 2006 and other legislation to:  

Modernise and improve education services by:  

  • enhancing the regulation of home education and streamlining the home education registration process  
  • removing the use of gendered language  
  • acknowledging wellbeing, inclusion and diversity  

Below, I want to share some of the feedback I have received from homeschooling parents along with some research my staff has undertaken on this topic. Like you, I’m aware this threat to homeschooling has not gone away. Australians must retain the freedom to educate our children without the indoctrinating influences being pushed on Australians through the efforts of the UN-WEF-WHO conglomerate. That much is clear in the voices of parents who wrote to me.  

What did QLD homeschooling families say about the proposed legislation?  

“This proposed change to legislation is not in children’s best interests because it removes a parent’s fundamental right to home educate their child. It proposes that parents need to “prove” home education is in their child’s best interests. Who gets to decide this? The same education system that many of these parents see as having has failed their children? The same education system that is seen as ‘grooming’ children to become transgender and introducing them to inappropriate sexualised content and behaviour in response to guidance from the United Nations World Health Organisation – a foreign organisation with no jurisdiction in our country?”  

“The essence of homeschooling lies in the freedom it affords children to learn in a manner that aligns with their individual interests, abilities, and learning styles. By imposing a mandated curriculum, these proposed changes would impede my children’s autonomy and hinder their ability to pursue education in a way that best suits their needs. If governments want parents to act more like teachers and follow the Australian curriculum, should they not also receive proper funding and a wage? It’s been reported that home educators save the government, and therefore taxpayers, upwards of $22,000 per homeschooled child.”  

“One of the primary motivations for homeschooling is to provide our children with a personalized learning experience that fosters their intellectual curiosity and allows them to learn at their own pace. These new regulations threaten to restrict this flexibility and stifle their natural inclination to explore and discover the world around them.”  

“Enforcing a standardized curriculum fails to recognize the diverse interests and talents of homeschooling students. It overlooks the fact that every child is unique and may thrive in different subject areas or learning environments. By imposing rigid educational requirements, we risk depriving our children of the opportunity to pursue their passions and develop their full potential.”  

“In essence, these proposed changes would not only undermine the fundamental principles of homeschooling but also limit my children’s ability to learn and grow in a way that honours their individuality and creativity.”  

“Ms Di Farmer, the Minister of Education seems out of touch with Homeschooling Education and has not even consulted with the homeschooling parents concerning these amendments. She received over 1300 negative comments within a few days on her Facebook page from upset and angry homeschooling parents that do not want these changes implemented.”  

“These staggering amendments to this legislation are an attack on every homeschooling family and taking away the freedom to choose how to educate our own children in the best possible way. The current Australian Curriculum, with its rigid structure and overloaded content, often fails to resonate with many children and can lead to disengagement from the learning process. It is evident that a one-size-fits-all approach does not effectively cater to the unique learning styles, interests, and abilities of every student.”  

“The Australian curriculum is not in the best interest of every child and parents should have the right to choose the best way to educate our children. These legislative changes would have a detrimental effect on homeschooling parents and children. This is effectively taking away parental rights and the freedom of choosing the best way to educate children.”   

“Rather than imposing stricter regulations, Queensland should celebrate the individuals who are prepared to give their time and energy to their children. The results often speak for themselves, and Australia benefits from this commitment and must honour this freedom of choice.”     

“A collaborative dialogue is always a better approach. The committee could view the commitment level of homeschooling parents which constantly ensures that these children have access to a high-quality education that meets their unique needs.”   

“It appears that the committee would be better off prioritising understanding and addressing the root causes of homeschooling trends. This entails listening to and considering the feedback from homeschooling parents, who are directly impacted by these legislative changes. Their insights and experiences are invaluable in shaping effective policies that support the diverse needs of families while ensuring the well-being and educational success of children.”  

“We need to work towards a more inclusive and responsive educational system that respects the choices and concerns of all families.”  

Homeschooling across Australia  

Data from Queensland’s Department of Education shows a 20% increase during 2023, with 10,048 registered home schoolers up from 8,461. Over the last five years, there has been a 152% growth in primary students and 262% growth in high school students who are home schooled in the state.  

In New South Wales, 12,359 students were registered for homeschooling in January 2023, a 37% jump on the 2022 figures. In Victoria, the most recent figures show there were 11,912 homeschooled students as of December 2022, an increase of 36% since 2021.  

Across the country, there are more than 43,000 legally registered homeschooled students.   

Lion’s Education (a homeschooling site) says, the COVID-19 pandemic has shone a light on the way we educate children. The disruption to our lives forced people to throw convention out of the window and rapidly adapt to how we work, study and interact, shifting the dial on the ‘norm’. Homeschooling during this time is just one way that opened the door to new alternatives to help children learn and grow up to become productive members of society.   

As a result of the pandemic, many Australian parent’s hands were forced to adopt a hybrid education style as children could not attend regular school, causing various disruptions to their learning.  

Why are numbers growing?  

A 2023 Queensland government report shared data from a survey of more 500 parents in the state who homeschooled their children. It found 45% of families surveyed never intended to homeschool. It also found 61% had a child with a disability or health issue, including ADHD, autism, behavioural issues and mental ill health. Many also had concerns about bullying.   

Families also reported their child was not learning at school, and not wanting to go, so homeschooling became the only choice available. This reflects academic research, which finds most families who choose to homeschool have negative school experiences, withdraw because of bullying or are neurodiverse.  

While homeschooling was growing before the pandemic, the school-at-home arrangements during COVID led to a large growth in numbers. For some families, the experience showed them that learning at home was possible and enjoyable and they decided not to go back.  

Homeschooling is a valid choice  

International research suggests homeschooling outcomes are as good as at mainstream schools in terms of academic success. Homeschooling can work because it suits some children better and parents are motivated to help their children learn.  

  • The home-educated typically score 15 to 25 percentile points above public-school students on standardized academic achievement tests (Ray, 2010, 2015, 2017, 2024). (The public school average is roughly the 50th percentile; scores range from 1 to 99.)   
  • 78% of peer-reviewed studies on academic achievement show homeschool students perform statistically significantly better than those in institutional schools (Ray, 2017).  
  • Homeschool students score above average on achievement tests regardless of their parents’ level of formal education or their family’s household income.  
  • Whether homeschool parents were ever certified teachers is not notably related to their children’s academic achievement.  
  • Degree of state control and regulation of homeschooling is not related to academic achievement.  
  • Home-educated students typically score above average on tests that colleges consider for admissions.  
  • Homeschool students are increasingly being actively recruited by colleges.  
  • Research on homeschooling shows that the home-educated are doing well, typically above average, on measures of social, emotional, and psychological development. Research measures include peer interaction, self-concept, leadership skills, family cohesion, participation in community service, and self-esteem.  
  • 87% of peer-reviewed studies on social, emotional, and psychological development show homeschool students perform statistically significantly better than those in conventional schools (Ray, 2017).  
  • Homeschool students are regularly engaged in social and educational activities outside their homes and with people other than their nuclear-family members. They are commonly involved in activities such as field trips, scouting, 4-H, political drives, church ministry, sports teams, and community volunteer work.  
  • The balance of research to date suggests that homeschool students may suffer less harm (e.g., abuse, neglect, fatalities) than conventional school students.  
  • Adults who were home educated are more politically tolerant than the public schooled in the limited research done so far.  
  • 69% of peer-reviewed studies on success into adulthood (including college) show adults who were home educated succeed and perform statistically significantly better than those who attended institutional schools (Ray, 2017).  
  • Adults who were homeschooled participate in local community service more frequently than the general population (e.g., Seiver & Pope, 2022).  

Source: Research Facts on Homeschooling – National Home Education Research Institute (nheri.org)  

Summary  

If the state government wants more of a say in homeschooling it should consider doing more work with families. Listen to them, consult with them, and include parents in policy making about home education. Parents will see compliance with the legislation they helped create as a way to support their child’s education, not as a “punishment” for not sending them to a mainstream school.  

In Victoria and Tasmania, homeschooling families have been included on boards providing advice to government about regulation. This is what Queensland needs and hopefully what will happen now that the Bill has been squashed.  

No amount of documentation will help parents do a better job of homeschooling their children. The vast majority of homeschooling parents are capable and attentive to their children’s needs. The fact that these families are dissatisfied with the curriculum and the quality of education in the school system for their children’s needs says it all. It’s in the best interests of the state and federal governments to look to their own backyard and work out what they’re doing to ensure the best interests of the children put into their care are being met.  

Governments should also look more closely at why families leave schools. We know families are not homeschooling as an “easy option.” Often they are doing it because it’s a last resort and the school has let them down. Children who are being bullied or refusing school are better off at home.   

If you, as parents are prepared to make the effort to educate their children, the least the state can do is support you.  

  

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New NAPLAN Scoring Developed By Expert Teachers

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In the May-June Senate Estimates, I asked David de Carvalho, CEO of the Australian Curriculum, Assessment and Reporting Authority (ACARA) why the National Assessment Program — Literacy and Numeracy (NAPLAN) will no longer report progress through the NAPLAN ban system so that parents can see how their child is progressing relative to others?

In light of the latest disappointing NAPLAN results, which shows one in three children failing literacy and numeracy, I thought you’d be interested to hear his response.

Transcript

Senator Roberts: Thank you for appearing again. Why will NAPLAN no longer report progress through the NAPLAN bands so parents know how their child is progressing relative to other children?

Mr de Carvalho: Ministers decided on 10 February this year to move to a much better reporting system, which actually provides more meaningful information for parents. They will now be getting information that indicates where they are in terms of proficiency standards, which were agreed would be introduced as part of the national school reform agreement. The bands, if you go back to 2008, when they were set up, are essentially a statistical construct. We had a scale of around 1,000 points. The mean we set at 500. It was essentially divided into 10 bands. That number was relatively arbitrary. It could have been more. It could have been less. It’s a kind of a goldilocks number, if you like—a nice round number. The cut points in the bands themselves, unlike the new system, which we are introducing, didn’t have inherent educational value other than simply to be kind of marker points on a scale. It’s bit like telling a parent about their child’s height. They’ve moved from the zero to 20-centimetre band into the 21- to 40-centimetre band. Or, with weight, they’ve moved from the zero to 10-kilogram band into the 11- to 20-kilogram band. What parents really want to know is: is my child actually progressing at the normal rate or do they need additional support? These new standards—

Senator Henderson: I would disagree with that, actually.

Mr de Carvalho: The teacher view has been used to say, ‘What questions should children be able to answer to meet a challenging and reasonable expectation?’ We’ve used professional teacher judgement as opposed to a statistical or arithmetical division to identify the standard expected. That’s the one that we road-tested with parents. We asked them, ‘Would you prefer to see an individual student report with the numerical bands or this more meaningful information?’ They were quite unequivocal about it. They preferred the latter. It’s also not correct to say that parents won’t see their progress. Each individual student report has never reported progress. You need to keep the previous reports. Even if you are in year 3 and then year 5 under the new system, you may increase your NAPLAN score, say, from 250 to 300. You may still be reported in year 5 as strong whereas you were also strong in year 3 but the descriptors associated with ‘strong’ will indicate a higher level of capability. Parents will still be able to see that their child has progressed into a higher skill set. There will be more detailed information, more meaningful information, for parents through the new system.

Senator Roberts: Thank you for that. There are things in there that sound attractive, but I don’t understand it well enough. Perhaps you could tell me what is wrong with this description. Instead of providing a reading score in band 3, 4, 5 or 6, giving parents an idea of exactly where their child is in terms of progression, all of those bands will be replaced by the word ‘developing’. ACARA has said parents found the bands confusing. Isn’t that just an indictment on your failure to explain the more accurate band reports? Could you go into more detail? Tell me what is wrong with that.

Mr de Carvalho: I will go back to the point I was trying to make at the start. Those bands were simply arithmetically derived.

Senator Roberts: So a child was placed in there numerically?

Mr de Carvalho: There is a scale of, say, zero to 1,000. You set the mean at 500 and then you have your statistical categories, your differentials, set just by picking 100 or 200 or whatever the scale is to deliver 10 categories. But what we’re doing this time is using teacher professional judgement. We’ve consulted professional expert teachers about where on the scale they expect children to be based on what they’ve learned in previous years. We have asked which questions they should be able to answer to be able to say, ‘Yes, they’re meeting expectations.’ That was not the case under the previous 10-band regime. Parents will be able to see at a glance. What is really important about the new system is that particularly those children who are genuinely struggling will be identified as needing additional support. That is crucial, because under the old system, we had a category called the national minimum standard. It was broadly recognised that the national minimum standard was set too low. There was a relatively small percentage of children below the national minimum standard. It wasn’t really a call to action. Now we will have more students identified in that bottom category and it will be clear through the name of the category or the name of the level that those children need additional support. It will be a prompt to parents to have a discussion with their teachers about what needs to be done. I think that is a  real, important change.

Senator Roberts: So the parent will be able to see the areas in which the child is deficient or strong?

Mr de Carvalho: The descriptors will also be part of the individual student report. It is a paper based report, and you can only put so many words on a paper based report. There will be high-level descriptions for each domain—that is, reading, writing, numeracy, spelling and grammar—and what it means if you are in each of those levels. If you want more fine-grained information, you will be able to go to the ACARA website and get more and more fine-grained information. With that, teachers will be able to have good conversations with parents about what needs to be done.

Senator Roberts: Thank you. It looks like there is more understanding to be gained on my part.

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School Survey Questions Aussie Kids About Parents’ COVID Compliance

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Parents contacted my office with concerns they had about a National Assessment Program (NAP) science quiz survey, which targeted children in Grade 6 (11 and 12 years). One of the survey questions was about families ‘compliance’ with the government’s COVID guidelines/regulations.

In Senate Estimates, I asked how relevant this line of questioning was with the stated NAP science objectives and whether the Australian Curriculum Assessment and Reporting Authority (ACARA) believes this is appropriate questioning for school children, who authorised the questions and who sees the results of the survey.

The COVID response has eroded many people’s faith in the government. Asking children to judge matters of civil compliance does not help build back trust in the wake of the last three years of hell that many families have gone through.

We have yet to receive responses from #ACARA to our questions, but hope to have them before the next Senate Estimates in October.

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