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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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Education, not indoctrination

Our children need to be armed with the critical thinking skills for a changing world. There’s no place for single-minded ideology in our curriculum. All viewpoints must be presented to students in a balanced manner.

Transcript

As a servant to the people of Queensland and Australia, I speak in support of Senator Hanson’s bill, the Australian Education Legislation Amendment (Prohibiting the Indoctrination of Children) Bill 2020. I support it because I have been the president of the board of a Montessori school. I’ve been on the advisory board of the International Montessori Council. I agree with the primacy of the family, the tripartite role between parents, teachers and child, in understanding education and supporting it. I want to correct something, though: the previous speaker seemed to have their imagination running wild, because he said, ‘These men come in here’. Well, Senator Hanson is a woman! She initiated this bill, and she’s a woman! During COVID, heavy-handed lockdowns forced children into learning from home, locked away from their friends and suffering through jerky attempts to teach through a Zoom screen. Of course parents were locked up at home with their children as well, listening to their classes in a way they never could before. Many were absolutely shocked as they heard the rubbish being taught to their children for the very first time. This bill tries to steer education back to the basics, to give our children critical thinking skills and to put the power back in parents’ hands to make sure that’s all they’re being taught.

In this bill, the Australian Curriculum, Assessment and Reporting Authority would need to ensure that education provides a balanced presentation of opposing views on political, historical and scientific issues. Senator Hanson’s bill would require that, where opposing views exist, the Australian Curriculum, Assessment and Reporting Authority is to ensure that the teaching profession is provided with the information, resources and support required to provide a balanced presentation to students. Wonderful! Federal funding would be conditional on states and territories requiring schools and their staff to provide a non-partisan education to students, while consulting with parents and guardians on the extent to which this has been achieved.

One Nation has been trying to keep this in check, with motions condemning the teaching of critical race theory and the curriculum’s erasing of history because it’s said to be too ‘white’ or Christian. There are lots of examples showing that stronger action is needed, and I commend Senator Antic and the others who spoke here today on that very point. There is, though, for example, the Parkdale Secondary College, where students were told to stand up if they were straight, white Christian males and be humiliated by the class because they were, ‘oppressors’. Without trial, they’re ‘oppressors’. Then there is Brauer College, where all the boys were forced to stand up at assembly and apologise to all of the girls on behalf of their gender. No specific crime was mentioned or identified for these boys to apologise for, except that they were the wrong gender. And only today One Nation New South Wales leader, Mark Latham, has drawn our attention to Mount Kuring-gai Public School. They are feeding fiction to students about history, forcing them to learn a play where Captain Cook arrives with the First Fleet in 1788 as a coloniser. For those who have forgotten history from their schooling, Captain Cook was long dead by the time of the First Fleet.

This bill is necessary to stop examples like this infecting our children, to return our teaching to the basics, to restore balance to the way topics are presented and to stop our schools from being indoctrination centres. This bill puts the teaching of balanced, critical analysis and parents in the driver’s seat of children’s education, as they should be.

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Unjabbed teachers Fined – Sky News with Rowan Dean

The Queensland Labor Government’s decision to add an extra fine to unjabbed teachers is vindictive and cruel. It’s also about political donations and Labor taking care of their mates.

The Labor-aligned Queensland Teachers Union was nowhere to be seen when mandates were in effect and teachers were stood down without pay for more than half a year. The Red Union was different. They fought against mandates and teachers flocked to them and ended their memberships to the QTU who donates to the Labor party.

This fine was a move to punish unjabbed teachers who didn’t stay with the Labor-aligned QTU when they didn’t stand up for workers’ rights. If you ever thought Labor was the party for the worker, they certainly aren’t now.

Transcript

Rowan Dean
Well, as I mentioned at the start of the show, we’ve seen so many conventions and rights, democratic rights tossed aside all in the name of public health. The sad reality is that it isn’t over. We learned today, we learned last night actually that the Queensland Government is planning to dock the pay of Queensland teachers who have decided not to get vaccinated.

00:26
Rowan Dean
And the Federal Government seems fairly indifferent to what’s going on as well.

00:32
Anika Wells
Ultimately I think everyone has the right to make a choice about whether or not to get vaccine. But no one has the right to be free from the consequences of that choice. And these have been set out a long, long time coming. And they’ve had their pay docked, you know, for the six months running up to this. So this isn’t a surprise and it’s something that the Queensland Government going to have to work through with this very small pocket of teachers, given 99% are actually vaccinated.

00:56
Rowan Dean
A very small pocket of people we’re humiliating, demonizing and punishing. And here I was thinking labor was supposed to represent the workers. Hmm. Joining me now is One Nation Senator for Queensland, Malcolm Roberts. Great to see you, Malcolm. How are you?

01:15
Malcolm Roberts
I’m very well, thanks, Rowan. How are you? It’s good to be here.

01:17
Rowan Dean
Good mte, good. Listen, I got all these emails yesterday from several teachers, their families and other people who are absolutely livid with anger. You know, these are human beings. They’ve got feelings, they’ve got families. They’re being treated like dirt and scum, even though we know that, according to the CDC, the Center for Disease Control itself in the US, there’s no need.

01:42
Rowan Dean
They’ve now announced there’s no need to distinguish between vaccinated and unvaccinated. Personally, I wonder whether there ever was. Malcolm Roberts, what did you make of this news and how vindictive can a government be?

02:01
Malcolm Roberts
The real issue here is about political donations and about punishment. They’re the three words to remember. Now, I’ve been dealing with a teacher who’s been fighting for restitution for the teachers for a year and a half now. Sorry, sorry for half a year, because they were only cut on December 17th. But she’s been very strong. And so I called her up today and she pointed for four points with regard to punishment.

02:27
Malcolm Roberts
She said, first of all, they’ve been penalized for losing seven months worth of work because they were suspended due to not complying with the vaccine or the injection mandates, not misconduct, suspended due to noncompliance. They lost their pay for seven months. They lost their homes, marriages broke up, distressed people making decisions that were not good and sometimes causing lots of problems and heartaches.

02:52
Malcolm Roberts
Suicides. She’s personally had to talk four people out of suicide. Now after, if that’s not enough, they’ve been penalized for serious misconduct. So just January 23rd, which is only seven months ago, they were penalized, they were suspended, they were told, because noncompliance. Now they’re being accused of serious misconduct. Then the third thing is that some of these people have been living in state education, in state homes, and so they’ve been paying rent to the state government.

03:22
Malcolm Roberts
The state government tossed them out, tossed them out. And some of them couldn’t get their furniture out in time, were charged rent because the furniture was still in the place. One woman was denied the right to even access the furniture in her house. She had to pay someone to get it out for her. The fourth thing is they have now been labeled with this:

03:41
Malcolm Roberts
Quote “any further reprimand could lead to terminations.” This is belting them. It’s not just humiliating them. It’s belting them. This woman has been prevented from doing the work she loves for seven months.

03:56
Rowan Dean
Exactly. Malcolm, these are teachers. These are the people we rely upon to educate our young. To show. To show our children the ways of behavior, the values to take forward in life, positivity, creativity, inspiration, education. These are the people we rely on to bring those values to our children. I tell you, the sheer vindictiveness is there a more nasty, vicious government than the Palaszczuk government?

04:32
Rowan Dean
We saw Dan Andrews. He’s just a thug. We saw all the police brutality, throwing people to the ground, pepper spraying them and all this stuff. But we have this nasty, vindictive Palaszczuk government that seemed to want to hurt and punish anyone who disagrees with them. Is that an unfair comment?

04:51
Malcolm Roberts
You’re exactly right. If a private employer or a public company were doing this wrong, the Queensland Government would have been down on them like a ton of bricks. Now these are doing it. It’s bastardry at its worst, but there’s a reason why they’re doing it. The teachers believe that it’s got something to do with the fact that the Red Union, I think it’s called the teachers professional Association of Queensland a new Union has been making very great increases in numbers in the last few years and the Queensland Teachers Union is scared of that increase.

05:20
Malcolm Roberts
The Queensland Teachers Union has lost a lot of members. Now the Queensland Teachers Union is close to the ALP state government and they had d large sums of money from teachers dues to the Labor Party for their for their campaigns. Now all of a sudden they’re looking at membership drops and the Teachers Professional Association of Queensland, the Red Union, is taking over.

05:41
Malcolm Roberts
And so when the vaccine mandate came along, the injection mandate came along the QTU the Queensland Teachers Union, abandoned these workers, abandoned these teachers and the red union saw them flocking to them because the red unions stood with them side by side and took them,

05:59
Rowan Dean
Fascinating

06:00
Malcolm Roberts
Defended these people, supported them and that’s what’s going on now. We’ve got an industrial relations amendment bill coming in that’s going to make it difficult for the red union to get more members. This is about labor punishing people who dared to join the Red Union.

06:15
Rowan Dean
Malcolm Roberts, political donations. You’re 100% spot on there to point to the Machiavellian maneuvers behind it. Great to speak to you. Thanks so much for speaking up for those teachers and we’ll chat again soon. Thank you so much.

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Letter to UQ chancellor and Senate – Vax mandates destroy University credibility

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28 January 2021

Dear Mr Varghese

Your attention as a member of the University of Queensland senate is drawn to the accompanying copy of my letter to the Prime Minister discussing matters of considerable risk and concern to students and staff for whom you provide governance.  You are responsible.

Similar letters were sent to the state Premier and to state and federal health ministers.

As a board member you are a person conducting a business for the purposes of Workplace Health and Safety compliance.  Given the complete lack of longitudinal studies, ineffectiveness in stopping transmission and serious documented conflicts of interest and adverse events in relation to the COVID vaccines, your university’s vaccine mandate places UQ and you, as a member of the Senate, in a challenging position.

I wonder if you have been afforded independent or critical advice on the risks of the university’s policy of banning students and staff from campus based on Covid-injection status?

Has the UQ Risk Assessment and Management Plan identified that mandating vaccination is necessary and there are absolutely no alternatives to reducing the spread of COVID?  How could it be necessary when COVID vaccines do not stop the transmission of COVID?  Why is a Rapid Antigen Testing regime not an acceptable alternative to reduce the spread of COVID, given that a vaccinated person with a positive test result can still transmit COVID, presenting a bigger transmission risk than an unvaccinated person with a negative test result?

These are questions that UQ has not adequately answered and which you must answer to satisfy your duty of care.

A finding of misconduct on some students can mean they will effectively never be able to pursue a career in their chosen field.  What justification is there for such a heavy-handed punishment for the supposed behaviour of a student or teacher entering land and buildings which taxpayers have funded for the purpose of providing a tertiary education?

Having seen one of the surveys and the Vice-Chancellor’s letter dated 20 December 2021 to students, I am deeply concerned with the process that led to an apparent 80+% implied “acceptance” of these mandates.  The process, pressure and leading questions that the university applied to achieve this are a betrayal of critical thinking and an excursion down the slippery path of propaganda. [1]

It seems that feelings and appeals to ‘safety’ rooted in media and political statements have replaced health data, facts and objectivity.  Your students and staff have raised with me their fear that their university is destroying the original aim of university as a place for rigorous thinking, and honest and vigorous debate.

The strongest indicators of COVID mortality rate appear to be old age and pre-existing co-morbidity conditions, not vaccine status.  Perusal of Queensland’s reported COVID deaths confirms this.  Despite a vaccination rate over 90%, transmission is occurring at the highest rate ever, with Israeli studies suggesting that even four injections are not enough to stop the Omicron variant. 

Specifically, there is a distinct lack of COVID deaths among young people of tertiary student age and almost all of the few deaths in that age group are reportedly due to underlying health factors.

I know that several senior members of your university’s medical faculty are aware of significant concerns among the university community, at all levels, about the university’s mandatory vaccination policy.

Please refer to the attachment containing remarks and questions associated with the Vice Chancellor’s letter of 20 December 2021, the Risk Assessment and Management Plan and the Policy 2.60.09 COVID-19 Vaccination.

I ask, what have you done to satisfy yourself that the university’s vaccine mandates are soundly based on independent and objective empirical scientific evidence and that the mandates respect the aim of universities to be places of independent thought and critical analysis?

Our political leaders now tell us every day that we need to simply live with COVID, signalling that we are no longer in an emergency requiring declarations and mandates such as the punitive mandate that the university is enforcing.

On behalf of my constituents among the university’s students and staff, I ask that you please provide your students and staff with the respect and courtesy of a reasoned and proportionate policy that appropriately and accurately reflects quantified age-appropriate risks to students and to staff.

In view of the risk of serious adverse health effects, including death from the COVID injections, personal informed choice must be returned to students in place of your imposed risks.  This is particularly important because COVID injections are publicly acknowledged among health professionals to not offer protection from transmission to those around them on campus.

It is a hallmark of our human civilisation’s values, and notably of our health system, that wherever there is risk, there must be choice.

In regard to the COVID injections, the federal Minister for Health, Mr Greg Hunt stated, quote: “The world is engaged in the largest clinical vaccination trial.” [2] The COVID injections have been granted provisional approval based on a literature review of overseas data that pharmaceutical companies provided.  Australian health authorities have done no independent testing.  Yet on that basis the University under your governance is mandating a medical procedure with no longitudinal studies and forcing students and staff to participate in a trial – against their will. You are forcing them to inject themselves with something for which nobody knows the long-term effects.  It is essentially experimental.

Instead of being punished and exiled from your community, students who choose to analyse their individual risk profile and make their own choice should be respected and their individual autonomy and critical thinking encouraged.  I implore you to take action to oppose and dismantle the vaccine mandate at UQ and to respect individual autonomy as part of the critical thinking process necessary to every university in Australia.

There are alternatives that enable students and staff alike to be safe and to complete their studies, research and work.

I look forward to your reply.

Yours sincerely

Malcolm Roberts

Senator for Queensland

c.c.         All UQ Senate Members

[1] https://about.uq.edu.au/coronavirus/covid-19-vaccination-requirements

[2] Interview with David Speers on ABC Insiders

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MEDIA RELEASE: Palaszczuk government must get kids back to school with no delay

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The Palaszczuk government must get kids back to school with no delay to keep their future safe.

Palaszczuk will delay the start of the school term by two weeks on the back of health advice claiming the omicron wave will peak at the end of January, similar to advice at the start of the pandemic that pandemic restrictions would only last two weeks to flatten the curve.

Over the past month government has rapidly shifted gear in what they say but not what they do. They say we need  to live with the virus, but prove with the cancellation of schools that they are unwilling to do so.

The government is unwilling to give up control, again relying on secret “health advice” to throw parents everyday lives into chaos and hamstring students who have already suffered with years of disrupted learning.

Parents know that the logistical nightmare of not being ready for remote learning is detrimental compared to having their kids in school at a proper learning environment.

We hold the formative years of a child’s life sacred for a reason, sometimes you don’t get a second chance at them. There is no reason to mandate either students or their teachers to receive COVID vaccines.

Many teachers know this, which is likely why over 20,000 of them reportedly won’t be returning to work this year after the Palaszczuk government mandated injections for them and they were sacked or resigned.

Palaszczuk claims this is about safety. It’s not. The premier is trading short-term pretend safety for the long-term detriment of our children’s lives and learning journey to try to get Labor elected.

I’m calling on the Premier to drop the mandates, return kids to school without delay and live with the virus as politicians have promised us.

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Indoctrination curriculum sent back to the drawing board

https://youtu.be/hXynA4dlLEo

Our education standards have been slipping for years, yet ACARA’s draft curriculum was more focused on erasing facts about our judeo-christian heritage and implementing Critical Race Theory.

Curriculum should be focused on ensuring our kids are skilled in reading, writing and numeracy first, not political ideas.

The ditching of the draft curriculum follows two successful One Nation motions on heritage and critical race theory drawing attention to the draft’s shortcomings.

Transcript

With the steady downward trend of education all standards for reading, mathematics and science for Australia’s children over the last 20 years, ACARA needed to deliver a curriculum review that reflected proven teaching methods.  Rather than provide a robust review that would turn the tide, ideology got the better of ACARA and their efforts have been binned, as it deserves to be.

One Nation put forward two successful motions which highlighted significant fundamental flaws in ACARA’s reviewed curriculum.  Instead of focussing on proven methods for teaching mathematics and reading, ACARA thought it more important to demolish out our Judeo-Christian heritage and the role of Western civilisation in Australian society, laws and customs. 

Australia is proudly a liberal democratic society and these values should be at the very basis of our national curriculum.

I acknowledge that Minister Tudge has ditched the reviewed curriculum.  He has recognised that ACARA has tried to turn our curriculum into a tool for indoctrination for left-wing ideologies that denounce Western civilisation as something to be ashamed of, by promoting notions of imperialism and re-packaging significant and defining Australian historical events.

There is an urgent need to lift the educational outcomes for our children and One Nation will continue to monitor the efforts of ACARA to ensure that our cherished western liberal democracy is enshrined in the national curriculum.

It is not by accident that Australia is one of the most sought after places to live.  Safeguarding our way of life comes from the teachings we give our children, either at home or through the curriculum, which reminds them of what Australian men and women have defended in past decades – our right to a free society with laws and customs of Judaeo-Christian origins, and only when our children know that can they defend and uphold those values.

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Do you feel like government spends your money well?

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There have been massive increases in debt in the last 12 months, without the necessary objective data to underpin them. That shows, yet again, poor governance of our country. When you take in government charges, rates, levies and fees as well 68% of someone’s average income is taken in tax. That’s working from Monday to mid-morning Thursday to pay for government.

Transcript

Senator Siewert’s motion is that the Senate notes that the Morrison government’s 2021-22 budget left people on low incomes behind. I would go further. This budget leaves the whole country behind, and that means it leaves everyone behind. There have been massive increases in debt in the last 12 months, without the necessary objective data to underpin them. That shows, yet again, poor governance of our country. In Senate estimates, I discussed with the chief medical officer and the secretary of the health department the seven essential components of a plan for managing a virus. The federal government is addressing one; the state governments are addressing another—that’s it—and they have both been addressed poorly.

I want to discuss the productive capacity because that’s what determines the wealth and the economic security, and, indeed, sometimes the defence security of our nation in the future. The productive capacity of our country has been declining considerably since 1944 and, in fact, since 1923, if we want to get into basics—but that’s for another day. Let’s look at the most important part of productive capacity—the human asset, our people. Look at education, because it’s the future leaders of this country who will determine the future productive capacity, as well as us determining that capacity today. We have declining scores in education. Reading and writing, mathematics and science—declining. By world standards, we are falling well behind in the core aspects of education but we devote plenty of resources, plenty of time, plenty of energy to teaching kids—misleading kids—about gender fluidity, critical race theory, non-gender language and a national curriculum that the government forks out money for yet cannot control. That’s what has been told to us by the federal government.

We need charter schools. We need parents to have more say in the running of their schools, and principals to have more say in the running of their schools; parents to control what values are passed on; and parents to decide whether or not their children will be taught about gender fluidity. I want to compliment Mark Latham in the New South Wales parliament and my colleague Senator Pauline Hanson for the bills they are introducing and evaluating right now to restore values and common sense to education. I note that Singapore, Japan, and Korea have really moved ahead in recent years, as has Taiwan. They all have solid basic education.

What’s happened to apprenticeships in this country? Senator Lines moved a motion today with regard to apprenticeships sadly lacking in WA. Senator Hanson has proudly introduced an apprenticeship scheme that the government has taken and refurbished and expanded, such is the success of her suggestion on apprenticeships. What has happened to universities? They followed our primary schools and high schools in becoming more woke and driven by anything but education. As for university education, it is now just pushing an ideology. Our TAFE systems have fallen into disrepair; our trades qualifications are falling into disrepair.

Let’s move on then to the workplace. The Fair Work Act is an abomination. It is about that thick in pages printed. It destroys the employer-employee relationship, which is essential for productive capacity. It is difficult for anyone, an employee or a small businesses employer who doesn’t have access to lawyers and consultants and HR practitioners to work their way through that. How can they possibly be held accountable for that relationship when they can’t even understand it and never will understand it, not because of lack of intelligence but because of lack of time and surely being overwhelmed? Again, just like education, this is poor governance to get into this state.

Then we go to energy—arguably the most critical in material resources because energy has determined the competitiveness of every country. Under President Trump America reversed the decline in its competitiveness because it reversed its increase of energy prices and it started to decrease its energy prices again. America became more competitive against its competitors and blossomed because of that. President Trump created more jobs than any president in history because of that and because he cut away regulations.

This government and its predecessors have fiddled the Renewable Energy Target, destroying our baseload coal-fired power stations, our grid. The network costs are destroying our grid, making it unaffordable. Retail sectors of electricity are just a fabrication. The national electricity market is now a national electricity racket. It’s not a market at all; it’s a bureaucracy that’s interfered with and manipulated by bureaucrats looking after vested interests. Then we see privatisation. The Queensland Labor government is taking about $1½ billion every year from people who use electricity—businesses, small businesses and families—and that is now a tax. We have taxes on electricity. Why is it that the Chinese can produce electricity and sell it for one-third the cost of electricity sold in this country when they use the same coal as we do? They take it thousands of kilometres, burn it and sell the coal-fired power to their consumers and we sell it for three times as much because of regulations that come out of both sides of this parliament.

Then we look at water. The Murray-Darling Basin has been gutted. Communities have been gutted. Regions have been gutted. And nothing is happening about it. Today we passed an amendment to restore compliance with the law, the Water Act of 2007, with regard to water trading. It was supported by the Labor Party but denied by the Liberals and Nationals. They don’t want to comply with the Murray-Darling Basin Plan. It went down to the lower house and Labor changed and sent it back here, in cahoots with the Liberals and Nationals. That will continue to destroy water allocations in our country because it will continue the corruption and the likely—I’m very confident in saying this—criminal activity going in the Murray-Darling Basin with regard to abuse of water trading.

Then we see property rights, which are fundamental to running a farm or a business. They were capriciously stolen under the Howard-Anderson government in 1996 and then progressively by Labor premiers from Queensland and New South Wales, jumping on the bandwagon to steal farmers’ property rights. Why? To comply with the United Nations Kyoto protocol of 1996—that’s why. Farmers have lost the value of their land. We see that extended in Queensland, for example, by the Queensland state government, relying on bogus claims about the reef to lock up land. We then see the federal government enacting carbon farming, where vast tracks of good farmland are laid waste, abandoned and taken over by feral animals and noxious weeds. There are costs to managing them as they spread around the country and fall on their neighbours’ properties. This is another example of poor governance. There’s a lack of infrastructure in water. The Bradfield scheme is crying out for investment.

Then we go to the most destructive system of all in our country, the Australian taxation system. In 1996 and 2010, Jim Killaly was the deputy commissioner of taxation for large companies and international matters. He said on both occasions—1996 and 2010—that 90 per cent of Australia’s large companies are foreign owned and, since 1953, have paid little or no company tax. They use our resources, people, assets, defence forces, police forces and education system and pay nothing in return and just take. The Japanese, by comparison, have in their large companies 2.5 per cent foreign owned. The American and the British figures are about 12.5 per cent. Who pays for these foreign companies to use our assets and to make money without paying company tax? The people of Australia pay for that through families paying taxes, individuals paying taxes, small businesses paying taxes and some large Australian come companies paying 30 per cent against their multinational competitors who don’t have to pay that. How can we possibly compete? Then we found out in the late 1990s and early 2000s—and I’ve asked the Parliamentary Library to update this figure—that a person on an average income in this country pays 68 per cent of their income to government. Housing is not our largest expenditure in life; government is, through taxes, rates, fees, levies, chargers, supercharges and special charges. Joe Hockey admitted when he was Treasurer that 50 per cent of a person’s income is taken in tax. He said people work from January through to the end of June for government and then they keep what’s left. The actual figure, when you take in government charges, rates, levies and fees as well, is 68 per cent, which means that someone on the average income is working from Monday to mid-morning Thursday to pay for government.

Then they have what’s left, the two-thirds of Thursday and Friday, to pay for their entire life: their retirement, their education, their food, their shelter, their car, their transport, their entertainment. That is not fair, and it shows poor governance. I haven’t got time now to talk about attempts to reform taxation, but both parties, both the tired old parties, have shown a reluctance to invest energy and political will and sheer guts in tackling—and they lack the integrity to tackle—comprehensive tax reform.

I mentioned infrastructure a minute ago. What about projects like the Richmond agricultural project? What about the irrigation project up in Hughenden? What about things like Iron Boomerang, which would transform our country and make it the most cost-effective and largest producer of steel, and give us enormous security for manufacturing and for our defence? Then we have things that tap into that Iron Boomerang—things like an inland rail that’s being destroyed by the Liberal-National government, an inland rail that is sucking up resources and coming up with something that will be far worse than the existing installations, especially when we consider the blowout in the cost. Again, it’s a lack of data, a lack of sound planning. An inland rail and a proper route through to Gladstone would be part, then, of a proper national rail circuit.

Madam Deputy President, I submit to you these points that show and prove that the government here has not only left the poor behind, as Senator Siewert points out; the government has put additional burdens on the poor, the government has put a regressive tax on the poor in terms of energy prices. Energy prices are increasing alarmingly, and the poor have to pay a higher and higher and higher proportion of their income on a fundamental, which is energy. And then the poor pay for it because they lose their jobs when our manufacturing jobs and some of our agricultural and agricultural processing jobs are exported to China, which uses our raw materials—gas and coal—to produce electricity far more cheaply than we sell it for in our own country. So we’re losing out entirely and we lose out in the diminishing of our defence security.

So I certainly agree with Senator Siewert that the Morrison government’s 2021-22 budget has left people on low incomes behind. It has left people right across the country behind. It has left Australia behind.

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One Nation wins Senate Motion banning Critical Race Theory for kids

UPDATE 19 August 2021

The Government has told ACARA, the Curriculum Authority in Australia, to re-write the draft curriculum. We thank Minister Tudge for listening to the criticism, including from myself, on what was an obviously deficient draft curriculum

This follows One Nation’s motions in the Senate criticising the de-emphasis of our Judaeo-Christian heritage and the inclusion of critical race theory in the draft curriculum.

Read Full Story (click here)

Australian Curriculum, Assessment and Reporting Authority must rewrite draft curriculum: Alan Tudge

From Rebecca Urban | The Australian

https://www.theaustralian.com.au/nation/australian-curriculum-assessment-and-reporting-authority-must-rewrite-draft-curriculum-alan-tudge/news-story/d2e0c0e1a824b3f1ce8652c0c0d18806

Education Minister Alan Tudge says the board of the country’s schooling authority must substantially rewrite its draft national curriculum, warning he will not endorse the proposed document amid concern student outcomes would be harmed.

Writing to the Australian Curriculum, Assessment and Reporting Authority’s acting chairman Norm Hart, Mr Tudge criticised the proposal for supporting “ideology over evidence” and presenting an “overly negative view” of the nation in the study of history and civics.

In the letter, seen by The Australian, Mr Tudge urged the board to seriously consider recent feedback from education experts, who have flagged concerns that the proposed changes amounted to a weakening of learning standards.

“Some of these groups, such as Australia’s peak mathematics association, believe that the current draft will take Australian kids backwards,” he wrote. “If the current draft is simply tweaked, it will not be supported. It needs fundamental changes.”

The warning comes as the ACARA board meets on Thursday and Friday to discuss feedback to the highly anticipated update of the Australian Curriculum – an important document laying out what students are expected to learn across the mandated subject areas of English, maths, science, the arts, humanities, health and physical education and languages.

The curriculum also seeks to cover general capabilities, or skills, such as critical and creative thinking, as well as ensure young people develop an understanding of Aboriginal and Torres Strait Islander histories and cultures. Its release in April, however, sparked a torrent of criticism, including from high-profile historians, academics and reading specialists.

Among the most scathing criticism was from the Australian Mathematical Sciences Institute, whose membership spans leading universities, government agencies and industry, which called for any ongoing review of the maths curriculum to be halted pending further consultation.

The institute was particularly critical of a proposed push towards having students learn maths by engaging in open-ended problem-solving activities, noting that “mastery of mathematical approaches is needed before student problem-solving can be effective”.

Under way for more than a year, ACARA’s curriculum review was launched in the wake of Australia’s declining performance on the OECD’s PISA, which has shown that Australian students have gone backwards in reading, maths and science over the past 20 years.

According to Mr Tudge, the curriculum should seek to be ambitious on students’ learning outcomes and should prioritise evidence-based practices, particularly in reading and maths.

“However, to my great frustration, evidence-based practices have not been consistently embedded in your current draft,” he said. “There is still too much emphasis on whole-language learning of reading and insufficient emphasis on phonics.

“Thirty years ago, determining the best way to teach reading may have been a legitimate debate, but it is not now. The evidence is crystal clear … that the teaching of phonics is vital.”

The minister also urged the ACARA board to re-examine the draft history and civics curriculum to ensure that it provided a balanced teaching of Australia’s liberal democracy that has made the nation attractive to millions of migrants.

“Your draft, however, diminishes Australia’s western, liberal, and democratic values,” Mr Tudge said. “The overarching impression from the curriculum is that the main feature of western civilisation is slavery, imperialism and colonisation.

“Important historical events are removed or reframed, such as the emphasis on invasion theory over Australia Day. Even Anzac Day is presented as a contested idea, rather than the most sacred of all days where we honour the millions of men and women who have served in war, and the 100,000 who gave their lives for our freedom.”

Referencing the coronavirus pandemic, Mr Tudge said the education system had “been shaken in the last 18 months … in ways we had never imagined”.

“I believe that the best way to serve the interests of our young people now is to seize every opportunity to lift educational standards,” he said.

“The draft of the Australian Curriculum is such an opportunity.”

Remember what critical race theory is? It says that the whole of our society is infected with racism and it only helps whites, that you can only succeed if you’re white and if you’re anything else you can’t succeed which is a shocking message.

Transcript

[Paul Murray] Let’s talk to one of the Senators who was in the chamber for that nonsense in and around coal but I want to talk more so about his success in being able to get the Senate to agree to keep critical race theory, the crazy stuff all about teaching white people to hate themselves including the video we showed you a bit earlier in it day. Malcolm Roberts is the One Nation Senator from here in beautiful Queensland. Lovely to be here and I’m sure you would prefer to be in Gladstone rather than Canberra now mate but alas that’s the gig you have. Tell us how important was this vote and what message does it send about critical race theory in the national school curriculum?

[Malcolm Roberts] Let’s help everyone to understand what critical race theory is. It says that – it claims that everything, every aspect, the whole of our society is infected with racism and it only helps whites so what it does is it says that you can only succeed if you’re white and if you’re anything else you can’t succeed which is a shocking message but what it also does is infects all whites – kids in particular – with guilt and shame. What they’re doing, Paul — with guilt and shame, and what they’re doing is using critical race theory to indoctrinate our kids, telling them what to think not how to think and that is what’s so damaging about it. Our kids are our productive capacity in the future and they’re killing off our productive capacity.

[Paul Murray] It is extraordinary to me that a country that has been able to achieve so much including in a multiracial fashion has been able to be the story of immigration from all over the world has been one of the great successes of Australia yet for some reason reason all of the people who want to sit in the modernity is only possible because of the great rise of the West who want to use their position in the power structure of the West to somehow say there is something fundamentally wrong with the system that pay their wages or think something like critical race theory is worth implementing via their jobs.

[Malcolm Roberts] You just nailed it. At the core of this it is about control and reveals an extremely arrogant approach. These people who are pushing this nonsense, they don’t want to get into parliament and go through the work of being elected, putting their policies and their ideas under scrutiny. They just want to get in through the back door and then they want to use their power over innocent kids. I mean, there’s nothing more shameful than that. They don’t want to have any scrutiny. They just want to work through the back door ideology. What they use, Paul, as you know, is they use shaming language to silence any dissent because if you go against it, mate, you’re a racist and there’s nothing worse than calling someone a racist and that’s what they do. It is all about control and getting control of the future of our kids. Don’t go through parliament, fight to change and enact laws, just bypass it all and indoctrinate the kids. It’s frightening stuff.

[Paul Murray] Thank goodness you are there to fight it and congrats on getting the Senate to see sense on this stuff. Well done and it is one of the many reasons I’m glad you and Pauline are in the parliament.

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