POLICY DISCUSSION re: ‘Skills and Knowledge’ component of the ALP Platform’

Dear comrades ; what follows is a series of Ideas for reform of the Platform which I have developed.   This paper was originally developed for the Victorian Fabians Forum held on Feb 15^th 6.00  2017 till 8.00pm at the Blue Room in the Multicultural Hub, 506 Elizabeth Street. Thereafter it was revised and extended.

I am sharing it with comrades here to provide an opportunity for feedback before submitting it for consideration.

If comrades have ideas how the paper can be improved please comment and let me know your opinions.

Sincerely,

Dr Tristan Ewins

Skills and Knowledge

The following are excerpts from the existing platform:

Preamble

Education is Labor's number one priority. It's the bedrock of social justice and cohesion in our society and it will build our 21st Century economy.

Labor will increase investment in Victoria's greatest strength - its people - so they may enhance their development and their participation in work and society.

The following ought to be added to clarify Labor’s values in this area (see above):

ADD: “Not only must education provide for the needs of the labour market ; it must also provide opportunities for personal growth ; and education for informed and active citizenship - which are also highly important. ”

The following excerpt is from the existing document:

Schools  (from the existing document)

•     become active, well-balanced, knowledgeable citizens, able to participate fully in a democratic society

•     understand our democratic multicultural society, recognizing what should be conserved, changed or improved

The following ought be added to clarify Labor’s position on the  purpose of our schools:

• Develop political literacy ; an understanding of the social movements and political parties which contest the direction of economy and society ; and of both the interests, ideologies and values they represent ; and of the specific opportunities for active participation in a democracy

• Develop these understandings in a complex manner ; including but not restricted to the ‘linear left-right spectrum’ ;  including ideologies of egalitarianism and meritocracy and the ways they variously complement and clash with each other, as well as libertarian and authoritarian dispositions ;

• Develop understandings of society partly based upon but not limited to such differing notions as “conflict theory” and “functionalism”

• Develop these capacities through content specifically prepared for that purpose in the Humanities, Social Sciences, Economics and English ; Develop a ‘political economy’ facet to Secondary Economics which considers the values, ideologies and interests behind economic theories.

Commentary:  these are important to promote the SPECIFIC knowledge necessary for effective political and social participation.   And also to understand things in their complexity: because the left/right spectrum is no longer – perhaps never was – sufficient to explain differing political and social movements and ideologies.  It is also necessary to present ideas in their complexity to maximise understanding ; empowering students to respond to the nuances in social and political debates, and to be effective, active citizens.  It is also important to address specifics when it comes to active citizenship, and not only deal with those issues ‘in the abstract’.

Emphasis on literacy, numeracy, creativity, and environmental sustainability.

In this part of the platform (see above) we should add the following:

“Provide alternative pathways  for students with specific talents and potential who may not respond to the specifics of the VCE curriculum ; ie: learning/memorising the curriculum is not necessarily the only, or the most important indicator of talent or potential.  Indeed, at the Tertiary level often significantly different means of learning and grading students’ efforts are involved.”

Commentary:  Learning to the curriculum does not necessarily represent all talent and potential ; so there must be alternative pathways ; and VCE and Year 12 should not ‘decide everything’

Letting our Teachers Teach and our Principals be Educational Leaders.

Comment:  In this part of the platform (see above) we ought incorporate the following in some form as well: 

“teachers with limited numeracy skills should not be penalised if they perform well in their fields ; eg: Humanities, English etc.”

And consider the following part of the Platform also:

Funding Schools to Meet Students' Needs   (from the existing document)

Labor will:

•     Continue the student resource package (with base, per capita and disadvantage amounts)

•     Continue to fund non-government schools in accordance with the financial assistance  model

In this part of the Platform we should also add the following: 

 [Labor will] “Work to see that revenue shortfalls are addressed through progressive taxation mechanisms without depending on austerity elsewhere ; Labor recognizes that material and human resource shortfalls can only be fairly overcome through progressively structured taxation reform.  Gonski can only be fully and fairly  implemented through provision of the necessary resources without austerity elsewhere.

TAFE

We should add the following:  (nb: Lots of this has been reproduced from earlier in the document ; but it is as relevant here as it was before) :

Add the following:

TAFE must provide pathways for students in diverse fields, and that must include such areas as writing/journalism, liberal arts, music and so on.  The intrinsic value of these fields must be emphasised ; and should not be narrowly based on ‘maximising value in the labour market’;.  If viable Labor governments should ensure all these areas are geographically accessible to students across the state.

Labor will also endeavour to provide pathways and areas of focus emphasising political literacy and opportunities for active citizenship at the level of TAFE.  Again this should include:

·         Developing political literacy ; an understanding of the social movements and political parties which contest the direction of economy and society ; and of both the interests, ideologies and values they represent ; and of the specific opportunities for active participation in a democracy

·         Develop these understandings in a complex manner ; including but not restricted to the ‘linear left-right spectrum’ ;  including ideologies of egalitarianism and meritocracy and the ways they variously complement and clash with each other, as well as libertarian and authoritarian dispositions ;

·         Develop understandings of society partly based upon but not limited to such differing notions as “conflict theory” and “functionalism”

·         …. Explore ‘political economy’…considering the values, ideologies and interests behind economic theories.

Adult and Community Education

Comment:  Here we must apply the same provisions and priorities to Adult and Community Education as we have already discussed in the ‘TAFE’ section of this document. The same priorities and principles apply there as well.

Other issues relating to Skills and Education:

User Pays and Student Allowance in Higher Ed

User Pays in Higher Education has become more and more pronounced since the introduction of HECS with the Dawkins reforms of the 1980s.   The ALP has many priorities, and even if we do raise more tax revenue progressively (I would suggest by maybe 2 per cent of GDP upon taking Federal Government) –  even then we are limited. But we do have some room to move in rolling back user pays gradually, and making the mechanisms progressive and fair.  

I believe the following measures must be incorporated into the Platform:

·        Labor has a long term objective to restore ‘free education’, but is limited by other priorities, and the difficulties with raising the necessary revenue over the short term

·        Labor will increase the HECS repayment threshold so that it is significantly above Average Weekly Earnings

·        Labor will contain interest on HECS debts to no more than inflation for fairness ; and will make special provisions for those in a bad position to repay their debts (eg: upon acquiring a disability)

·        Labor will increase Austudy payments in real terms ; easing pressures for students to supplement their incomes with work ; because that can distract from study and increase the rate of students dropping out. That means an end result of wasted resources.

·        Labor will ease means tests for Austudy; again so students can study under conditions of financial security – and commit themselves fully to their study.  Hence Labor will also make Austudy more widely available ; providing it also for all tertiary students except those with very substantial means.

·        provide mechanisms for corporations to contribute more substantially to the skills development they ultimately benefit from.  This must provide room to move in making student contributions fairer and less onerous.

State Schooling ‘at the tipping point’

What is also important is the crisis in state schooling in this country ; especially secondary schooling.  Because of the proliferation of private schools ; of their superior human and material resources ; state schools are near a ‘tipping point’.  That is: the proportion of voters and families (especially in the middle income bands) with an interest in keeping state school viable – especially in years 11 and 12 – has been shrinking.  And this has lessened the electoral pressures – and the electoral benefits – in restoring and maintaining our state schools.  If these influences continue to develop we may permanently be left with a starkly ‘two tiered education system’ ; with a public system markedly inferior in human and material resources.  Then we can really forget about ‘educational equal opportunity’ for good.  Ross Gittins of 'The Age' (15/3/17)  has pointed out that the state school share of students has stabilised at 65% - but that it is down from 79 per cent from 1979.  And without Gonski - and further reforms - this 'stabilisation' may not last.  Gonski must be swiftly and fully implemented under a Labor government.  The resources must be found without austerity elsewhere. And perhaps Labor must go even further in reducing the gap between State and Private schools.  Also the prestige of the teaching profession – the respect accorded to it – must improve.  And this could also find realisation with better wages and conditions for teachers ; with lower workloads/smaller classes ; as well as better job security for those unsatisfied with casual and contract work.

All these concerns must be incorporated into the Platform.

The Humanities and Social Sciences must be Protected and Valued

The Humanities and Social Sciences have long been devalued compared with courses with have a more obvious vocational application.  In many universities they have been cut back.  They have come under attack from Conservatives who see no value in any enquiry which does not have an obvious and immediate vocational application.  With the emphasis on STEM and basic literacy and numeracy – their importance is widely disregarded.  But they are vital for a number of reasons.

·        They have the potential to be the vehicle for a radically democratic civics and citizenship focus – at both a Secondary and Tertiary level.  Harking back to earlier in this paper – the goal is to promote political literacy – comprehension of social movements and political parties ; as well as the values, interests and ideologies underpinning them.  As well as awareness of the avenues open for effective and active citizenship.  Communicated without Ideological prejudice ; the point being to inform – and not to ‘indoctrinate’.   (See earlier in this paper for further details)

·        Historical comprehension and appreciation of the origins of civilizations ; Deep appreciation of culture, ethics and aesthetics ; Engagement with the most profound philosophical enquiries and dilemmas – these and other facets of the Humanities and Social Sciences are enormously valuable in their own right.  Humanities and Social Sciences are also valuable for other reasons: comprehending social trends and phenomena ; understanding them qualitatively and quantitatively.

·        They have practical applications, also – learning how to reason and construct arguments ; broader communication skills ; research skills ; applying social theory and research methods to complex social problems.

·        Humanities and Social Sciences academics contribute significantly to the public sphere ; and hence to our democracy

These concerns should somehow be accommodated in the Platform.

This in mind Labor should commit to these concrete measures in its Platform:

·        Develop concrete ‘civics and citizenship’ and ‘political literacy’ content at a Secondary level ; especially in years 11 and 12. And provide incentives for students to undertake at least one Humanities and/or Social Sciences subject in each year of years 11 and 12.

·        Support Liberal Arts, Music, and Professional Writing Courses in TAFE and if viable in Adult Education (eg: CAE)  Promote these as potential pathways to Tertiary study.  Reform the Liberal Arts curriculum to better incorporate and include questions of ‘political literacy’ ; understanding the values, interests and ideologies underpinning social movements and political parties.  Incorporate an ‘Issues’ component in Professional Writing and Editing – to potentially prepare students for a career in journalism.

·        Perhaps develop courses in political literacy open to all citizens: not only as ‘pathways’ but also because of the intrinsic value of enabling citizens to cultivate their talents in all directions – including political literacy and active citizenship.

·        Set in place incentives (positive and negative incentives) to encourage Universities to support the Humanities and Social Sciences – as they are central to the viability of our Public Sphere ; and hence the viability of our democracy. Take action to stem and reverse the decline of the Humanities and Social Sciences in our Universities.

·        Encourage course structures which enable Tertiary students to undertake supplementary Humanities and Social Sciences content if they so choose ; perhaps at a heavily discounted rate ; with the aim of enabling deeper personal development ; and a civil society comprised of informed citizens.

Dr Tristan Ewins

ALP member of over 20 years ; February 2017

Reforming Australian Curricula: Why is Kevin Donnelly afraid of a Robust Democracy?

above:  Kevin Donnelly's vision of education curricula in Australia excludes education for active and critical citizenship

The following article puts the case for curriculum reform promoting active citizenship and critical thinking amongst young Australian students.  Specifically, the author argues there should be cross-partisan consensus were all parties truly committed to democracy in practice...

Nb: The ALP Socialist Left Forum Facebook group can be found here!: http://www.facebook.com/groups/102658893193637/

Tristan Ewins; November 20^th, 2012

Conservative Education commentator, Kevin Donnelly has again been in the headlines – attacking progressive aspects of secondary curricula in Australia.  On November 3^rd in Melbourne’s “Herald-Sun” Donnelly was quoted as criticising the lack of emphasis on Britain in the origins of Australia’s system of government. But Donnelly also went further – condemning civics and citizenship provisions in curricula as encouraging students to become “cultural warriors for the Left”.  Indeed Donnelly indicated he was “concerned” by the “active citizenship” emphasis. 

(Herald-Sun, 3/11/2012, p 22)

I have a number of arguments in response to Donnelly’s stance.

To begin – to be opposed to “active citizenship” ‘in principle’ is suggestive of a disdain for democracy..  Active and critical citizenship are the foundation for any robust democracy as any genuine liberal and/or democrat should be able to grasp. Democracy only functions when an informed, mobilised and engaged citizenship is capable of (and inclined and willing to) hold the powerful – including politicians – to account.   When active citizenship decays, so too does democracy – and in this sense the cynicism and disengagement of Australian citizens is a genuine threat.  

But in order to engage constructively citizens require certain ‘intellectual tools’ – to help in formulating cohesive values systems, a sense of their interests, and of different perspectives on the proper rights and responsibilities of citizenship.  Arguably what is required is “education for ideological literacy” and the imparting of ‘skills of deconstruction’ which assist tomorrow’s active citizens in discerning the ways in which ideologies and institutions themselves (both on the Left and the Right) have been socially and historically constructed.  For some the word ‘deconstruction’ is synonymous with ‘nihilism’; but this need not be the case if we do not choose for it to be so.  There remains scope for a certain kind of deconstruction side-by-side the positing of certain ‘universals’: the value of life, liberty, community and a sense of universal humanity; of kindness and altruism; and the value of culture and science as forces driving improved quality of life and self-realisation for all of us.   

Both the Labor Party and the Liberal Party are experiencing severe organisational decline in Australia – and have been for some time.  You would think there would be a cross-party commitment to the principles of active citizenship as a remedy for the drift towards the scenario of a “detached political caste” governing over a disillusioned and disengaged populace.  Education for active and informed citizenship need not simply be a ‘Trojan horse’ for either the Left or the Right – but rather should be considered a revitalising factor for democracy generally; and an empowering factor for all young people.  An emphasis on active and ideologically literate citizenship is about encouraging young people to think critically and empowering them to see through the ‘spin’ employed by all political parties in today’s society, with its emphasis on the short term media cycle.  The result of a more robust ‘active and critical’ civics and citizenship education curriculum would be a stronger democracy; with young citizens capable of ‘reading against the grain’ whether the texts in question are of a conservative, liberal or socialist perspective. 

As a consequence we would have not only more committed liberals or socialists – but also more committed conservatives.  While we might see some young people gravitating towards socialist, labour and human rights organisations, we could just as easily see other young people grappling with economic liberalism; engaging with the ideas of values of, say, Hayek or Burkean Conservatism; or of ‘Christian social welfare centrism’.  Underscoring an active/critical agenda would be an inclusive pluralism as the basis for cross-party consensus.

And this could be achieved in the context of education regarding the principles of the ‘liberal democratic settlement’;  a settlement of agreed liberal, social and democratic rights which provide a ‘framework for relative conciliation’ for societies such as ours.  (although in the spirit of critical enquiry even this would be open to relativisation from critiques both from the Left and Right; including those seeking ‘a new constitution’; which is the substance of any political revolution)   The point would be to consider the role of democracy in ‘setting oppositions free’, but also resolving them peacefully; though accepting civil disobedience as a legitimate strategy where differences are irreconcilable – but not accepting a descent into escalating violence. 

Why is Kevin Donnelly so determinedly opposed to such a scenario?

Both the authoritarian Left and the authoritarian Right would likely “have problems” with an education system which seeks to empower and mobilise individuals to think deeply and critically, and encourage them to express themselves, organise, and participate.  But leftists, liberals, democratic conservatives – should all at least hold to a ‘shared political ground’ when it comes to empowering young Australians with tools of ideological literacy and criticism – not as a ‘Trojan Horse’ for either the Left or Right – but on the assumption that ‘democracy is a good in of itself’.

Perhaps Donnelly has a point: that education about Australia’s historic cultural and political ties to Britain are important – even though ‘unfashionable’ for those planning and formulating this nation’s curricula.  But if there is an important place for recognising the place of Britain in the Australian nation’s cultural heritage, surely there must also be a place for ideological and cultural literacy. 

In part this means communicating the experience of people otherwise excluded in Australia’s historical cultural narratives: including the experiences of women, migrants and indigenous Australians.  But it should  also involve critical engagement with other sources of Australian identity and tradition: whether ‘the ANZAC spirit’, or ‘the spirit of Eureka’.  Importantly: curricula need to be pluralist, inclusive and balanced with regards such content.

English can play a central role in encouraging critical thinking and critical writing – regardless of any ideological prejudice.  The study of History, meanwhile, could be framed in such a way as to critically interrogate values systems – whether that means exploring critiques of capitalism looking at the Great Depression; or exploring the sources of totalitarianism in both its Stalinist and Fascist forms.  To be balanced there could also, for instance, be a consideration of ‘both sides’ of the debate with the retreat of the welfare state and mixed economy from the 1970s. And Politics can provide for a more direct engagement with the political philosophies which underscore our pluralist society: whether socialist, liberal or conservative.   

Finally Pluralism itself needs to be the underlying principle of all such attempts, also: to maintain a cross-partisan consensus on the need for education for active and critical citizenship. 

As a socialist I can nonetheless appreciate the wisdom in Edmund Burke’s words: "All that’s necessary for evil in the world to triumph is for good men to do nothing”.   An active/critical civics and citizenship education model is about encouraging students to think carefully about what is right, and then to stand up for that in the context of participatory democracy.

I implore Kevin Donnelly: think again about your opposition to education for active and critical citizenship.  Commit yourself to a new consensus – based on a genuinely pluralist curricula – which can only strengthen the democracy that we all claim we believe in.