The Global Teacher Crisis
Matthew Dale
Co-Founder of Audit Express & Educonomy ?? Tertiary Education Professional, Policy Advisor, Big Thinker, Networker & Connection Maker.
A perfect storm.
The current teacher shortage and workforce challenges being faced by the Australian Department of Education is a perfect storm.
The critical shortage of teachers and workforce challenges are not being faced by just one component of the Australian education sector, rather the shortages span right across early childhood education and care, primary education, secondary education, vocational education and higher education.
There are a number of factors that have led to the Australian teaching workforce being in this unhealthy, disastrous position. As detailed in the 'Teacher Worforce Shortages Issues Paper' recently released by the Australian Department of Education , this perfect storm?has been caused by a combination of not only an increased demand, with a projected increase of students enrolling into both primary education (>11%) and secondary education (>10%) between 2021 - 2031, but also by the ageing teacher workforce and the notable decrease in both enrolments and completions for students undertaking their Initial Teacher Education (ITE). Some might argue however that the issues listed above are all a symptom and, the cause is the systemic neglect of both state and federal governments who have failed to deliver the necessary strategy, policy and forward planning needed to ensure, that Australia has a teaching workforce that is both sufficient and sustainable.
With emerging industries and advancements in technology, there are certainly examples of unexpected workforce challenges such as critical skills and workforce shortages. How did we end up in this perfect storm? Especially when Australia is fortunate to have some of the most detailed and reliable data on the age, demographics and employment of its adult population within the education, health and care sectors. With both state and federal governments having full access to this data, there is no excuse for failing to plan for the needs of tomorrow, particularly when there is already a well-known and documented shortage of new graduates entering the workforce, and an existing workforce that is approaching or already beyond retirement age.
A global challenge.
This apparent teacher shortage is not limited to Australia, with numerous reports out of the USA referencing a 'Catastrophic and unprecedented teacher shortage' . Reports from UNESCO predict that the World needs almost 69 million new teachers to reach the 2030 Education goals .
Skills Framework for the Information Age (SFIA) is widely recognised across the globe as a common language for the skills and competencies for the digital world. Within its scope are many of the world's most?in-demand occupations, encompassing professionals working?In its recent update (V8.0), SFIA has noted a global skills shortage in a range of capabilities and skills that relate to education, including:
The solution.
Unfortunately there is no silver bullet solution to this complex situation. With the support of both state and federal governments, the education sector needs to be working hard to retain its existing workforce, whilst also actively engaging with new recruits and encouraging the more experienced educators to delay exiting the sector. Given the amount of time it takes to complete the ITE, this is a medium to long term solution.
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There are a number of potential immediate solutions, which could include starting to engage, retain and reward those teachers who are approaching retirement, and potentially trying to re-engage and motivate retired teachers to return to the workforce over the next 2-5 years at which stage, the education sector should be starting to see its new teacher graduates enter the system and begin to seek employment opportunities.
In its review of the VET sector, the federal government should also be exploring the possibility of expanding the current ITE options by creating a VET qualification that is above and beyond the Certificate IV in Training and Assessment, which can be utilised as a direct entry into a junior teachers role, and as a pathway into university ITE programs. This could be offered in a similar way to the Enrolled Nursing VET qualification. In taking this approach, it may open up the possibility of teaching to individuals that are not wanting to, or do not feel ready to enrol into a university degree.
In a recent ABC Radio podcast , the Australian government's plans to bring both state and federal education ministers together to develop a national workforce strategy are discussed. This much needed workforce strategy is expected to be signed off by the minister before the end of 2022. On the table are substantial payrise and incentives to retain existing teachers and to entice qualified teachers that are now working in another industry or retired back into the classroom .
Other solutions on the table include establishing paid internships for trainee students to get into the classroom on the third year of their undergraduate ITE. This is very much in line with teacher internship models already in place across North America, Asia, Europe and Africa .
The author's view.
The critical shortage of teachers across the globe has been a known issue for more than a decade. On our home front here in Australia, teaching is one of many professions that are facing a critical shortage and are in need of both an immediate remedy and a long term solution.
The 'Teacher Worforce Shortages Issues Paper' and proposed National Workforce Strategy proposed by the Australian Federal Minister The Hon Jason Clare are both very much a step in the right direction. However, there are many other factors for consideration along with structural changes and improvements to both the Vocational Education and Training, and Higher Education systems, given their role and impact on skilling, upskilling, and providing a steady flow of skilled professionals into the Australian education workforce.
The onus is now on the recently elected federal government to continue engaging and working with state governments, key stakeholders, and the general public to ensure that it is able to make the necessary changes and improvements whilst ensuring that it also gets the buy-in and support of all.
About the author
The author of this article, Matthew Dale is the Co-Founder of both Audit Express & Educonomy . Matthew is a tertiary education professional with more than 15 years' experience working in a range of roles across the tertiary education sector. Matthew has previously worked as a policy advisor for the minister of skills, training and higher education. Matthew is a self-professed global citizen, big thinker, networker & connection maker. In his spare time, Matthew is also a part-time farmer, and in his spare time you will find him tending to his herb garden and herd of alpacas.