You may have seen some media coverage earlier this week about early years learning and how children as young as two could benefit from structured play based learning as part of a pre to post school continuum. I’m not talking about putting two year olds in traditional classroom settings, sitting silently at desks listening to the teacher talk (that’s not our idea of quality schooling anyway). I’m talking about authentic play based learning experiences for toddlers that include age-appropriate activities like singing, dancing and even learning to play an instrument or language.
It’s about rethinking the entire pre to post school structure, to create a more aligned and coherent schooling framework.
Last week, business leader Catherine Livingstone called for a ‘philosophical change’ in the way we think about education, noting that the traditional separation between schooling and work is no longer relevant for today’s world. Increasing numbers of educators believe the traditional model of schooling is no longer meeting the needs of students today, which echo Livingstone’s observation. Business and industry leaders are constantly telling us that students do not have the skills they need, and youth unemployment has hit a 15 year high, with one in five people aged 15-24 unemployed. There is also a talent mismatch with 18 of the world’s major economies experiencing talent shortages.
We can no longer ignore the growing gap between formal schooling and success in the 21st century. We need to make a fundamental change in education. Moving away from artificial constructs like preschool, primary, secondary and post-school is a start, as these are artefacts of an age long gone.
These distinctions result in short term and narrow funding decisions directed towards separate parts of the system, instead of the whole. The Federal government decision to only guarantee funding for early childhood for the next two years, and only for four year olds, is an example of this type of constrained thinking.
Federal governing structures for education are disjointed: early childhood is within the Social Services portfolio, whereas schools and post school are within Education and Training. It’s the same story in NSW, with early childhood, schooling and TAFE all in different departments. This results in policy and funding decisions that treat early childhood, school and post-school as discrete units. Instead, we need to think about how all aspects of the sector work together to gain greater continuity in learning and teaching frameworks.
We’re a few days away from the Federal Budget – we need aligned policy and funding decisions that address the holistic, long term needs when it comes to education.