The 2022 OECD Programme for International Student Assessment (PISA) has confirmed the need for specialised targeted support in Australia’s education system to help students from disadvantaged backgrounds make the most of their education.
The triennial international assessment of the academic performance of 15-year-old students worldwide has shown Australian students experiencing disadvantage to be, on average, around five years of schooling behind their more advantaged peers, with 70 per cent of students from disadvantaged backgrounds not meeting the National Proficiency Standard in maths. It’s a result that, experts say, places their capacity to participate in and contribute fully to society at risk. This compares to 28 per cent of those from advantaged backgrounds.
Indigenous students need additional support
The results also show Indigenous students are around four years of schooling behind non-Indigenous students. Students from regional and remote areas fare worse than students from cities.
Yet overall, the latest reading, science and maths results of Australia’s 15-year-olds have remained steady.
Australia’s reading, science, and mathematics results had been steadily declining since the country first participated in the PISA assessment in 2000, a decline more rapid for students from disadvantaged backgrounds.
“These latest PISA results have confirmed what we already know – that Australia needs a better and fairer education system,” said CEO of the children’s education charity The Smith Family, Doug Taylor. “For a wealthy nation such as ours, these results are woefully inadequate, but we know there are effective solutions that can address this.”
The Smith Family CEO is a member of the Ministerial Reference Group advising the Expert Panel, set up by the Federal Government to inform a new National Schools Reform Agreement to improve equity and educational outcomes in schools across the country.
School funding negotiations are overdue
Education Ministers from around the country are due to meet this month as they negotiate the new school funding agreement with the government.
“These results reflect trends also evident in this year’s literacy and numeracy NAPLAN results. They prove how vital it is that we get the next National Schools Reform Agreement right and realise the goal of a better and fairer education system,” said Doug Taylor.
“Students facing disadvantage who have slipped behind need tailored extra learning support so that they can catch up, keep up and stay engaged at school. It is crucial that all students, no matter their backgrounds, are given the best change through their education to complete Year 12. We know that students who finish school have better futures.”
Mr Taylor says a key component of the new reforms should be establishing an independent assessor, authorised by the Education Council, to monitor progress against agreed outcomes and make recommendations across all jurisdictions for ongoing, continuous improvement.
“Data should be shared across all states and territories, to support better student outcomes. There needs to be a public accountability mechanism that requires systems and schools to demonstrate that additional funds allocated on the basis of need are being spent on students with additional needs,” he said.
A cohesive approach is critical
“With the right policies and the right implementation, we can build a school system that works for all. One that matches the dedication and commitment of our teachers, educators and families and that gives every student, no matter their background, the best possible opportunities to make the most of their future lives,” Mr Taylor said.
“It’s also time we acknowledged that digital skills are as important to young people’s futures as literacy and numeracy. Young people experiencing disadvantage often lack digital devices, access to the internet and the digital literacy needed to compete in the world when they leave school. School reform needs to address this as well.”
