Facilitating learning during workforce shortages
Facilitating learning during workforce shortages
The traditional model of schooling in Australia, is characterised by a unionised workforce with restricted flexibility in workforce practices, strict regulation governing teacher qualifications and eligibility to teach in schools, and a school structure organised by year levels. The age of students often determines their progression through the year levels and students are expected to attend school for set daily hours.
Most primary school teachers are generalists while their secondary colleagues specialise in subject areas. This model has served Australia well, but greater focus on students’ wellbeing, recent international health crisis and teacher shortages have accelerated the need for different models and approaches to learning and the role of schools.
A driver in the growth of home education and flexible schooling models has created concerns over student well-being. These models often offer personalised learning journeys, providing alternatives to traditional schooling, allowing for greater adaptability in addressing mental health issues and the diverse learning needs of students.
The COVID-19 pandemic brought significant disruptions to schools and classrooms. For schools, it highlighted the importance of flexibility and agility in teaching strategies, quickly changing from a traditional model to remote and hybrid learning models. A critical lesson from the pandemic was schools’ preparedness to integrate technology to complement or replace traditional teaching approaches. The use of technology in the learning and teaching process became more critical with the introduction of Generative Artificial Intelligence (Gen AI) tools such as ChatGPT, Claude and Soundful in 2022.
Students also learned valuable lessons during the pandemic about self-motivation, time management, and independent learning. While some students thrived in the online environment, others struggled with isolation and the lack of structure provided by the traditional model. The pandemic reinforced some students do not require a traditional model of teaching to thrive.
Addressing workforce shortages
Teacher shortages in Australia has become a significant concern, particularly in rural and remote areas, as well as in specialised areas like STEM (Science, Technology, Engineering, and Mathematics). The impact of teacher shortages on student learning may hinder the two agreed education goals for young Australians:
Goal one: The Australian education system promotes excellence and equity
Goal two: All young Australians become confident and creative individuals, successful lifelong learners, and active and informed members of the community (Alice Springs (Mparntwe) Education Declaration (December 2019).
To address workforce shortages, all Australian Education Ministers agreed on a National Teacher Workforce Plan in December 2022 which focused on five priority areas:
- Priority area one: improving teacher supply by increasing the number of people choosing teaching as a career
- Priority area two: strengthening initial education with the objective to ensure initial teacher education supports teacher supply and delivers classroom ready support
- Priority area three: keeping the teachers we have to improve retention by increasing support for teachers, enhancing career pathways, reducing unnecessary workload, and freeing up teachers to focus on core teaching tasks and collaboration
- Priority area four: elevating the profession to improve the information available for teacher workforce planning
- Priority area five: better understanding future teacher workforce needs to improve the information available for teacher workforce planning.
Each priority area has several actions. All the priority areas are interrelated. However, unless work satisfaction improves for teachers (priority area three) the other strategies will lose some of their effectiveness. It has been reported by the Queensland College of Teachers in their 2019 report Attrition of Queensland Graduate Teachers that a substantial number of teachers leave the profession within their first five years. According to the Australian Institute for Teachers and School Leadership (AITSL) in their 2023 National Trends Teacher Workforce Report, the number of teachers who intend to leave the workforce in the next five years is approximately 34 per cent. It should be noted that often intentions do not always translate into actions. Merely increasing the number of teachers entering the workforce through initial teacher education or other means will not be effective if teacher attrition rates continue to climb.
Strategies to support priority areas
Additional strategies that may compliment the National Teacher Workforce Plan include:
- Increasing personalised learning pathways
- Extending flexible employment conditions
- Reducing professional regulation
- Partnering with industry.
Increasing personalised learning pathways
If schools adopt the two lessons from the COVID-19 pandemic, incorporating sophisticated technology in the learning process may alleviate teacher shortages in schools by optimising the use of available teaching resources and expanding access to quality education. By integrating digital tools, schools can adopt hybrid or blended learning models, thereby reducing the need for a high number of in-person teachers. For instance, one teacher could deliver online lessons to multiple classrooms across various locations simultaneously, leveraging technology to reach more students than traditional classroom settings would allow. This model not only helps to manage teacher workloads more effectively but also ensures students continue to receive quality education despite the shortage of teaching staff.
This model may offer a valuable alternative for children who find the traditional school system unsuitable, providing a more personalised and accommodating educational experience.
These pathways allow students to learn at their own pace and according to their individual learning styles, which can be especially beneficial for those who struggle with the one-size-fits-all approach of traditional classrooms. The wellbeing and social development of students pursuing non-traditional pathways should be monitored. This ensures the identification of both positive and negative aspects of their experience. By understanding these dynamics, educators can provide tailored support. This approach fosters a more inclusive and responsive learning environment for all students.
This adaptability not only makes education more accessible but also empowers students to take ownership of their learning, fostering self-motivation and independence, which are crucial skills for their future success. If schools adopt flexible learning pathways, other roles such as educational coaches could be developed to help guide students as they navigate these pathways.
Extending flexible employment conditions
There are a substantial number of people who hold teacher registration but do not work in a school. Increasing labour market flexibility can be a powerful incentive to attract individuals back to teaching in schools by addressing some of the key barriers that deter people from re-entering or remaining in the workforce. Whilst teaching does offer part-time and job sharing, improved workplace flexibility may attract more people back to teaching. Consideration should be given to allow registered teachers to be engaged on a period/lesson basis. This may encourage some people to teach a single class across a term or year. The goal should be to provide the least restrictive industrial environment to allow people to teach.
Reducing professional regulation
Deregulation could alleviate workforce shortages, however, it must be implemented thoughtfully to maintain quality standards. Higher education institutions face multiple regulatory layers, often leading to overlap and bureaucracy. In 2016, the duration of graduate initial teacher education courses was extended to two years without clear evidence of quality improvement. Reverting to a one-year program could expedite teacher production and ease the burden on career changers.
Additionally, many experienced teachers from countries like the United Kingdom face significant barriers to gaining teacher registration in Australia. These barriers need to be investigated to determine their validity and assess actual impact or worth.
Partnering with the industry
Such partnerships can offer financial support, housing, and other incentives that reduce the cost and barriers associated with relocating to and working in rural and remote areas. Industries may be enticed to sponsor or assist people from their community to complete teacher education courses and teach in their communities. With the growth in online courses people could complete a teacher education course without having to leave their community.
The following table summarises the above key actions for policymakers from the above paper to assist in maintaining and enhancing learning during workforce shortages.
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Issue |
Recommended actions for consideration |
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1. Increasing personalised learning pathways |
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2. Extending flexible employment conditions |
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3. Reducing professional regulation |
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4. Partnering with industry |
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The views and opinions expressed in this publication are of the BDO Centre for Education, and do not necessarily reflect the official position of BDO. Contact us to learn more.
About the BDO Centre for Education
The BDO Centre for Education (the Centre) is dedicated to advancing education in Australia by fostering collaboration among experts, stakeholders, and sectors within the field. The Centre’s mission is to promote excellence and equity, enabling all Australians to become confident and creative individuals, successful learners, and active and informed community members. Through critical analysis, evidence-based solutions, and informed advocacy, we strive to address the challenges facing education in the 2020s as outlined in the Alice Springs (Mparntwe) Education Declaration (2019). Our commitment to knowledge dissemination, outreach and inclusivity drives us to shape public opinion and advocate for evidence-based education policies, creating a stronger, more inclusive educational landscape for future generations.
The committee comprises of ten members who have served in various roles as leaders, stewards, managers, or advisers a diverse range of settings across the education sector over many decades. These individuals remain active in the education sector.