“Would-be teachers are deterred from joining the profession because of the extra cost, the extra year of training, and the fact they are going miss out on salary,” Achterstraat said.
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“You might have a maths degree and be perfect for teaching, but if you have a family and a mortgage, taking two years off work to do the training is probably not viable,” he said.
The Commission examined the economic impacts of longer postgraduate initial teacher education, and found that since NSW doubled the length of postgraduate initial teacher education, the number of students completing degrees has trended down.
It found the move to a two-year master’s is a disincentive for mid-career professionals wanting to retrain as teachers, and has cost around $3 billion in lost welfare over the past seven years.
“These costs comprise loss of teacher earnings, additional student debt for teachers, and loss of lifetime income for students. Had initial teacher education (ITE) remained as a one-year graduate diploma, we could expect more than 9000 additional ITE completions over the 2015 to 2022 period,” the report said.
The shortfall in teaching graduates with specialised skills on out-of-field teaching – where students are being taught by someone without expertise in their subject – is “concerning”, the report said. The Commission estimates that the poorer outcomes from additional out-of-field teaching costs around 95,000 students $25,000 each in lost lifetime earnings.
“These additional teachers might have alleviated the current growing shortage of qualified teachers which is well documented,” the report said.
There is scarce evidence that longer training pathways result in a better quality of teaching and many high-achieving education systems overseas such as Singapore (ranked second worldwide in PISA results) offer one-year postgraduate teaching qualifications, the report said.
“Based on a review of empirical evidence, the Commission estimates that teachers with an additional year of ITE have a negligible impact on student achievement. On the other hand, the literature consistently points to additional years of on-the-job teaching experience having a positive impact, especially for early-career teachers.”
Teacher shortages are biting across Australia – especially in maths, design and technology and science – while data reported by the Herald last year showed more than 100,000 students in NSW are taught by someone without expertise in their subject.
“While extending the initial teacher education to two years was likely done to improve teacher quality, we now know that it has not achieved that outcome. We are confident that returning to a one-year initial teacher qualification will not lower teaching standards,” Achterstraat said.
Minister for Education and Early Learning Sarah Mitchell said the current two-year master’s degree requirement was a disincentive for aspiring teachers, particularly mid-career professionals, and didn’t have a clear enough impact on student outcomes.
“This decision [to move to a one-year pathway] is backed by strong research which shows that the best way for teachers to hit the ground running is to spend more time in schools.”
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The government said it will work with universities and the profession “to ensure these new courses are high-quality and prepare trainee teachers for the classroom”, and will push for it to be on the national agenda at next month’s education ministers meeting.
A policy paper released last year by conservative think tank the Centre for Independent Studies (CIS) argued mandating a two-year requirement for postgraduate teaching was crippling teacher supply. The one-year graduate diploma of education is currently held by about 60,000 teachers nationally.
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