The Paradox of Standardisation in Australian Education: A Step Back from Progress

In an era when Australia ambitiously strides towards professionalising and valuing its teaching workforce, paradoxically, it tethers these professionals to a framework of stringent standardisation. This juxtaposition not only stunts educational progress but also undermines the very essence of the professionalisation that was painstakingly championed. As an advocate for unorthodox thinking in the realms of education, I want to explore how this one-size-fits-all approach may be the Achilles’ heel in our educational system.

Let’s start with the standardisation of initial teacher education programs. The inception point of moulding future educators has become a conveyor belt of uniformity, where diverse educational philosophies should instead thrive. While having AITSL standards for these programs is imperative, standardising these programs to the extent where there are few points of difference undercuts the potential for innovation. Just as we often tell school-age students that we are preparing them for a world and a workforce we cannot fully fathom; we need to be preparing future teachers for a realm of schooling that is under constant scrutiny and subject to the will and whim of the latest government. We seem to be churning out graduates finely tuned to outdated metrics and ideas, rather than fostering innovation and adaptation. The current rigid framework of teacher education stifles the emergence of educators who can teach beyond the test and adapt to the evolving educational landscape.

Moreover, the drive to standardise the curriculum across the board, both in schools and in teacher education programs, while seemingly a move towards coherence and higher common standards, often ignores the crucial contextual factors that significantly impact student achievement. In any discussion about education, it’s vital to recognise that the teacher, more than any curriculum or textbook, is the most potent catalyst for student success. And if we believe that, how does a more standardised program where all future teachers learn to teach the standardised curriculum in the same way lead to great teachers? If the idea is that we can make all teachers great through standardisation, then the pundits seem to be ignorant of the statistical phenomenon of regression to the mean.  We often hear about the role of personalisation in the success of students; however, when it comes to teaching and training our teachers, we think a similar-size-fits-all approach is appropriate. Teaching requires a tailored approach that considers the unique needs and contexts of individuals rather than a monolithic curriculum that fails to address varying educational landscapes.

In standardising education, we paradoxically negate the professionalism we seek to instil. By confining teachers within the structures of standardised curriculums and assessments, we are clipping their wings and ignoring the diversity of student needs across classrooms. This one-size-fits-all approach inherently contradicts the notion of professionalisation, which is predicated on trust in the judgment and expertise of professionals — in this case, the teachers. They are trained and knowledgeable, yet we bind their discretion and expertise with overly prescriptive educational mandates.

Consider, for instance, the difference in educational contexts between urban and rural settings or between schools with differing access to resources. Standardisation glosses over these disparities, applying the same educational measures universally. This disregards the fact that a teacher in a remote Indigenous community faces different challenges and requires different resources and approaches compared to a teacher in a well-resourced metropolitan school. The idiom, “one cannot measure different entities with the same metric,” rings particularly true. Just as businesses tailor their services and products to the specific needs of their consumer demographics, so too must education be tailored to the context of the learners.

This leads us to an urgent need for a shift in perspective. If we are to truly honour the professional status of teachers, we must empower them to use their training and insights to craft educational experiences that are meaningful, relevant, and responsive to the students in their care. Instead of being gatekeepers of a predetermined curriculum, teachers should be architects of educational experiences that inspire and engage students, fostering an environment where learning is not just about achievement on superfluous assessments and standardised tests but about cultivating a lifelong passion for knowledge and understanding.

While the standardisation of education might offer simplicity and uniformity, it is a flawed strategy that hampers progress. As we move forward, let’s advocate for an educational system that values flexibility over conformity, one that truly respects and harnesses the professionalism of teachers. Only then can we expect our students to emerge not just as successful learners but as innovative thinkers ready to tackle the challenges of the future. Innovation should not only be encouraged—it should be required.