Students' attitudes towards truancy are said to be turning around.
A new Education Review Office report has found six out of ten students attend regularly – back to pre-Covid levels, but still down on 2015.
It also found 80% think education is important for their futures, and 75% think attending every day is important.
Deputy Chief Executive Ruth Shinoda told Mike Hosking there's still more work to do.
She says seven in ten children went to school regularly in 2015 and the government wants to increase that to eight in ten by 2030.
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Episode Transcript
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Speaker 1 (00:00):
We've got some good news. I think, can you report
(00:01):
from the ERO. The Education Review Office shows that we're
BECK at school fifty eight percent and now regularly attending.
That's BECK to pre COVID, up from forty percent three
years ago. Ruth Schenida is the head of the ero's
Education Evaluation Center and is Becka. That's Ruth morning to you.
Speaker 2 (00:17):
Good morning Ray.
Speaker 1 (00:18):
Slightly weird old world, isn't it When we're celebrating fifty
eight percent being an improvement? Is still a fairy Parlors number,
isn't it.
Speaker 2 (00:25):
Oh, we've definitely got further to go. So we're really
pleased to see six and ten kids going to school
regularly compared to four and ten three years ago. But
you're right back in twenty fifteen we had seven in
ten kids going regularly and the government's target is by
twenty thirty to get eight and ten kids there. So
it's really good news progress, but we've got further to go.
Speaker 1 (00:42):
Just remind us what regularly is as where you're.
Speaker 2 (00:45):
Doing nine days out of a fortnight nine or more?
Speaker 1 (00:48):
Okay, is it distinct to schools or geography or what.
Speaker 2 (00:53):
So we are seeing an overall improvement across schools across
the country. And you know what's really encouraging is that
students are taking going to school more seriously. So eight
and ten students now say schools important to their future,
three quarters think going every day is important, and twice
as many are now saying they never want to miss school.
That's good news.
Speaker 1 (01:10):
Do you think any of us, especially given what the
government's been talking about in the last couple of days,
jobs seeker, people leaving with no qualifications, things like that,
that's sinking into some degree and people have worked out
you might need a qualification.
Speaker 2 (01:23):
Definitely. Good schools we saw across the country are doing
things like explaining to students not just why they have
to come, but the implications it has, how actually attendance
predicts their lifetime earnings. But the other thing they're doing
that really works is connecting students to schools. We found
that if students think they belong at school, they're five
times more likely to think going every day is important.
(01:45):
Schools are doing a great job. Good.
Speaker 1 (01:48):
While I've got you this OECD report that I know
is about the place and this tell US, which is
the Teaching and Learning International Survey, we seem to be
producing teachers that don't feel confident in the classroom and
why is there.
Speaker 2 (02:01):
So last year we did review initial teacher education and
we did express concern because we had two thirds of
principles saying that new teachers were unprepared and a quarter
of new teachers saying that their training wasn't effective. So
we did recommend strengthening teacher education and reducing the variation.
And it particularly we found that more time practicing in
the classroom was really important to be prepared to teach
(02:22):
in the classroom.
Speaker 1 (02:22):
Yeah, what I can't work out is why that wasn't
worked out previously. Why wouldn't being in the classroom be
one of the most important things you can do, as
opposed to sitting around and theorizing until you actually get
to do the job proper.
Speaker 2 (02:34):
So teachers have always done sometime in the classroom, but
the increasing evidence shows them more the better. And it's
really important to work closely with those principles who really
know what kind of new teachers they need. So having
them a strong sen is really important too.
Speaker 1 (02:46):
Do you think what they're doing in the classroom by
way of training now is fix that problem?
Speaker 2 (02:51):
We definitely know that in the classroom makes it a
big difference, but we've got further to go to strengths
in it. What's really important is that our new teachers
are prepared that they don't derive feeling it's hard to
do what's such a critical and important job.
Speaker 1 (03:03):
And the fifty four percent who aren't confident in, you know, basically,
how to teach all the subjects that they teach is
that's what being What is being talked to them? Is
that an issue or not.
Speaker 2 (03:14):
We've got to look again at how we make sure
that new teachers are confident. It's such an important job.
We found that new teachers are motivated, passionate about kids,
passionate about getting that outcome. So let's make sure we've
got the skills for them so they can get the
job done.
Speaker 1 (03:27):
All right, Appreciate your time. Ris Shenida, who's at the ERA.
Just the OECD report sixty two percent of graduate teachers
not confident in teaching content seems extraordinary. Fifty four percent
we're not confident in how they teach in all the
subjects they teach. So I wonder if there's something in
there and the quality of people they're picking up in
(03:48):
the first place.
Speaker 2 (03:49):
For more from the mic Asking Breakfast. Listen live to
news talks it'd be from six am weekdays, or follow
the podcast on iHeartRadio
We've got some good news. I think, can you report
(00:01):
from the ERO. The Education Review Office shows that we're
BECK at school fifty eight percent and now regularly attending.
That's BECK to pre COVID, up from forty percent three
years ago. Ruth Schenida is the head of the ero's
Education Evaluation Center and is Becka. That's Ruth morning to you.
Speaker 2 (00:17):
Good morning Ray.
Speaker 1 (00:18):
Slightly weird old world, isn't it When we're celebrating fifty
eight percent being an improvement? Is still a fairy Parlors number,
isn't it.
Speaker 2 (00:25):
Oh, we've definitely got further to go. So we're really
pleased to see six and ten kids going to school
regularly compared to four and ten three years ago. But
you're right back in twenty fifteen we had seven in
ten kids going regularly and the government's target is by
twenty thirty to get eight and ten kids there. So
it's really good news progress, but we've got further to go.
Speaker 1 (00:42):
Just remind us what regularly is as where you're.
Speaker 2 (00:45):
Doing nine days out of a fortnight nine or more?
Speaker 1 (00:48):
Okay, is it distinct to schools or geography or what.
Speaker 2 (00:53):
So we are seeing an overall improvement across schools across
the country. And you know what's really encouraging is that
students are taking going to school more seriously. So eight
and ten students now say schools important to their future,
three quarters think going every day is important, and twice
as many are now saying they never want to miss school.
That's good news.
Speaker 1 (01:10):
Do you think any of us, especially given what the
government's been talking about in the last couple of days,
jobs seeker, people leaving with no qualifications, things like that,
that's sinking into some degree and people have worked out
you might need a qualification.
Speaker 2 (01:23):
Definitely. Good schools we saw across the country are doing
things like explaining to students not just why they have
to come, but the implications it has, how actually attendance
predicts their lifetime earnings. But the other thing they're doing
that really works is connecting students to schools. We found
that if students think they belong at school, they're five
times more likely to think going every day is important.
(01:45):
Schools are doing a great job. Good.
Speaker 1 (01:48):
While I've got you this OECD report that I know
is about the place and this tell US, which is
the Teaching and Learning International Survey, we seem to be
producing teachers that don't feel confident in the classroom and
why is there.
Speaker 2 (02:01):
So last year we did review initial teacher education and
we did express concern because we had two thirds of
principles saying that new teachers were unprepared and a quarter
of new teachers saying that their training wasn't effective. So
we did recommend strengthening teacher education and reducing the variation.
And it particularly we found that more time practicing in
the classroom was really important to be prepared to teach
(02:22):
in the classroom.
Speaker 1 (02:22):
Yeah, what I can't work out is why that wasn't
worked out previously. Why wouldn't being in the classroom be
one of the most important things you can do, as
opposed to sitting around and theorizing until you actually get
to do the job proper.
Speaker 2 (02:34):
So teachers have always done sometime in the classroom, but
the increasing evidence shows them more the better. And it's
really important to work closely with those principles who really
know what kind of new teachers they need. So having
them a strong sen is really important too.
Speaker 1 (02:46):
Do you think what they're doing in the classroom by
way of training now is fix that problem?
Speaker 2 (02:51):
We definitely know that in the classroom makes it a
big difference, but we've got further to go to strengths
in it. What's really important is that our new teachers
are prepared that they don't derive feeling it's hard to
do what's such a critical and important job.
Speaker 1 (03:03):
And the fifty four percent who aren't confident in, you know, basically,
how to teach all the subjects that they teach is
that's what being What is being talked to them? Is
that an issue or not.
Speaker 2 (03:14):
We've got to look again at how we make sure
that new teachers are confident. It's such an important job.
We found that new teachers are motivated, passionate about kids,
passionate about getting that outcome. So let's make sure we've
got the skills for them so they can get the
job done.
Speaker 1 (03:27):
All right, Appreciate your time. Ris Shenida, who's at the ERA.
Just the OECD report sixty two percent of graduate teachers
not confident in teaching content seems extraordinary. Fifty four percent
we're not confident in how they teach in all the
subjects they teach. So I wonder if there's something in
there and the quality of people they're picking up in
(03:48):
the first place.
Speaker 2 (03:49):
For more from the mic Asking Breakfast. Listen live to
news talks it'd be from six am weekdays, or follow
the podcast on iHeartRadio
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