ZG #5 - Australia's Education System Plummeting 2/2: Exposing the Collapse (Part 2/12) - The Finance Bible

Episode Transcript
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Zeke Guenthroth (00:00):
Welcome to part two of the education podcast.
Along with Curtis Piper, we'rejust going to jump straight back
into where we left off.
Enjoy.
Welcome back to another episodeof the Finance Bible Podcast.
You're joined with myself, zeke, and your co-host, oscar.

(00:22):
But before we get into it,please note that nothing in this
podcast should ever beconsidered as personal financial
advice.
But if that is what you areseeking, get in touch, let us
know and we will hook you upwith the correct professionals.
Sit back, relax and enjoy theshow.
Let's get into it.
We've already spoken a littlebit about male teachers

(00:45):
vanishing, Like they don'treally exist.
So only 17% of primary schoolteachers are male.

Curtis Piper (00:53):
Really yeah, so not even one in five.

Why is that?
To be fair, like growing up, Iwas never like I want to be a
teacher.
No, Growing up, no, but alsogender equality.
No, Growing up, no, but alsogender equality, or equity as we
call it.
Now.
You know we need more women inengineering and stuff.
So what's going?

on here.
That's a great idea.
That's a very good point thatyou've just made, if we are
going to bring more women intothe workforce, like they are
doing in the mining industry,for example.

Yeah, they're coming in a lot in the mining
industry, exactly.

So if that is the case, then surely we can see
something happen for us in themale primary school teachers
side of things.

Yeah, like Defence Force advertising, you
see a lot of women-only rolesgoing.
Should they not do the samething in primary schools for men
, I think so, and high schools,I think it's come to and
preschools and, uh, child care,like all these different things?
I think that that's what weneed if we're going to.
I mean, I completely disagreewith that whole concept, to be
honest.
Like, um, you can't justintroduce people into a

(02:00):
workforce to try and balance itout.
I think it's the dumbest thingin the world that that is an
interesting concept, isn't it?

in and of itself, yeah, Like and lowering the
standards that women need tomake compared to the men.

Yeah, like Scandinavia tried it and it
failed.
It actually boosted the gendergap.
So what they did was theybasically enabled and removed
the barriers that so-calledexist for women going into like,
like men roles and stuff andlike, gave them more pro-choice
education and what they actuallysaw was an increase in the

(02:30):
number of women going into childcare, teaching, nursing, and a
decrease going into roles likeengineering.
That's interesting, yeah, so atthe end of the day, it's choice
at the end of the day like mendon't want to be primary school
teachers aside from 17 percent,otherwise they would be day.
Men don't want to be primaryschool teachers aside from 17%
of them, otherwise they would be.
And women don't want to beengineers, otherwise they would
be Creating inequality.

(02:50):
To create equality is probablythe dumbest thing I've ever
heard, and what I mean by thatis, if you create an inequality
in what you need to accesssomething reduced marks, free
courses, women-only jobs,whatever the situation is you're
creating inequality.
By doing that, your end goal isto create equality, apparently.

Yeah, I think I need someone to explain that to
me.

Yeah, then it's going to be an endless cycle of
inequality.
If I'm growing up and I want togo in the defence force and I'm
seeing 50 women-only jobs, I'mwhat is this?

it's a.
It's a silly concept.
Maybe that's when you go downthat avenue of transitionings,
you can't get that jesus christ,boys are three times more
likely to be suspended.

And that's a behavioral issue.
Um, you know, men areconstantly told that they're
issue.
Um, you know, men areconstantly told that they're
behaviorally bad.
We're too boisterous, is thefavorite word.
Um, and we're violent?
Yeah, although most of themaren't from violence, it's
normally um class disruption,yes.
Which then brings me to againthe main reason that I got in

(04:00):
trouble in school.
I wasn't violent, by any means,never was.
I wouldn't hurt virtuallyanyone in this area.

No, I can attest to that.

Thank you, but I would cause a lot of
distraction in class because Iwas bored.

I can attest to that as well.

Very bored.
So I'd be sitting there like,okay, cool, how do I entertain
myself?
And I would play up and makejokes and do silly things that
were still.
I back it today.
I love it.

I think it was great.
I think there was a lot of dayswhere it was actually
beneficial for you to do sobecause, absolutely, I brought a
smile to everyone's faceExactly, and I probably removed
55% of teachers being stressedby making them laugh Exactly.

Yeah, yeah, if you're in a position now as a
boy where formerly you weredoing linear learning, and
that's what we're good at,that's what we're designed to do
, and then all of a suddenthere's non-linear way in
English writing stories abouthow lions look like grass or
something, and you know the skyis beautiful today and it
resembles a pink ribbon and youknow that leads into this and

(04:57):
that and the other, and it's allsome Very subjective, yeah,
some wild story.
Like you know, this guy walkedpast a fly and you know that's a
sign for he's grown into anadult, Like he's small and he's
big.
There's so many dumb things andI'm sitting there thinking this
is terrible, Like why?

am I here?
What was the like learnedoutcome after a?
Are you specifically speakingabout?
Maybe creative writing?

Well, yeah, that's pretty much what English
was 90% of the time, from mymemory it really was, and also
just kind of studying othercreative writers and what they
wrote yeah, you're studying alot of Shakespeare.
You're studying a lot of movies.
You're talking about likecamera angles and stuff.
Do you remember that?
Like you'd watch a movie andyou'd be like, okay what did

(05:48):
this low angle do, right?

yeah, you would dissect the film and you would
understand.
A low angle means thatcharacter is superior or.

but even even then, like it doesn't
necessarily mean that, becauseit's what did it make you feel?
Yeah, and each person is goingto feel something different each
time.
Like I could tell you, I couldgo out and I could survey 100
people and I'd tell you hey,you're an attractive person and
you might feel really happy.
Someone else might feel reallyweirded out.
Someone else might feel likethey need to report me to the

(06:12):
police, that's fair.
Someone else might be like youknow what you are too.
Yeah, well, that's probably 99out of 100.
But it's all subjective, it'sall subjective, like there's no,
it's one of those pointlesstopics in the world and it's
really crazy.

Subjectivity is interesting though, because it
means like is the truth thatvast?
Is it that wide if?

it's, if it's my, if it's my truth, how am I
going to get 24 out of a hundredfor not explaining something
that you wanted me to explain?
Hmm, but someone else can telltheir truth and it's a hundred
because it's what the truth ismeant to be in that creative
aspect.
Okay, so like I just think it'sthe most pointless topic in the
world.

It is interesting, I think, the creative side of
things I think it's valid tohave in the school system, just
because I mean creative mindssuch as all the inventors and
stuff.

but that's like you were saying saying a linear
path of thinking and learning,not so much this wishy-washy.
Yeah, and I mean sure, have itin there, but do you then maybe
have it in as a elective, notthe only compulsory thing?
Like we have math as anelective, english is compulsory.

That is interesting, like yeah, hello,
as long as english is you know,teaching the children how to
communicate more so than todissect film and write
creatively.

Do you maybe remove english and make like
reading and communication?
Yeah as we said reading, one inthree can't do it in united and
on that, on that note, boystrail girls by 20%.
Wait a minute.

Boys trail girls.

So girls are doing Girls are doing 20% better
than boys in reading in yearnine.
Okay, so I mean we're not doingwell.
Come on, lads, Not doing wellat all.
And yeah, anyway it ends up inmales feeling disadvantaged, not
doing well, dropping out due tolack of interest, which works
well for our trade industry,which is struggling massively.

(08:13):
But yeah, they act out, theydrop out, they get bored, they
disengage and that's whatcreates more and more problems.
We're starting to teach a lotof issues in terms of fragility
training as well, Like there's alot of issues in terms of
fragility training as well, likethere's a lot of mental
weakness.
In australia, we are one of theworst countries for mental
health in the world.
In fact, I'd go as far assaying number one really, yeah,
number one worst in the world.

I don't, I don't believe that, but it's.

I think we're up there well, let's look at the
statistics.
Let's we already know thatthere's an over diagnosis where
there's anxiety, depression,adhd, like a all the
self-diagnosis as well yeah, andit's also as simple as if you
go to a doctor and you've got atemplate of things that you need
to talk about and you've got atick like I feel this or I feel
this.
It's pretty easy to take thingsthat are going to give you what

(08:58):
you want.
That's a great point.
Yeah, like it's going to bepretty common sense, like you
know, if you're, if you're atthe point where you're going
somewhere to see if you haveanxiety or something, I'm pretty
sure you would know first ofall, but second of all, if you
want that diagnosis you're goingto get it.
There's no way you're going towalk in there and go.
No, otherwise you wouldn't bethere, yep, and you can do it

(09:22):
one line as well.
Like you already know theanswer um, but there's also a
lack of training, or virtually.
I don't recall any training inschool.
That is for mental toughness,stoicism, responsibility like at
home?
Yes, absolutely, and actuallyyou know what in in test
environments like pressurecooker environments, then, yeah,

(09:44):
a bit of mental toughness,because you've got to deal with
that.
Let's remove them.
Let's do our home assignments.
For math, yeah, the only formof it that there was is now gone
.
Even public speaking is on theway out in school.
Really, it's reduceddrastically.

That's a shame.
I remember the public speakingside of things was amazing.
I remember I had one of thegreatest speeches of all time.
I was going to talk about that.
Yes, I was going to say.
The confidence that you kind ofgrew into that day was
phenomenal and I think it shouldbe a part of our education
system, for sure it should be.

Yeah, that was uh miraculous.

It was probably the most confident man in the
world it was and it kind ofoozed out of you and onto the
class it was great, yeah.

And then everyone kind of got involved.
They're like like, well, if hecan do that, that's all good.
Exactly, nothing's going to gowrong.

You took away all the fears in the room and
everyone was there to have funand enjoy listening to each
other's speeches, and that's howit's done.

In terms of psychological distress, 42.3% of
young Australians so between 15and 24, in the year 2021
reported high psychologicaldistress.
In the year 2021, reported highpsychological distress.
Let's just round it up Half ourpopulation between 15 and 24
reported high psychologicaldistress in a 12-month period.

(10:54):
Wow, what does that even mean?
What is high psychologicaldistress?

I don't understand .

Are you in solitary confinement High?

psychological distress.
Okay, so this person must begoing through the wars.
They're in solitary confinement.
High psychological distress.
Okay, so this person must begoing through the wars.

They're in solitary confinement, they are
and they are distressed yeah,like I, I don't think I've even
felt low to moderatepsychological distress, let
alone high.
Hmm, it's like what what ishigh?

how is that so high?
How is there so many peoplewhen, see, when people uh have
like a common theme or, you know, a common problem, they kind of
talk about it together and theyget through it together and
that's how things are solved?

Yeah, but no, they talk to people about it and
they get me involved in that.
I also have high psychologicalstress.

You think you're doing it tough.
Well, look at this.

Trust me, my trauma outweighs your trauma.
Trauma buddies, um, and he'sactually probably my favorite
stat as in.
It's a terrible one, but it'smy favorite for the day.

Australia leaves the oecd in antidepressant use
that's an outrageous statisticfor Australia to have.

So let's run through some countries.
All right, let's take a look atthe world United States, united
Kingdom, turkey, switzerland,sweden, spain, slovenia, norway,
new Zealand, mexico, luxembourg, lithuania, latvia, korea,
japan, italy, israel, ireland,Iceland, hungary, greece,
germany, france, finland,estonia, denmark, czech Republic
, costa Rica, colombia, chile,canada, belgium, austria,

(12:28):
outrageous and Slovak Republic.
We have more antidepressant usethan every single one of them.
Wow, what does that say aboutus?
We are the mentally weakestnation in the world or in 38
countries, but I would call thatthe world.

I mean, yeah, essentially.
So I'm sure in other countrieswe probably still do have more
antidepressants.

Yeah, I mean, I'm thinking about it now.
And my ancestors right, born inGermany, bombing, going on,
flee the country, come toAustralia on their own, nothing
starting from fresh, and theymake a life, they deal with it.
Bingo, I'm born now.

(13:11):
Yep, it's been generations, acouple, and I'm here thanks to
them doing things.
Do you think that in thatmoment they were feeling high
distress psychologically?

I think I would call that high psychological
distress.

I was going to say I think if I was being
bombed that would cause a lot ofdistress, yeah, and you're
leaving your family, you'releaving everything you know,
everything you have, and you'refleeing to a country that you
know nothing about, on a shipinfested with rats, people
getting sick and dying.
You make it the country likeokay're like okay, what now?

And they had no antidepressants, no
antidepressants.
So they just had to be mentallytough.
Yeah, they just had to survive,accept what was and use it to
their advantage.

Yeah, Cubans fleeing, getting to America, do
you think they were stressed?
Probably, probably.
Did they have antidepressants?
No, we were in australiaourselves, so we're not at risk
of, you know, any form of warzone.

(14:16):
You know, at the moment in themiddle east there's a bit going
on, but we're not there, um,thankfully, um.
But even for us to have such ahigh level of dependence on
antidepressants, like the peoplecurrently that are doing it
tough in ir or Israel, anywherein the world that's under
pressure by that Russia, ukraine, are they going to be in the

(14:39):
same position as us?
Well, no, they're not.
I guarantee you.

50% of their people, 42% of their population,
or whatever, doesn't report theissues that we do so I wonder
what is the reason thataustralians are seeking out
antidepressants for their highpsychological distress between
the ages of 15 and 24?
Yeah, between the ages of 15and 24 almost your golden years,

(15:03):
you think I couldn't tell you.
I could not tell you.
15, you kind of almost.
You get your license around 16and then eventually you get your
freedom, all right.
17, and so that's great.
Now you can go travel with yourlicence and remain at 16, and
then eventually you get yourfreedom.
I'm 17.
And so that's great.
Now you can go travel with yourfriends, and then you're out of
high school at 18, going intouni.
Is that?
It?
Is it the universities?
Well, they're not doing uni at15.

Well, that's true.

That's very true.
I remember being 15, 16, 17, 18and I was the most carefree
person in the world.
That's what I thought.

Australians were.
I thought we were very laidback.

I thought that too , but maybe we're laid back
because we're on antidepressants.
I thought we would be able totake it on the chin and then
just keep moving forward, but itseems like we have to go to.

You know what?
Maybe in English they shouldstart putting on Rocky Balboa,
so that we can learn how to keeptaking the hits and keep moving
forward.

I think so um, because you know nobody is going
to get as hard as life.

But it ain't about how hard you hit it's hard
to get hit um onto financialliteracy.
So there's no compulsorypersonal financial education in
any school.

That's outrageous.
We need to get some sort offinancial literacy in there,
would it be?

fair to assume that financial stress is a key
part of antidepressant use?
Well, probably not, because 15to 24, you wouldn't be feeling
financial stress.
Maybe you would be, I don'tknow.
Maybe 20 to 24.
That's what I was thinking.
Yeah, but then it would be 20to 24 and not 15 to 24.

15 seems too young .
I think yeah.

So anyway, at some point it is.
We know that a vast majority ofdivorces happen due to
financial stress, and we knowthat there's a lot of financial
stress in the world, especiallyin Australia today, with we're
in the top five for householdversus income gaps in the world.
Top five, top five.
Wow, that's not somewhere wewant to be Edging on to number
one.
We're close.
Who's beating us right now?
I believe it's london.

(16:57):
Really well, england as a whole, but yeah, um, but we are in a
position we haven't had realwage growth for 10 years.
Why?
Terrible running of a country,I guess that's a fair point.

I honestly sometimes think who is running a
country?
Yeah, and where are theyleading us?

I know they're leading us.
It's called a dark abyss.
Yeah, I don't want to go there.
But yeah, no real wage growthin 10 years, as in our wages
have gone up, but inflation,house prices and so on and so on
, we're actually still the sameas 10 years ago.
Terrible, but still the same as10 years ago.

(17:37):
It's terrible.
But yeah, majority ofAustralians leave school without
any understanding of super taxdebt.
I can confirm that.
It's obviously my industry and70% of teenagers actually report
and say and indicate that theywant to learn about money in
school, but they're not taught.

I can remember myself bringing that forth in
class, thinking why are welearning about this exactly?

we should be learning about how to handle our
money in a financial situationfor when we are in the workforce
on our own making a living yeah, it's all good and dandy to
teach me about pi andcalculating the radius of a
circle and stuff like this, but,like hello, how do I make money
?
What is money?
Where did money come from?
What does it mean?
How does currency conversionwork?

(18:19):
How do shares perform?
How does property perform?
What investment path is there?
How do I save money?
What do things cost?
What is interest?
You learn a little bit aboutinterest, actually, because you
do simple interest and compoundinterest, but they do it from a
math perspective, not from afinancial perspective.
So it interest and compoundinterest, but they do it from a
math perspective not from afinancial perspective.
Right, so it's just numbers.
It doesn't actually meananything to you, unless you have
a good teacher who is like heylook, this is what this means.

(18:40):
You do credit card interest aswell.
But unless you're sitting therethinking this is what credit
cards cost, this is a rort.
You're just doing numbers on asheet.

I think it's vital that we find a way to introduce
that into our education system.

I think that should be probably the number
one thing in education thatneeds to change, and I know the
perfect thing to replace it withFinancial dependence.
You're just going to leave uswith something pretty fair.
Yeah well, I'll let theaudience figure it out.
Our listeners are smart, that'strue.
If you've got a wonderful statto hear and boy do I you're

(19:18):
going to love this.
One Second favourite stat forthe day 42% of Australian 18 to
25-year-olds so just shy of halfof people between 18 and 25 in
Australia rely on Afterpay orcredit card to cover basic
expenses.

Basic.

Basic, basic expenses.
Yeah, no way.
25 in australia rely on afterpay or credit card to cover
basic expenses basic, basic,basic expenses yeah, just
getting by day to day.

Yep after pay, wow , yep credit card.
That is very scary.
18 to 25 and nearly half.

Yeah, no way if they got taught financial
education in school.
Would that be the case?
No, I don't believe it would.
Those numbers would dropdrastically.
There we have it Public versusprivate divide.
We've already touched on it alittle bit.
That was actually my nextwritten down point, you know
you've got in.
Public, overcrowded classroomsare under-resourced on occasion.

(20:08):
There's cultural andbehavioural ideologies very
present, whereas in privateschool there's more like God
talk.
There's more academicperformance, behavioural
outcomes, actual structuredenvironments, and discipline is
the main difference.
So that's a lot of the issues.

(20:30):
You know our kids are failing,not because they're not smart,
but because we've removed everystructure that helped them rise
or that gives them the potentialto be who they can be.
That's just not existinganymore.
But if we want future leaders,we need strong schools, not soft
indoctrination, not soft mentaltoughness, not exposing us to
our biggest flaws as men orwhatever.

(20:50):
We need to actually changethings.
Some of the things that changewe've obviously talked about,
you know remove gender andcritical race theory, common
sense, k-6, pointless Fund, maleteacher scholarships possibly.
Again, I don't think that works.
But if we're going to keepdoing the, you know, equity

(21:11):
Genders in certain yeah, gendersin certain roles then that's
one that should be done.
I think it's more important tohave males in school than it is
to have women in bricklaying.
Yes, common sense, reinforceddiscipline, parental authority I
think parents need to be moreinvolved in schooling, like 100%
.

They do try, don't they?
They try to have parent-teachermeetings and try and get the
parents involved.
I think it is important theschool have a direct line to the
parents and the parents have adirect line to the teachers in
the school so that they can getinvolved in what the kids are
going to be learning for thatyear.

Yeah, absolutely, I think that what
they used to do, at least in myexperience, was they would bring
forward a parent-teacher night.
Yes, and to be honest, I don'tthink it happened frequently,
but they bring theparent-teacher night.
Yes, and to be honest, I don'tthink it happened frequently,
but they'd bring forward theparent-teacher night and they
would give you like a piece ofpaper and it said what was going
on and you'd take it home toyour parents.
They'd fill it out, they'd giveit back to you, you'd give it
to the teacher.
That thing went in the binevery time Out of here.

(22:08):
What kid in his right rightmind who knew he wasn't doing as
well as his parents wanted himto would hand that over?
Exactly, I'm in like year five.
I'm getting in trouble for Idon't even know what I was doing
.
I don't know why I got introuble in year five.

That's outrageous.
Let me be um.
This is a problem.
We needed you to be disciplinedmore and you can be 10 times
the man you are now okay, ouchum, but I'm not gonna give that
to my parents, I'm not gonna let, and they're probably like
they're not involved in theschooling.

They're like, even if I did give it to them,
what is this in the bin?
Oh, we're busy.
We've got to work.
You know they might not be ableto attend.
A lot of parents couldn'tattend.
You've got overnight workers.
You've got people who arestruggling for money.
They need to do three in a row.
Somehow my parents had five Nothappening, lucky for me.
But yeah, I think it would beeasy enough for teachers to have

(23:01):
some kind of system where theyhave the curriculum, they have
what the student's learning eachday, each week, each month,
whatever you want to do weekly,monthly, I don't mind Parents.
Weekly monthly, I don't mindParents.
Log into that portal,government funded, and what a
good place to put money by theway, by the government.
Where's it going now, oh?

many places, many places that's different, no way
useful.

Next episode the teachers log in.
They get some feedback on theirkid for the week or the month
or whatever it was.
They know what they're learning.
They can ask them about her atdinner.
Do you remember the old dinnertable?
You'd sit down, you'd havedinner and maybe oh, what did
you?

learn today.
Yes, I don't remember thoseconversations around the dinner
table.

Bring it back, yeah now people, my little
sister, for example.
We weren't allowed to eat inour rooms.
You weren't allowed to eat inthe lounge room, it was.
You sit at the dinner tableuntil you finished your meal and
there'd be occasional talk ofyou know what you do at school
or whatever.
This little chick bang in ourroom eating food every night
unbelievable, yep, terrible.
Bring back the the table.

(24:04):
Talk, um, but yeah, no, I thinkthere needs to be some form of
system.
Um, you know, there was reportsthat were generated half yearly
.
Does bugger all because halfyearly, like cool.
You see the result.
You see they're not showing upto class.

You could have stopped at six months ago,
pointless that brings a point Ithought of when we're talking
about private, best publicschools.
If there were any statisticsyou had on home schooling, was
that beneficial to anybody?
In one point or another, Ithink, because that point I'm
thinking they do have to obeythe curriculum still, don't they

(24:36):
?
By the government, but theycould at least lead their
children in the proper directionand probably leave out the
points that we're making areredundant to their education.

I've seen homeschooling done.
I've seen it done well, I'veseen it done bad.
Yeah, I think there's a vastwider gap, as in um, there was a
kid that I knew that gothomeschooled and when he was
actually introduced to otherpeople socially the weirdest
outcome in the world, and thatis an entirely understandable

(25:09):
aspect of homeschooling exactly,um.
So you need to find a way toincorporate social schooling.
Get him in sports maybe.
Yes, do something, but it canalso be done really well.
Grant cardone home schools andhe's a, his daughter is doing
very well, and all this, you,all of his own students, all of

(25:30):
his kids or students.
They do very well in school andthat's because he has the
resources to enable it.
He makes sure they get taughtwhat they need to get taught.
He takes out the lunaticgarbage that's getting taught
and he marks them, he sits inwith them, he goes through the
results, goes through whatthey've done and what they
haven't done and he gives them areward.

(25:51):
He encourages haven't done andhe gives them a reward.
He encourages it, um, and he'sencouraging him to finish early
as well, like one of hisdaughters is doing it at the
moment and she wants to be doneeverything by 15 wow, like she's
flying through the entire house, the entire, yeah, and good for
her, he just when she does wellhe.
He actually posted a video ofthis.
It might have been yesterday orsomething.
I saw it recently, um, but he'stalked very many interviews.

(26:14):
Before he pulls out cash, whichnot everyone can do, he might
have a thousand dollars and hemight say okay, well, you did
really well here and here andhere, um, so this a thousand
dollars is yours.
However, here you didn't dovery well.
That needs to be improved.
And here you, you haven't doneenough or you missed classes or

(26:34):
whatever, or like whatever.
The allocation of work thatthey had to get through wasn't
done, so he said so I'm going totake this, I'm going to take
this and you get 700.
You can get this 300 whenyou're done.

Yeah, well, there you go, that sounds fair, fair
enough.

Not every parent has a spare K-1.
Exactly, I agree.
Parent has a spare cable.
No, exactly I agree.
Yes, but maybe do it with, like, there's other rewards.
You know you can go hang outwith friends or you can do this,
or you can do that or something.

Just the disciplinary action that a
household can take.

Yeah, and even I don't think that, like
discipline and reward is a veryfine line, I think that it
should be.
In terms of discipline, it canbe required and violence is
obviously the undertone ofeverything in the world like if
at some point it's going to getviolent like there's an

(27:25):
escalation occurring likeviolence underwrites everything,
which is why discipline andmale authority is so important,
because it's like yeah, that'sright, like if, if you let's
just take an example I don't paya fine tomorrow, what happens,
you know?
um, the police will be involved,surely, eventually?
Yes, so they'll do a courtorder.
I don't show up at the courtorder, okay, um, they then come

(27:49):
and make me come to the courtorder.
How?
How do they do that?
Violence, right, I still don'tpay.
Well, guess what?
My house is gone.
They seize it.
After that, I'm doing whateverI'm doing, or I hit someone, or
something Like violenceunderwrites everything.

(28:10):
Everything will get to a pointwhere it's like okay, well,
paper only means so much, you'regoing to do this, you're going
to jail?
Well, no, I'm not going to jail.
Well, guess what you bloody are, mate.
Violence like it's.
Everything comes down toviolence, yeah, um, and
ultimately, that's whatdiscipline ends up being.
But discipline can happen inmany forms.

(28:30):
There's um disciplinary action.
You can't hang out with yourfriends today, son you, you
didn't do this or you were badhere.
You're not going to hang outwith your friends.
How are you going to stop me?

violence?
Exactly, yeah, and it has to be, and without it going into the
depths of saying abuse is what Iwould like to say yeah, no,
absolutely no, like you're nevergoing to abuse.
But no, um, but definitely youhave to make that physical and
dominant stance and to show yourchildren that you are in charge
.
Yeah, and like what Like?

you go out at night time and there's a
conflict.
You try to solve it verballyand guess what?
There's an undertone ofviolence.
In the end, if I don'tapologise, I'm going to get
bashed.
Yeah, if he doesn't do this,he's'm gonna get bashed.
Yeah, if he doesn't do this,he's gonna get bashed.
Like it comes down to violenceat the end of the day.
But that's when you can bring,that's when you can bring in the
reward aspect as well.

(29:21):
Yes, if you do this, you canget rewarded.
If you do that, you can getrewarded.

Yeah it is that age-old adage of the carrot and
the stick.

Yeah, that's right, and so I think it comes
down to upbringing.
On that end, if you bring yourchild up to be respectful, they
should never experience violence.
They should be in a positionwhere they can find a way out of
any situation.
I don't think I've ever had toget violent before.
I don't think I've ever hadviolence done against me as in

(29:51):
outside of rumbling ordisciplinary action as a kid or
something like that.

Right, I do remember myself.
I've had a few flogs on the bum.

Oh yeah, wooden spoons broke and everything
we're talking.
Oh yeah, but at the end of theday, that's what it comes down
to, and I think we also need tobring back competitive
benchmarks and bring back exams.
Exams are very important.
Assignments are pointless.
They don't show any actualeducation.
They show what you can go homeand do with a computer.
Anyone can go home with acomputer, get chat, tvt to write

(30:22):
up something and find an answerfor them.
Get an older brother, a mum, adad, a sister, an uncle,
whatever.
If you do the exam in themoment, you find out what you're
doing.
Don't know.
Oh, but it stresses me out growup.

um, that'll just be an example of all right, you
are one of the children that getstressed in these pressure
cooker situations, for example,and these other people that are
performing well?
They're able to go on andsucceed in life and do well for
themselves, I believe.

You know what We've already got 42% reporting.
High psychological stress,bring back exams, take it up to
50%.
Oh no.

I don't think that the antidepressants is exactly
the way to go for those people.

Yeah, no, I totally agree, bring back
competition, sport, carnivals,people are running, people are
doing things.
I think participation awardspointless.
I think that oh, actually notnecessarily pointless, but I
think that first, second andthird should be celebrated.

Yes, I agree.

I think if you're the highest performer,
you get an actual reward,whether it be like status status
, which is very prevalent today.
You do really well at something, you get status.
If you're one of the richestpeople, you've got status.
If you're one of the bestathletes, you've got status.
You're a great actor, you'vegot status.
Yes, um they.
They don't necessarily do thatanymore in school, so now your

(31:36):
top three get pretty equalizedum outcomes and everyone else
gets participation awards aswell, so it's not celebrated.
You have a?
Uh, a lovely story about thisthat uh, I've heard a little bit
of in in background, uh, at apub once or twice, but I've
never heard the full story.

Yeah, so I was, um , just going to talk about how
participation awards.
I agree with you for the mostpart that they aren't really
setting a good example, to theextent that we should be
rewarding those people that haveperformed and put in all of it
and that hard work to get thatoutcome that they wanted.
But when I was a child, we hadan athletics carnival and for

(32:16):
some reason I was running withmy jacket on and during the race
rather than before I wasdeciding to take it off and in
doing so I'd fallen over my feet.

I think I'm about six I'm picturing you
right now, but six years old, soa little mini version of you,
like a mario, maybe mario, andrather than trying to take your
jumper off and trip it over it'sgreat.

It was great and um and uh.
So I was like my head's in thedirt.
I mean crap, quick, get up, Igotta, I gotta go, I've got to
win.
And so I did that and I beat afew other kids, which I thought
was a great accomplishment atthat time, but I didn't win.
But Mrs Wells, who was anamazing and beautiful teacher,

(33:04):
gave me a sticker.
So the first, second and thirdgot stickers and lollies.
But she made sure to reward mefor my resilience in that
situation where I didn't get upand cry and walk ahead of the
race or I didn't throw a tantrumin that you put your best foot
forward.
You made the best of a situationyou were in exactly, and I
thought that kind of attitudetowards kids that maybe stumble

(33:27):
but get back up is a good Icompletely agree.

I think if you're doing a um, let's just
take a sports kind of like arace or something across country
or whatever.
You've got the top performers,you've got the people who really
try, but they're just not.
Let's just take a sports kindof like a race or something, a
cross country or whatever.
You've got the top performers,you've got the people who really
try, but they're just not there.
And then you've got the peoplewho walk and are lazy and just
can't be bothered.
That portion of people, thelaugh portion, give them nothing

(33:53):
at all, in fact even tell themthat was hopeless.

Yeah.

Try harder Really.
Yeah, Let them know.
Let them know you can't.
Yeah, sure, it's a sportscarnival, but guess what?
You're not going to be able todo that through life.
People in the middle, hat onthe back sticker or whatever.
I saw the effort you put in.
That was really good.
People at the front that didthe best, proper congratulations
.
Yeah, I think that's how itshould be done.

(34:19):
Anything else that youspecifically think in terms of
the education system or any lastwords or anything, words of
wisdom from the young man youwant to pass on?

I think that my father gave me a great example
of finding out where the truthlies, or at least where we can
find our best selves.
He said push someone orsomething to its limits and see
which way it tends.
So in saying that, he wassaying to me look so we can

(34:52):
either push you to do reallywell academically, and you are
going to fight us tooth and nailto not and rebel, or in doing
so, we've pushed you to yourreally well academically, and
you are going to fight us toothand nail to not and rebel, or in
doing so, we've pushed you toyour limits and you have then
taken that on and chosen to beresponsible, focus on your
grades, listen and obey us, andthat is what has helped me

(35:13):
become a better person today I'mdead.

To a firm, good person, thank you.
Thank you very much.
It's written in the walls.
Well, I'm not going to beatthat.
That's a nice little speech tofinish it, so we'll leave today.
I'm dead.
To a firm, good person, thankyou.
Thank you very much.
It's written in the walls.
Well, I'm not going to beatthat.
That's a nice little speech tofinish it, so we'll leave it
there.
If we've missed anything, or ifyou think there's something
that we did not touch on that weshould have, or you've even got
a different opinion or somemore stats or something you want
to throw out, hit me up on theInstagram.
I'll get a way to involve it inan upcoming episode and

(35:37):
possibly even give you a feature.
That's it for now.
Enjoy your day and leave us areview.
Cheers, dale.
As always, we hope you enjoyedthe episode and if you did, you
know exactly what needs to bedone.
Hit that follow button,subscribe.

(35:58):
Share it to friends, family oreven your coworkers, as sharing
this podcast helps not just us,but everyone in the world to
learn about their finances.
Thank you darling.

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ZG #5 - Australia's Education System Plummeting 2/2: Exposing the Collapse (Part 2/12)

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.css-14f5ked{margin:0;word-break:break-word;display:-webkit-box;-webkit-box-orient:vertical;box-orient:vertical;-webkit-line-clamp:2;overflow:hidden;}ZG #5 - Australia's Education System Plummeting 2/2: Exposing the Collapse (Part 2/12)