Opinion: Give schools more autonomy, but also the right resources

This article was first published in The Australian in January 2014.

Depending on who you speak to, they’re either the answer to our education woes or will surely place us on the road to ruin.

Adding to the confusion is the fact, unlike most other contentious issues, supporters and opponents can be found across the political divide.

For example, among the Coalition, the Federal Minister for Education, Chris Pyne, is a strong and passionate supporter.

On the other hand, the NSW Minister for Education, Adrian Piccoli, is on the record as a staunch opponent going so far as to say: ''We will not be introducing…independent public schools because there is no evidence that they improve student performance.''

The Smith Family’s view is influenced by our work at the coalface among some of Australia’s most disadvantaged schools. 

We support balanced measures to improve the autonomy of local schools.

Each school faces different challenges. Schools know what’s best for their students and should be given flexibility to meet those needs within a broader framework.

No one wants a remote bureaucracy stifling local initiative and community involvement.

But some schools – particularly schools in disadvantaged areas – may not have the necessary foundations to take advantage of the benefits of a move to greater autonomy.

We must avoid a system that leaves schools – any school, but particularly those working with our most vulnerable students – to fend for themselves.

With more devolved governance arrangements, schools based in disadvantaged, regional and remote communities are vulnerable because they have limited human and community resources.

There’s also the challenge of attracting and retaining quality Principals and staff; and that there are fewer local services and opportunities available for children and families to draw on.

We know this places an undue burden on schools.

When faced with the complex needs of vulnerable young students, schools need to be allowed to do what they do best – to teach, to educate our kids – not to chase down new funding streams or philanthropic opportunities; nor try and make sense of the range of external programs and services available to help.

A system that devolves more responsibility to schools will place considerably more demand on staff – including the management of funding – requiring a great deal of specialised expertise.

The Smith Family supports an approach that empowers Principals and school communities to address their challenges but with the resources they need.

Ensuring there is sufficient strategy, support and training for school leaders and their boards to plan well and make good decisions for their students is essential.

Based on our years of experience, we’ve devised a model for successful school-community partnerships that, we believe, offers a way of supporting schools as they tread down the path to greater autonomy.

In our model, a not-for-profit partner acts as an independent broker across a small number of schools and other local stakeholders to direct resources to support the retention and achievement of children in education.

The starting point towards improving outcomes – and broadening students’ future aspirations – has to be harnessing and coordinating the strengths and assets of the entire community.

Not-for-profits have the skill and experience to bring a range of business, government, agencies and other community groups together to address issues commonly faced by disadvantaged schools.

With support from the federal and state governments, philanthropists, universities and businesses, we’ve established five Smith Family Hubs around the country – in Wyndham, Morwell and Lakes Entrance in Victoria, in the Swan area of Western Australia and Launceston in Tasmania.

We’ve found our hubs help identify at an early stage children and young people who need intensive help and provide quicker access to services.

And not just education services either. Our work has assisted schools tap into a range of supports families might need, including health and housing.

They also increase young people’s engagement and participation in school, generally improving educational outcomes as well as boosting self-confidence and well-being.

The benefits to parents are also clear: improved interaction with the schools, and for some, a trigger to re-engage with education through adult learning.

Whether by increased autonomy or full-blown independence, many of Australia’s public schools are likely to experience dramatic changes in terms of their responsibilities in the years ahead.

If we’re to make the most of these developments – and not have them simply accentuate the gaps that already exist between schools in disadvantaged and better-off areas – then we need to put in place the necessary supports.

We need to ensure greater autonomy arrives as a benefit to vulnerable schools not a burden.

Dr. Lisa O'Brien, Chief Executive Officer, The Smith Family