Australia’s principals and teachers have welcomed the Federal Government’s proposal to create a new Teaching and Learning Commission, provided the profession is at the centre of shaping the reform.
Education Minister Jason Clare has announced plans to consolidate the work of the Australian Curriculum, Assessment and Reporting Authority (ACARA), the Australian Institute for Teaching and School Leadership (AITSL), the Australian Education Research Organisation (AERO) and Education Services Australia (ESA) into a single body.
The proposed Commission would maintain the Australian Curriculum and NAPLAN, support implementation of the Better and Fairer Schools Agreement, commission research, and enhance professional development for teachers. Mr Clare has described the plan as an opportunity to reduce duplication, sharpen focus and strengthen support for schools.
The Australian Secondary Principals’ Association (ASPA) said it cautiously welcomed the initiative, emphasising that student outcomes must remain the priority and that school leaders should play a central role in shaping the Commission.
“Any restructure of our national education agencies must prioritise direct benefit to students and schools,” ASPA President Mr Andy Mison said.
“We are encouraged by the Minister’s commitment to maintaining and protecting the critical work these agencies currently undertake whilst planning this new Teaching and Learning Commission. It will take some time to develop and implement this big change, and there are important priorities to attend to right now. Our teachers and school leaders are doing great work, in many cases with unsustainable workloads, complexities and challenges in their communities to respond to.”
Mr Mison stressed that effective reform could only succeed if the voices of principals and teachers are embedded in the process from the outset.
“The expertise in our school communities must inform this process,” he said. “Effective education reform requires the voice and experience of the professionals running schools and working directly with students.”
Teachers raise workforce concerns
The Australian Education Union (AEU) also welcomed the opportunity for national discussion but warned the government must formally commit to including teachers and their unions in the design of the Commission.
AEU Federal President Ms Correna Haythorpe said the teaching profession is already under immense strain.
“The reality for teachers on the ground is that they are facing a recruitment and retention crisis, escalating workloads and increased complexity of student needs,” she said.
“All education ministers across the country should be asking: how does the current architecture fit the actual needs of teachers, what is the teaching profession’s connection to these four bodies, and how do they support teachers to provide high-quality teaching and learning for all students including those with high-level complex needs in the classroom?”
Ms Haythorpe argued a critical gap in the current system is a dedicated workforce function.
“Any proposals for a new body must have a priority focus on the issues that are facing teachers every day in regard to recruitment and retention and decent working conditions. With a new proposed Commission, we need to be reassured that those matters are a priority for government,” she said.
Ms Haythorpe also linked the reform to global recommendations. The UN Secretary-General’s High-Level Panel on the Teaching Profession earlier this year called on governments to establish national commissions – including unions and financial authorities – to address teacher shortages, attrition, workload, wellbeing and equity.
“For teachers, a stronger framework must be backed with the resources, competitive wages and working conditions they need to do their jobs well,” Ms Haythorpe said. “It is about giving teachers the respect they deserve and the tools they need to ensure every child gets the education they are entitled to.”
Next steps
The proposal will be considered at the Education Ministers’ Meeting on 17 October. Both ASPA and the AEU have indicated they will contribute constructively, but each has stressed that meaningful consultation – not just with education agencies, but with the profession itself – will determine whether the Commission can deliver genuine reform.
“Ultimately, the test of this reform will be whether it makes a real difference for students in classrooms across the country,” Ms Mison said.
