The Gonski Review of Funding for Schooling:
A Better Deal for Rural Education and Communities?
VASSP Conference, August 2012
Professor John Halsey
Sidney Chair of Rural Education and Communities
Flinders University
http://www.flinders.edu.au/ehl/education/rural/rural.cfm
john.halsey@flinders.edu.au
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The Sidney Myer Chair of Rural Education and
Communities has been established through a
5 year, $1 million grant as part of the Myer
Foundation 50 years and Sidney Myer Fund
75 years Commemorative Grants Program, in
partnership with Flinders University.
john.halsey@flinders.edu.au
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At the heart of the Gonski Review are 4 critical statements which are central to improving
educational opportunities and outcomes for children and families in rural, regional and
remotes schools:
 “the quality of an education system cannot exceed the quality of its teachers”
(p.23)
 “high-achieving and high-equity schooling systems typically invest in building
quality and capability in school leaders and teachers” (107)
 “excellence in teaching, in all schools and at all levels of schooling, is by far
the single most important factor in achieving sustained improvements in the
performance of Australia’s schooling system” (217)
 “resources alone will not be sufficient to fully address Australia’s schooling
challenges… new funding arrangements must be accompanied by continued
and renewed efforts to strengthen and reform Australia’s schooling
system”(emphasis added)(xix) john.halsey@flinders.edu.au
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What quantum of funding should be available
for schooling, from what sources, how should
it be distributed, and what should individuals,
the wider public and governments reasonably
expect from the expenditure?
john.halsey@flinders.edu.au
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Increasing funding for rural, regional and
remote schools without addressing the
availability of top level professionals to staff
these schools will not close the gap between
urban and rural opportunities and outcomes.
john.halsey@flinders.edu.au
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Policy pertaining to funding for schooling in
Australia, and in most other countries, is highly
contested.
Like health, there are no right answers, just better
approximations, better fits than others, when it
comes to applying finite resources to infinite
demands.
Education as for health, knows no finite boundaries
in terms of demand for services, so this inevitably
leads to relentless demands for more!
john.halsey@flinders.edu.au
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In keeping with this ‘time honoured’ position, the
Gonski Review argues that an extra $5 billionrecently reported as over $6.5 billion*- is needed in
the funding for schools bucket.
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But and very importantly, the Review also argues
that extra funding alone will not provide the
opportunities required for the “development of
creative, informed and resilient citizens who are able
to participate fully in a dynamic and globalised
world”.
john.halsey@flinders.edu.au
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Quoting from Gonski, “resources alone will not be
sufficient to fully address Australia’s schooling
challenges… new funding arrangements must be
accompanied by continued and renewed efforts to
strengthen and reform Australia’s schooling
system”(emphasis added).

Gonski reminds readers it is high quality teachers
and leaders who have the most impact on student’s
learning from the perspective of what schools can
do.
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We have known this for a long time now.
john.halsey@flinders.edu.au
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The Gonski Review of Funding for Schooling
Report provides a unique opportunity to
change radically how teachers and school
leaders are prepared for country schools and
communities.
john.halsey@flinders.edu.au
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There is a very persistent focus on education for
building an economically competitive Australia, but
the report is virtually silent on education for a
sustainable Australia.
I find this particularly disturbing given the mountain
of evidence we now have about growth,
consumption patterns and their impact on survival.
Sustainable rural communities matter because they
are integral to the well being of our nation, and
indeed the world. Whence was it ever different?
john.halsey@flinders.edu.au
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Attracting and retaining top educators to live and
work in country locations, continues to be a major
issue for education systems, irrespective of
employment incentives.
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It is time- overtime really- to radically change the
way teachers and educational leaders are prepared
for working and living in rural schools and
communities, and the Gonski Review provides both
the basis and the resources for doing this.
john.halsey@flinders.edu.au
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Kotter, a Harvard expert on change has consistently
found that “people change what they do less
because they are given analysis that shifts their
thinking than because they are shown a truth that
influences their feelings”.
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From Kotter’s research, location-place- matters and
the present way teachers and school leaders are
trained undervalues it, certainly with regard to rural
places.
john.halsey@flinders.edu.au
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Re-directing very modest funding from the annual
schooling allocation plus collaborating with
philanthropy, final year pre-service teachers could
have the choice of a fully funded semester length
rural placement.
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Research I have done shows this would cost around
$16,000 per student. For a similar cost, current and
aspiring leaders could take a purpose designed postgraduate rural leadership study program with expert
leadership coaching.
john.halsey@flinders.edu.au
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Medicine has led the way with extended rural
placements for students through the Rural GP
program to address major health service problems.
There have been some very good results. Why not
education?
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Gonski rightly argues, “Australia’s schools,
government and non-government, should be staffed
with the very best principals and teachers, those
who feel empowered to lead and drive change, and
create opportunities for students to learn in new
ways to meet their individual needs”.
john.halsey@flinders.edu.au
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For this to be the reality for rural families, children
and communities, serious changes to how teachers
and school leaders are prepared have to occur.
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Incorporate purpose-designed, well-funded and
extended opportunities for teachers and leaders to
experience living and learning in country locations,
before they graduate.
john.halsey@flinders.edu.au
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More rigorous selection criteria for entry into
teaching and school leadership programs, together
with a range of other changes to current practices,
may also improve student opportunities and results.
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The status and esteem of teachers and school
leaders may rise as well which would have positive
consequences for teaching as a career.
john.halsey@flinders.edu.au
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Just pouring more money into funding schooling
and carving up the pie into different size pieces
will not produce the improvements rural
students and communities are entitled to.
Improving the availability of top level
professionals to staff rural, regional and remote
schools is key to closing the gap between urban
and country opportunities and outcomes.
john.halsey@flinders.edu.au
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Kotter, J. P. & Cohen, D.S. (2002). The Heart of Change; Harvard
Business School Press.
The Australian, July 23, 2012
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http://www.deewr.gov.au/Schooling/ReviewofFunding/Docu
ments/Review-of-Funding-for-Schooling-Final-Report-Dec2011.pdf
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http://theconversation.edu.au/gonski-review-experts-weighin-on-what-the-government-should-do-8947
john.halsey@flinders.edu.au
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