IV_May_2012

1May 2012

Expanding role of Expanding role of the teacher:the teacher:

Effective use of preparation Effective use of preparation and correction timeand correction time

Challenges and support Challenges and support in remote communitiesin remote communities

Celebrating Labour DayCelebrating Labour Day

Spotlight onSpotlight onschool fundingschool funding

VoiceVoice OUR UNION OUR VOICEMay 2012 Volume 1 Number 2

IndependentIndependent

2 The Independent Voice

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CATEGORIES INCLUDE:

3May 2012

CONTACTS

UPFRONTPresident and Secretary Reports

News

48

FEATURES

7

14

18

21

22

25

School funding campaign

Spotlight on school funding

Professional issues in education

Certifi cation of teachers

Being recognised for prior learning

How you can apply

Unite on Safety at work

Navigating the new WH&S Act

Professional and industrial support

Knowing your rights and

responsibilities when attending

meetings

Legal Briefs

Work injuries while not at work

IN THE JOURNAL

5

9

10

12

13

20

24

27

Expanding role of the teacher

Preparation and correction time

Northern Territory News

Challenges and support

Members in Action

What is the Chapter Executive

ECE Sector

Advocating for positive change

School Consultative Committees

Time to make your voice heard

QSA: 10 years on

Bringing educators together

Indigenous issues

Welcome to Country

School offi cers

Recognised, reclassifi ed and rewarded

The Independent Voiceis the offi cial publication of the Independent Education Union of Australia - Queensland and Northern Territory branch (IEUA-QNT)

www.qieu.asn.auISSN 1446-1919

IEUA-QNT Brisbane PH: 07 3839 7020 346 Turbot Street, Spring Hill Q 4000 PO Box 418Fortitude Valley Q 4006

IEUA-QNT DarwinPH: 08 8981 192438 Woods StreetDarwin NT 0800GPO Box 4166Darwin NT 0801

Editorial/ Advertisingenquiries to Fiona StutzPhone: 07 3839 7020Toll Free: 1800 177 937Fax: 07 3839 7021Email: [email protected]

Editor: Mr Terry Burke IEUA-QNT Branch Secretary

Publications Offi cer/Journalist: Fiona Stutz

Printing: APN Print

Disclaimer: Advertising is carried in The Independent Voice in order to minimise costs to members and is paid at commercial rates. Such advertising does not in any way refl ect endorsement or otherwise of the advertised products and/or services by IEUA-QNT.

Copyright: All articles remain the copyright of IEUA-QNT. Permission must be obtained before reprinting.

ABN: 74 662 601 045

CONTENTSIEUA-QNT members

celebrate Labour Day throughout the state

Celebrating achievement of women on International Women’s Day

p16,17p16,17

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Follow us on Twitter @ieuaqnt

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Kind regardsTerry Burke

Branch [email protected]

Andrew ElphinstonePresident

EDITORIALS

A shared vision for A shared vision for our schoolsour schools

Our union and its members could never be accused of lacking a vision for education and the non-government education sector in particular.

However, our capacity to realise aspects of that vision relies on a partnership with employing authorities and their capacity to have and exercise a vision for their schools.

The obvious forum where a shared vision might be considered and pursued is in collective bargaining negotiations.

Those negotiations can and should be about how schools might be enhanced as places of learning and how teachers and other staff might be supported in that pursuit.

Sadly, however, few employers have that vision, despite their claims to do so, and even more tellingly lack a capacity to pursue that vision.

Even where such noble sentiments as negotiating for ‘the common good’ are claimed, such as the current Catholic sector negotiations, one remains disappointed at the employers’ actual capacity to negotiate for positions that would generate that vision.

All too often the employer vision if espoused gets lost in a quagmire of achieving the vision by making yet more demands on staff , imposing more managerial restraint on employees and reasserting, often aggressively, a claim for managerial prerogative.

Employees are rightly skeptical of their employers’ intent and despair of opportunities lost, commitment taken for granted and vision crushed.

We can only wait for the employing authority who has a vision for their schools which is founded on a real partnership with the professionals they employ and then are prepared to negotiate provisions which recognise and support their work and their commitment.

The recent Queensland election saw a resounding victory for the Liberal National Party. The LNP government gained a signifi cant majority by the Queensland people and the previous government has been judged by the voters. However, one must acknowledge that the Labor government had education at the forefront of government agenda. They have made signifi cant investment in education for the long term benefi t of our state. Initiatives such as the introduction of compulsory Prep year, the universal access to 15 hours of Kindergarten and the implementation of the National Curriculum, as well as the upcoming move of year 7 into secondary schooling, is evidence of the Labour government’s achievements. Our union looks forward to education being central to the new government’s agenda as education should underpin its “Four Pillar Economy” the government articulated before the election. We also look forward to working with the new Education Minister, John-Paul Langbreok.

Consultation is essential for quality education; any government decision needs to have input from key stakeholders such as teachers and school offi cers, represented by their union. To make

decisions without stakeholders involved will ultimately be doomed for failure. Whilst we continue to wait for the federal government to articulate their policy initiatives in response to the Gonski Report into School Funding it is clear that the need for greater funding by both state and federal government is required. Unfortunately, the federal government seems to be more committed to a surplus then undertaking the major initiatives of their own education funding review. The state government similarly seem to have a focus on the fi scal policy whilst not indicating their commitment to fi nancial elements of the Gonski report.

It is essential that both the federal and state government work together to develop a school funding formulae; that they commit to the extra funding identifi ed in the Gonski Report and they develop concrete commitment to appropriately share this funding increase directed to the most disadvantaged; no matter what sector they are enrolled in.

Consultation Essential Consultation Essential for Quality Educationfor Quality Education

IEUA-QNT joined with other Queensland unions to celebrate at the 2012 Labour Day dinner coordinated by the Queensland Council of Unions (QCU) in May.

IEUA-QNT was honoured in the QCU Labour Day Awards on the night, winning the category for ‘Most Active and Eff ective Workplace Committee’ for the Chapter at Villanova College. The Chapter are to be commended for their collective strength and activism. Our union also won the ‘Best Recruitment Campaign’ for the That’s Why I’m a Member membership recruitment fl yers.

IEUA-QNT win awards at Labour Day dinner

5May 2012

EXPANDING ROLE OF THE TEACHER

The necessity of quality focused preparation and correction time has become more apparent with the increasing expectations arising out of curriculum change including the introduction of a national curriculum. Low defi nition curriculum documents and the delivery of high quality, high equity teaching and learning further increase expectations around planning, collaboration with colleagues and syllabus development.

Currently provisions for preparation and correction in most education sectors provide for two hours in a primary school and 20 per cent of contact time in a high school setting. In recognition of the expanding role and duties of teachers, our union has begun highlighting this with employing bodies and seeking an increase in this time to better assist teachers to meet these changing needs.

Why do we access preparation and correction time?The purpose of this time is to carry out preparation and correction. This may include such activities as: Planning for class and group teaching instruction; Setting and correcting assignments; Evaluating and assessing students’ work; Care of the classroom and equipment; Compiling records or reports; Planning for excursions; From time to time, meetings with other

Eff ective use of Preparation Eff ective use of Preparation and Correction Timeand Correction Time

staff in the promotion of collaborative planning arrangements; Professional reading.

Any encroachment on this time for meetings which clearly fall outside of the stated purpose of preparation and correction time should not be accepted by the teaching body. Professional development, whilst highly valued, should not occur during your scheduled preparation and correction time. Nor should meetings with Principals, Assistant Principals or other supervisors where the purpose of the meeting does not clearly refl ect the purpose of preparation and correction time.

Preparation and correction time is not ‘spare’ timeTeachers and administrators alike often refer to this important preparation and correction time as a ‘spare’. Teachers need to clearly change this notion that they are ‘spare’ and reinforce that any encroachment on this time impacts on their preparation or correction of lessons which are of signifi cant importance for the students.

Preparation and correction time should be provided to teachers in usable, meaningful blocks of time that allow teachers to focus and carry out necessary tasks. As such a minimum block of time

of at least 30 minutes should be provided. Schools employing best practice will provide teachers with a continuous block of time in excess of 90 minutes to enable the teacher to eff ectively plan and prepare.

Employer guidelines and provisionsMost employers have guidelines available which articulate the use of this preparation and correction time and teachers should avail themselves of the opportunity to make themselves fully aware of these provisions. These guidelines may indicate under what circumstances missed time will be reallocated to the teacher and any conditions around the scheduling or ‘banking’ of this time. Our union can assist you in locating these documents should you require. If your school does not have contemporary guidelines, our union can work with the school chapter in ensuring that these documents are up to date.

The delivery of an engaging, energetic and interesting lesson that stimulates and focuses students learning is a goal all teachers strive towards. IEUA-QNT organiser Richard Pascoe reports that the provision of adequate preparation and correction time is vital to allow the teacher to develop these lessons that excite the students in their learning.

Preparation and correction time should be provided to teachers in usable, meaningful blocks of time that allow teachers to focus

and carry out necessary tasks.


health & safety legislation and workers’ compensation are protected; public assets are kept in public hands; important state building issues such as skills training and robust community services are a high priority.

All parties expressed a willingness to negotiate through any diffi culties, as well as proposed quarterly meetings to be held with peak union bodies.

QCU President John Battams said the QCU will expect to be consulted about issues that concern working people across the state, such as changes to workers’ compensation or rights at work.

“The QCU and Queensland unions will continue to protect and progress the values of working people in dealings with the new government,” Mr Battams said.

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With the Queensland state election over it is timely to assess the status of the new government’s stance on issues aff ecting working Queenslanders.

The Queensland Council of Unions’ Charter for Working Queenslanders was presented to state candidates for Parliament prior to the election to ensure candidates would commit to policies contained in the Charter; however, the LNP failed to make any commitments.

At the end of March QCU representatives met with the new Premier to explain that more than 350,000 Queensland workers and their families now expected that the state government includes the Queensland Council of Unions in signifi cant discussions around workplace issues and to ensure that: rights at work are protected;

New government needs new commitment New government needs new commitment

to Charter for Working Queenslandersto Charter for Working Queenslanders

“We will continue to independently seek fairness, respect and equity for working Queenslanders.

“We will take the new government to task if it attacks or disadvantages working Queenslanders,” he said.

Working Queenslanders will judge the incoming government on performance not promises.

7May 2012

Members of the Deception Bay Bridge Program, an outreach of the Edmund Rice Flexible Learning Centre, understand the importance of having their say in the debate on school funding.

Chapter members Jane Blackburn, Donna Rohlf and Ged Ryan (below) completed the online forum at www.schoolfunding.gov.au to ensure that the new funding model set for 2014 onwards is equitable and transparent. IEUA-QNT organiser Nicole Carlill said members are now aware that the success of the funding model relies on the willingness and commitment of federal and state/territory governments to ensure the funding is fair and consistent. All members are encouraged to access this online forum and have their voice heard.

ABOVE: Grace Lutheran Primary School members Soh Ping

Summers, Christine Casson, Ann Skelton, Sarah Burley and

Jean McGowan attend a Chapter information session on the

importance of school funding

Support for Gonski:Support for Gonski:Next steps in the school funding debateNext steps in the school funding debate

While the architecture of the Gonski Review of Funding for Schooling looks good, recent analysis of 2009 school data reveals some concerns with the building blocks of the new funding model, reports IEUA Federal Secretary Chris Watt.

The IEUA continues to be supportive of a new framework for school funding that off ers more money for all schools, and in particular more money for students in disadvantaged communities and full funding for students with a disability irrespective of the school sector in which they are enrolled.

However, ‘plugging-in’ of 2009 data for individual non-government schools reveals that the current model could deliver fewer dollars for a signifi cant number of non-government schools. This fi nancial data is somewhat contestable, being part of the fi rst iteration of the ACARA MySchool fi nancial reporting arrangements.

Non-government employer representatives, Catholic and independent school employer groups, have called for 2010 school data to further test the model.

Depending on the outcomes of this next analysis it is very likely that the IEUA and other non-government school stakeholders will need to seek adjustments to the Gonski model.

These adjustments could include amendment of the School Resource Standard (SRS) and/or the range of percentages of the SRS provided to schools based on their SES measure or adjustments to the various loadings proposed under the model, including weightings for SES, locality, Indigenous.

It remains critical therefore that IEUA members stay engaged with and committed to our ongoing campaign to ensure a good outcome for students in our schools and the quality and certainty of members’ jobs. This includes ensuring that the Australian

governments commitment to ‘not a dollar less’ moves to a commitment of ‘not a real dollar less’.

The IEUA is committed to working towards the delivery of the new model proposed by the Gonski Review provided that it is fully resourced by governments and that the non-government school sector is adequately and appropriately funded.

SCHOOL FUNDING CAMPAIGN


NEWS

Sunshine Coast members to Sunshine Coast members to access training and support access training and support

at new branch offi ceat new branch offi ceSunshine Coast members now have improved access to training and support following the opening of a new IEUA-QNT offi ce at Birtinya in March. The new offi ce will host union-run training programs and off er improved professional and industrial support to members living in the Sunshine Coast area.

The establishment of the new building will help workers on the Sunshine Coast to access the benefi ts of union membership and provide them with ready access to organisers in their campaign for better wages and conditions. In what is a growing union precinct, the IEUA-QNT, United Voice and Queensland Nurses Union join the Queensland Teachers’ Union in the same complex.

Local resident and IEUA-QNT life member, Vonnie Burke, offi cially opened the building saying that our union had seen remarkable growth during her membershipfrom less than 700 members to now nearly 16,000 and the capacity to establish regional offi ces. “When I fi rst joined our union I truly believed that workers’ acting collectively was the only way to achieve better workplace conditions, and that is a belief that I still hold today,” she said. “Unions are just as relevant now as any other time, and the opening of this offi ce is a concrete sign of the strength of our members on the Sunshine Coast.”

ABOVE: Life member and long-term activist Vonnie Burke, with QCU President John Battams and

IEUA-QNT Branch Secretary Terry Burke, at the opening of the IEUA-QNT Sunshine Coast offi ce

LEFT: Maree

Cansick from

Siena Catholic

College, Linda

Thornton from

Immanuel

Lutheran

College with

IEUA-QNT’s

Tanya Moritz

attend the

opening of the

new Sunshine

Coast offi ce

FAR LEFT: Sharon Moore from Sunshine Coast Grammar

School, IEUA-QNT’s Maria Campanini and Pam Chetwyn

from Siena Catholic College

LEFT: Paul Cross from Sunshine Coast Grammar School with

Jane and Cameron Martens from Matthew Flinders Anglican

College

Cycling for charityA commitment to social justice issues has seen IEUA-QNT member Paul Flanders cycle the Great Ocean Road in February for charity. The Head of Campus at Albert Park Flexi Centre raised $2,320 for the Botswana Orphan Project by cycling 300 kilometres in three days along the Victorian coastline.

“I always wanted to ride the Great Ocean Road and I’ve been involved in a lot of charity rides before and done a lot of riding for fundraising so I thought (the charity ride) was perfect so I put my hand up to take part,” Paul said.

In an eff ort to help alleviate the problematic situations arising from the HIV/AIDS crisis in Botswana, the Botswana Orphan Project was established. “The Botswana Orphan Project was such a common sense and practical project that I choose it to sponsor.”

To fi nd out more about the Botswana Orphan Project, visit www.botswanaorphanproject.com

9May 2012

NEWS

Challenges Challenges

and support and support

in remote in remote

communitiescommunities

Education professionals in the Northern Territory recognise the challenges associated with working in isolated and remote communities.

Teachers and school staff may face a lack of communication channels and limited networking opportunities between other schools and colleagues with limited resources to overcome that isolation.

Benefi ts of unionThe remoteness of these schools makes it even more important for education workers to come together collectively through our union as it links members and helps them realise they are not alone in the issues they face.

Tiwi College teacher Stephanie Redgment joined IEUA-QNT at the beginning of the year when she began at the remote school. “Out here it can feel both isolated and claustrophobic at times. As we have a small staff and community, I see the support from our union as invaluable. Also, as a relatively new school I feel our union can help us move in the right direction. Being a union member adds to the morale at the College,” Stephanie said.

As the sole primary teacher in a school of only four senior teachers, a principal and vice-principal, specialist teachers and assistants and a number of Tiwi staff members who assist with language and culture, Stephanie relishes the “unpredictability” of everyday life in the

school and community. “I enjoy teaching in a remote locality because it is exciting and rewarding; each day is diff erent. You never know how many students will come to school and how this may change the dynamics of the classroom. (This) unpredictability… means you must be fl exible, have a good sense of humour… must be patient with others and also situations as they arise.”

School and community cultureOn any given week between 50 and 70 students attend the school, and all are Indigenous English as a Second Language (ESL) learners. Students are picked up from their communities on the islands each Monday and spend the week living at school and cared for by Family Group Homes “parents”. Thus, students have fewer distractions and a set routine.

Teachers and school staff work tirelessly to improve the learning outcomes of the students in literacy and numeracy to, over time, match the outcomes of non-indigenous students. The school also boasts fl exibility in the delivery of the curriculum, which allows for both staff and students to adapt as necessary to strive to engage in change and school improvement.

The college has also developed an educational program that respects the student’s own history and culture. However, this can create a cultural challenge to teachers. “These students are capable but don’t want to stand out or be singled

out. That is the biggest cultural diff erence between these students and other students I have taught. My students here are often shy and don’t like to show off . However, they are proud of their achievements.”

Stephanie said as a teacher in a remote community she has the opportunity to be creative and to further pursue teaching in the area of ESL. “I feel I can be a part of establishing a positive school culture in a small community; it is an opportunity to develop the potential of the college and of the students. Working here is a great opportunity for me in the beginning stages of my teaching career.”

Accessing professional developmentHowever, accessing professional development opportunites can be diffi cult for teachers in remote settings. Tiwi College are trying to change this. In its submission to the Review of Funding for Schooling in 2011, Tiwi College stated that it plans in the next fi ve years to establish a culture and set of practices for ongoing coaching in professional learning, with teachers given the opportunity to enrol in professional development courses in Darwin. Stephanie applauds this and agrees the communication between administration and teachers is always open. “We value what we do because we know that our school makes a diff erence to the lives of our students. Our school encourages students to be life long learners and to make a positive contribution to the community.”


The Chapter Executive is an elected group of three or more IEUA-QNT members in your school. The positions include:Chapter / Staff Representative - has the responsibility of co-ordinating the activities of the Chapter. Their duties include: acting as the point of contact for IEUA-QNT and the IEUA-QNT organiser and distributing information to other Chapter members and issuing notices of Chapter meetings and chairing such meetings handling minor queries from members, involvement in low level dispute resolution meetings with the member and employer consistent with the relevant Grievance Procedure.

Chapter Membership Co-ordinator - will assist the Chapter Rep and has

the responsibility of co-ordinating the recruitment of new members to IEUA-QNT. Their duties include: the provision of Membership Application Forms to non-members and providing a list of new teachers and graduates to the school to IEUA-QNT co-ordinating with their union organiser to initiate campaigns to recruit non-members and the display and provision of material regarding membership benefi ts.

Chapter Enterprise Bargaining Co-ordinator - will assist the Chapter Rep and has the responsibility of co-ordinating member activity regarding enterprise

bargaining and the implementation of the certifi ed agreement. Their duties include: consultation with the Chapter members to identify issues and concerns, representing the issues and concerns to the Principal, employing authority, IEUA-QNT or the SBU as appropriate and representing Chapter members in the School Consultative Committee.

Chapter Network Co-ordinator - will assist the Chapter Rep and has the responsibility of distributing information and co-ordinating communication networks amongst staff , with a special responsibility to school offi cers and services staff . They also act as a point of contact for members in their school.

THE ROLE OF THE CHAPTER EXECUTIVE

ABOVE: Chapter representatives Mick O’Shea, Jane Blackburn, Damian Larkin, Michael Moy and Keith Treschman understand the

importance of an active Chapter Executive in their respective schools

The vital link: IEUA-QNT Chapter ExecutiveThe vital link between the membership of a school and IEUA-QNT is the Chapter Executive. Chapter Executives play a central role in the operation of our union, especially when it comes to collective bargaining. Through developing your own union network at your school, members not only benefi t from a stronger voice on the issues they face but are also better able to support colleagues in other schools tackling similar concerns.

A Chapter Executive is made up of a group of IEUA-QNT members charged with the responsibility of ensuring that all union correspondence is distributed, calling and holding Chapter meetings and ensuring the views of the Chapter are conveyed to our union offi ce and then IEUA-QNT Branch Executive. While it is recognised that in some very small schools the Chapter Executive only may consist of two people, it is still important to form an executive of more than one member. If the Staff Representative is the only person representing the Chapter, then this person has sole responsibility of representing the members of your school. It makes good sense to share the responsibility and work of these tasks rather than to rely solely on one Chapter Representative.

A Union Chapter and an eff ective Chapter Executive help ensure members at your school take an active role in assisting members and working with them on any issue, either at the school or sector level, which may arise. There is clearly value in

having a body of members at the school, on the spot, ready to step in on a member’s behalf to negotiate an issue through to a conclusion.

All Hallows’ School Chapter Executive member Michael Moy said the Chapter Executive in his school provides essential leadership to help build a collective response to workplace issues. Michael said the roles within the Chapter Exectutive, including the Chapter Representative, Membership Co-ordinator, Enterprise Bargaining Co-ordinator and Network Co-ordinator (see information below) was also important, so that Chapters can operate more eff ectively and to ensure the workload was shared. “A union Chapter, with an eff ective Chapter Executive, is an effi cient way of enabling members to take an active

role in negotiations and disputes at an enterprise level. The stronger a Chapter is in terms of numbers and activism, the more powerful a role it can play in negotiating disputes or in solving issues at a workplace level,” he said.

Overall, it is more effi cient on a day-to-day basis to have a group of people responsible for IEUA-QNT members at your school in terms of distributing correspondence from the IEUA-QNT offi ce, calling meetings at short notice and handling a school-level issue which arises without warning.

If you would like to know more about the role of the Chapter Executive, or how you can become involved in your Chapter Executive, contact your union organiser or our union offi ce on FREECALL 1800 177 937.

What is the Chapter Executive?

Ideally there will be a representative from all sections of the school on the Chapter Executive as this will ensure that everybody is able to easily access a union representative. This includes teachers, school offi cers and groundstaff members.

11May 2012

MEMBERS IN ACTION

ABOVE: St John Fisher

College teacher Rebecca

Mouland with

IEUA-QNT organiser

Geoff Buckland

Understanding the benefi ts of union membershipUnderstanding the benefi ts of union membershipA stronger collective voice is achieved when IEUA-QNT members are educated on the professional, industrial, legal and social justice issues which aff ect their working lives. These benefi ts of belonging to a strong union was highlighted to new Brisbane Catholic Education (BCE) teachers at the BCE New to the System Induction Day in March.

The importance of union membership was felt by those in attendance as the majority were either already members of our union or took the opportunity to join on the day.

St John Fisher College teacher Rebecca

Mouland said she was a member of IEUA-QNT as it was important to be a part of a union that protects her interests, provides legal advice and helps to build her career.

“I am a member for the security, the help and source of information our union off ers to me. If I have a problem I know I can ask and I will be supported.”

The induction day was open for BCE school teachers who were previously employed either in the state system, other non-government sector schools, interstate or overseas schools.

Achieve better working conditions Take part in training opportunities Understand your legal rights at school Participate in and support union campaigns

Network with other members Contribute to professional and educational bodies enhancing non-government education

IEUA-QNT

members work

together to:

Black Tuesday fi ght for FijiBlack Tuesday fi ght for FijiQueensland unions have showed solidarity with Fijians as they battle for their human and working rights and their rights to union association under the Bainimarama regime. A day of action coordinated by the Fiji Democracy and Freedom Movement on 10 April, ‘Black Tuesday’, saw union members wear black to promote the return to democracy and respect for human rights in Fiji. The precarious situation for trade unions and workers in Fiji under the Bainimarama regime means the rights of workers have been stripped away. Families increasingly struggle to make ends meet as poverty rises and the cost of living soars. Currently there is no clear indication of a return to democracy and respect for human rights.

The decree introduced by the Fiji government was even more draconian than past laws, with anyone who campaigned for workplace rights able to be considered a terrorist and placed in jail indefi nitely. The new decree also includes: an application to hold a public meeting must be submitted to the police seven days in advance, with a possible fi ve years imprisonment and $10,000 fi ne if the meeting occurs without a permit; control over freedom of movement, including where a person may travel or live in Fiji, ; empowers a police offi cer to arrest a person without warrant and detain him or her without charge for up to 16 days by order of the Prime Minister and enables the military to perform police function; further curtails freedom of speech, with any

person who makes any statement, likely to undermine Fiji’s economy or fi nancial integrity to face 10 years imprisonment and/or a $50,000 fi ne; and quashes the role of the judiciary, with the courts unable to hear any claim by anyone challenging the validity, or legality of any decision made by the commissioner of police, any divisional police commander, the Prime Minister or any public offi cial under this decree.

Members can express their concern to their local federal member requesting the Australian government take considered action against Fiji’s military regime in the wake of these new laws that place even greater restrictions on human rights in the island nation.


EARLY CHILDHOOD

Advocating for positive change in the ECE sectorIncreased workloads for early childhood education employees and problems with the introduction of Universal Access was highlighted to the Federal Education Minister Peter Garrett in a meeting with IEUA-QNT representatives in March. In the meeting with the Minister IEUA-QNT Senior Offi cers John Spriggs and Ros McLennan advocated for a series of enhancements for the early childhood education sector.

Due to the inadequacies of the funding scheme teachers in early childhood settings face the threat of teaching additional hours without suffi cient recompense or reward. The increased costs resulting from the introduction of Universal Access have resulted in parents paying higher fees. Attempts by some kindergartens to save costs by limiting the working hours of employees other than teachers have also resulted in increased workloads.

IEUA-QNT explained to the Minister that Universal Access requirement to provide a minimum of 600 hours of an educational programme for a child in the year immediately before compulsory schooling was problematic. The long standing provision of the Early Childhood Education Award (Qld) that the maximum number of hours for a teacher teaching an educational programme was 27.5 per week already represented the highest number of teaching hours for a teacher in an educational setting in Queensland. Attempts by

some kindergartens to increase the total quantum of teaching hours were clearly unreasonable.

While Minister Garrett was interested in knowing why Universal Access is perceived as being a ‘cost increase’, he indicated that the federal government has provided all states with the fl exibility to deliver the requisite hours, as long as the Universal Access commitment was achieved overall. It was recognised that while the federal government contribution to this initiative was almost $1 billion, the use of that funding had been determined by the state governments. This matter will be further argued by our union to the new Queensland government Education Minister John-Paul Langbroek.

National Quality FrameworkThe IEUA supports measures to maintain high quality early childhood education. However, the ‘quality assurance’ aspect of the NQF has created an administrative load which did not previously exist for community kindergartens. The time requirements to meet the quality assurance requirements are being imposed on employees in addition to the requirements of the QKFS and Universal Access. The implementation of new job titles (ie Nominated Supervisor) and the legislated responsibilities for these positions are unreasonable. Further, they do not refl ect the realities of work in kindergartens.It was explained to Minister Garrett that, under the

legislation, the Management Committee and Nominated Supervisor (previously known as Director) were both equally liable for the legislated responsibilities of kindergartens. However, it was pointed out that while the Nominated Supervisor may argue for a provision to be taken, the decision as to whether to enact and fund a provision lay with the Management Committee. As such, the fi nal responsibility was out of the control of the employee. Minister Garrett indicated that he welcomed further formal correspondence regarding suggested wording that may better describe the diff erent levels of responsibility of a ‘Nominated Supervisor’ as opposed to an ‘Approved Provider’ in such practical circumstances.

Minister Garrett was also sympathetic to our union’s representation that the changed legislation prevented the role of ‘Nominated Supervisor’ from being performed on a job shared basis. This contrasted with the previous Director positions, where job sharing has been done successfully and often. The IEUA pointed out that the retention of job share arrangements was an important employment option. Minister Garrett agreed the lack of access to job share for ‘Nominated Supervisors’ was a problem that needed to be addressed. IEUA will continue to seek commitments from state and federal governments to appropriately recognise the ECE sector and its employees through adequate levels of funding.

A $42.6 million funding injection from the federal government’s More Support for Students with Disabilities initiative will see 37,000 students with disability in non-government schools receive greater access to classroom support and specialised equipment. Children with disability in both Catholic and Independent schools will benefi t from funding over the next two years, with the Catholic sector receiving $30.7 million. Funding includes: $3.2 million to provide 1,500 items of

Support for students with disability in non-government schools

assistive technology to 434 schools; $3.2 million to provide training for teachers to strengthen their skills in the use of assistive technology in the classroom; $5.2 million to provide training for pre-service and/or practising teachers to build their skills in special education; $4.4 million in training for all school staff to improve understanding of their obligations under the Disability Standards for Education 2005; $9.1 million to support school principals and/or school leadership teams to strengthen teachers’

ability to assist students with disability; $4 million to support school staff adapt their curriculum to suit the needs of students with disability; and$3 million to support teachers to develop or modify lesson plans to suit the needs of students with disability.

13May 2012

SCHOOL CONSULTATIVE COMMITTEES

Time to make your voice heard

Our union is strong and eff ective in promoting members’ professional interests and protecting employees’ working rights and conditions in our sector. However, there is also a place for educated and vigilant member review of the existing industrial provisions, their proper implementation and use as a means to address pressure points in school workplaces. IEUA-QNT Assistant General Secretary Ros McLennan said this can be done through reinvigorating your School Consultative Committee.

For over a decade, a key feature of collective agreements has been provision for ongoing employee consultation on workplace issues through some formal mechanism.

Typically collective agreements have provision for the establishment of a School Consultative Committee. The stated purpose of School Consultative Committees is to provide: Better two-way communication between employer and employees; Employee advice on implementation priorities in the agreement; An avenue for employees to address issues relating to the implementation of the agreement; The employer with an opportunity to utilise employee knowledge and experience.

Most commonly, provision for a School Consultative Committee exists to facilitate the opportunity for staff to “…participate in the implementation and monitoring of the Agreement at school level”. [Note: Extract from current Queensland Catholic Diocesan Schools Agreement 2010, clause 2.1.1]

Pushing the frontiersBehind this statement is a world of opportunity for employees to initiate genuine consultation on meaningful enhancements at the school level.

In the face of a developing national education agenda, our collective strength will be critical to ensure appropriate outcomes in the implementation of the Australian Curriculum and adequate resources, including time, is obviously needed to ensure every teacher can deliver

a quality educational program that meets diverse student needs.

For instance, commitment to exploring ways to address workload and intensity of work at school level, and to initiate school based trials of measures to mitigate the expanding role of the teacher, is specifi cally provided for in considerable detail within the current Queensland Catholic schools agreement.

Through the School Consultative Committee, members can seize the initiative to ensure the solution is not just left in the hands of employers.

Guarding the gains madeCollective agreements contain a lot of new and old provisions that have been agreed to by employer representatives in the negotiation process.

While all are enforceable, there are some provisions whose implementation may be overlooked by employing authorities from time to time.

If members are not educated about existing entitlements, and mind their implementation, it is very possible that a benefi t centrally agreed is not locally applied.

Time to make your voice heardCommonly, agreements in our sector contain requirement for employers to establish, or reconstitute, a School

Consultative Committee, specifying that employee representatives be elected from particular staff groups and meetings be convened in consideration of hours of duty maximum requirements.

Rather than waiting for a problem to emerge, the best advice is to get ahead of any issue by setting in place good structures for school level consultation.

For further information to help your chapter get this process started FREECALL 1800 177 937.

Setting up a School Consultative Committee

Step 1: Examine the consultative arrangements in your AgreementStep 2: Obtain a clear and shared commitment from all parties involvedStep 3: Determine the size of the CommitteeStep 4: Schedule training for members employee repsStep 5: Establish a Charter and structureStep 6: Identify items from your Agreement to be implemented, monitored and evaluatedStep 7: Establish who will be responsible for diff erent tasks

Step 8: Establish lines of communication and keep chapter members updatedStep 9: Review eff ectiveness of the Committee

Our union has developed a revised training package for employee representatives to support their active

involvement and infl uence through this important mechanism. Interested? Contact your organiser to

arrange a training session in your local area soon at [email protected]


PROFESSIONAL ISSUES IN EDUCATION

CERTIFICATION OF TEACHERS:CERTIFICATION OF TEACHERS:

They have to be mad They have to be mad to use this process!to use this process!

The Australian government appears determined to put in place a system of bonus payments to Highly Accomplished and Lead Teachers.

The recent endorsement of the Australian Institute for Teaching and School Leadership’s (AITSL) national approach to certifying Highly Accomplished and Lead Teachers by federal, state and territory education Ministers will be the basis of determining these bonus payments.

The process would require teachers to provide two pieces of evidence for each of the seven National Professional Standards for Teachers. Each of the descriptors at the relevant career stage must be accounted for with at least one piece of evidence. In addition, the second stage involves direct assessment of teacher practice onsite by external assessors which includes observation, discussion with principal/supervisor, discussion with other colleagues and discussion with the applicant.

Such processes for teachers to achieve recognition as a Highly Accomplished and Lead Teacher is onerous, particularly as there is no clear improvement in remuneration linked to certifi cation.

The federal government is determined to distribute the one off “bonus payment” of $7,500 for Highly Accomplished Teachers and $10,000 for Lead Teachers only to those teachers who have submitted themselves to the AITSL accreditation process. There is, however, no guarantee that if you are certifi ed you will receive the bonus payment.

Furthermore, there is no indication of who will bear the cost of this process. If the cost of the application is born by the applicant and taxation is taken into account, these sums are considerably reduced. Currently the cost is $750 for a similar process in New South Wales – and this is only a co-contribution with the remainder of the cost absorbed by their regulatory authority.

Because there is no guaranteed remuneration attached to the AITSL model it would seem that, as with the New South Wales model of certifi cation, very few teachers will consider it worthwhile to devote the time to the application process. Remember, too, that the certifi cation only lasts for fi ve years – if you want to maintain it you have to reapply.

As the only education union in Australia dealing with industrial agreements that utilise a standards-based framework for remuneration purposes, our union is well placed to critique the federal government proposals. IEUA-QNT believes that there should be a fair process for all teachers that acknowledges and rewards all who satisfy the criteria.

15May 2012

PROFESSIONAL ISSUES IN EDUCATION

Principals Health and Wellbeing SurveyThe Principals Health and Wellbeing Survey Interim Report paves the way for serious dialogue about appropriate ways to support school leaders.

The Monash University survey, conducted between the end of August and end of October 2011, recently released its Interim Report. The survey will be repeated in 2012. The Report states that “Extensive overseas research found adverse health outcomes including decreased life expectancy results from high role demand and concurrent low decision latitude,” and that “Under these conditions younger people appear to be at greater risk of coronary heart disease than their older colleagues.”

Survey resultsEvery education sector, state and region provided data: 2,005 principals completed the survey, of this 56 per cent were female. About 80 per cent work upwards of 46 hours per week during term with just over 25 per cent working upwards of 61 hours per week. Only 82 per cent of respondents rate their own happiness as very important or higher. They are generally positive about their job with only 2.6 per cent becoming frequently depressed about it. Overall levels of mental health range from very good to very poor. Principals overall score just less than the general population. There are large diff erences in reported maintenance of a healthy lifestyle: 49 per cent are taking prescription medication for a diagnosed condition and 43.4 per cent report a diagnosed medical condition. There are large diff erences in their self-reported maintenance of healthy levels of exercise, diet and weight control. Most maintain a healthy alcohol intake, and do not use it to manage stress.

“This year sees the introduction of a national curriculum tied to national testing and public accountability via the My School website. The work practices imposed by these changes will further increase work volume and public accountability and decrease principals’ decision latitude through externally imposed reporting deadlines,” according to Monash University.

Principals experience nearly fi ve times the incidence of threats of violence and six times the incidence of actual physical violence at work than other population groups.

Data from these surveys will provide a solid base of evidence to argue for appropriate levels of support for school leaders in all stages of their careers. Principals’ Australia estimates that as many as 70 per cent of Australia’s 10,000 school principals will reach retirement age within the next fi ve years. Monash University believes “the time is ripe for systematic research of the current state of school leader occupational health, safety and wellbeing.”

The full Interim Report can be located on our union website www.qieu.asn.au via Membership Sectors, then click on Principals.

Villanova College teacher Barbara Dewis believes in the importance of giving a voice to Aboriginal and Torres Strait Islander people in matters that aff ect their education and rights. Barbara was born and bred in Babinda and identifi es as a Torres Strait Islander. She completed a Diploma of Teaching (Primary) at James Cook University through the Aboriginal and Torres Strait Islander Teaching Education Program and subsequently completed a Bachelor of Education at ACU in Brisbane. Barbara has also taught in Catholic schools in the Cairns Diocese. Barbara has been a union member since she fi rst started her teaching career and says she believes that building collective strength is vital to ensuring employers are aware of the cultural traditions and protocols that are important to Aboriginal and Torres Strait Islander people. Barbara has agreed to represent our members on the Queensland Council of Unions’ expert Sub-Committee supporting the Indigenous Working Committee.

MEMBER PROFILEMEMBER PROFILEBarbara said she will be working on highlighting the issues that matter to Indigenous members, and hopes that our collective eff orts will “achieve recognition for the diff erences that make my people unique,” and that matters such as “cultural leave to attend to family matters that are of paramount importance to my people” are prioritised. Barbara highlights the importance of encouragement and support that the collective can provide to those who seek to advance their careers. “Sometimes I feel a bit isolated as the only Indigenous person on a staff . It will be good to have other Indigenous people to talk with about our work.”


LABOUR DAY 2012

BundabergBundaberg

IEUA-QNT members and their families marched under our union banner at Labour Day events across Queensland and for May Day in the Northern Territory to acknowledge the achievements of the labour movement and to make a statement about current campaign issues within our sectors. Members marched in support of and to bring attention to our union campaigns, highlighting to the state and federal government the need for an increase in school funding and for better workplace conditions in the early childhood education sector.

Labour Day is an opportunity not only to celebrate the achievements of what working people through their unions have achieved in the past, but also an opportunity to make a statement about our aspirations for the future and that the union collective giving workers a voice is here to stay. IEUA-QNT members participated in celebrations throughout the state and Territory including Darwin, Alice Springs, Barcaldine, Brisbane, Bundaberg, Cairns, Gold Coast, Ipswich, Sunshine Coast, Toowoomba and Townsville.

ToowoombaToowoomba

Sunshine CoastSunshine Coast

17May 2012

IEUA-QNT celebrates IEUA-QNT celebrates Labour Day 2012Labour Day 2012

TownsvilleTownsville

IpswichIpswich

“Labour Day is important to me because it’s about celebrating the rights of workers.”

“Education professionals are facing challenging times as teachers often have too much work, not enough time as the complexity of the work a teacher does unfolds.”

Alison Clark, St Thomas’ School, Camp Hill

“Labour Day is about coming together and showing unity and making our voice heard as a collective.”

“As we are facing negotiations, we want to get fair conditions for the work we put in. More is being put on teachers and employers need to respect that.”

Teresa McFadden, Lourdes Hill College

Alice SpringsAlice Springs

BrisbaneBrisbane

DarwinDarwin


Being recognised for previous work experi

Teaching is attracting an increasing number of graduates who are transitioning to the profession after years of working in other industries. For many seeking a professional ‘sea change’, the fact that they are now able in some sectors to capitalise on previous work experience is facilitating increases in their salary and is an added bonus to the benefi ts of working in education.

KEY POINTS

Catholic sector: To qualify for prior recognition and to move up the salary levels, the onus is on the employee to prove the relevance of the prior experience to the work as a teacher or a school offi cer. The currency of the skills, experience and knowledge is integral to being accepted as relevant.

Recognition of prior work relates to that which was performed within fi ve years of the commencement of employment as a teacher.

After following the application process and the employer agrees that the prior non-teaching service is relevant, the teacher is advised that their claim is accepted and back payment is made. If the employer does not accept that the prior non-teaching service is relevant, the teacher is advised that their claim has been rejected. The employer’s reason(s) for not recognising prior non-teaching service and experience will be specifi ed to the teacher in writing on the standard application form. The teacher may then consider their options to initiate the dispute resolution process.

•

•

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In the current collective agreement between IEUA-QNT and the Catholic sector, teachers can apply for and be recognised for their prior non-teaching experience in industries which are relevant to their work as a teacher.

To qualify for prior recognition and to move up the salary levels, the onus is on the employee to prove the relevance of the prior experience to the work as a teacher or a school offi cer.

The currency of the skills, experience and knowledge is integral to being accepted as relevant.

Therefore, recognition of prior work relates to that which was performed

within fi ve years of the commencement of employment as a teacher.

In this context, full time, part time and self-employment would all qualify.

One teacher’s storyOne such teacher is Blair Smith from St Therese’s School, Monto. Blair is a Physical Education and classroom teacher and has been a teacher since 2011.

Though Blair already had a Bachelor of Economics degree he decided to complete a Graduate Diploma in Education at the University of Southern Queensland and graduated half way through last year.

After graduating Blair lodged an application

Step 1: Teacher recalls prior non-teaching positions and considers whether any are relevant to current teaching role.

Step 2: Teacher lists employment dates of all relevant prior non-teaching positions to determine whether the necessary time periods for application are met. The last relevant non-teaching position must have ceased within fi ve years of commencing employment as a teacher;

however, some special consideration may apply in certain circumstances.

Step 3: Teacher gathers documentation and evidence regarding the prior non-teaching service and experience required for their application.

Step 4: Teacher completes standard application form, giving particular emphasis to explaining how the prior

The application process in a few easy steps...The application proces

19May 2012

RECOGNISED FOR PRIOR LEARNING

ence

for recognition of his previous work as the Central Queensland Basketball Development Offi cer at Basketball Queensland where his role was to visit schools and introduce the sport of basketball to the students in their PE lessons.

In this role he dealt with a variety of age groups and ability levels.

It was this lesson planning and program development that was benefi cial to his application for recognition of his prior non-teaching experience.

Recognition eligibiltyIn determining his eligibility for an increase in his salary level, Blair submitted evidence

in the form of his curriculum vitae, role descriptions and a statutory declaration that indicated the nature of his experience in the years leading up to his transition to teaching.

IEUA-QNT supportThroughout this process, Blair was supported by IEUA-QNT with advice and direction on his application.

Eligibility of this recognition of prior work experience came to Blair’s attention through his membership of IEUA-QNT.

Organiser Richard Pascoe met with Blair on his fi rst visit to the school at the beginning of the year and through their discussions quickly identifi ed that he could apply for recognition of prior non-teaching experience.

With his relevant experience he was readily able to justify the criteria and consequently increase his salary by two increments.

Though the procedure was a relatively smooth process, Blair admits that without help and guidance from IEUA-QNT and his organiser he would never had known about his right to be recognised for his prior working experience.

non-teaching service and experience is relevant to their current teaching role. The statement of service or statutory declaration supporting the claim is also attached to the application.

Step 5: The employer considers the teacher’s submitted written claim.

If the employer agrees... that the prior non-teaching service is relevant, the teacher is advised that their claim is

Remember: Any application needs to be submitted within

six months for back payment to commencement of employment

otherwise it will only be to the date of application.

The application process in a few easy steps...ss in a few easy steps...accepted and back payment is made.

If the employer does not accept... that the prior non-teaching service is relevant, the teacher is advised that their claim has been rejected. The employer’s reason(s) for not recognising prior non-teaching service and experience will be specifi ed to the teacher in writing on the standard application form. The teacher may then consider their options to initiate the dispute resolution process.


PROFESSIONAL ASSOCIATIONS

Most teachers will agree that a major challenge of their job involves negotiating the maze of new education initiatives, making sense of curriculum content, achievement standards and reporting guidelines while staying focused on the particular needs of their students. The Queensland Studies Authority (QSA) is charged with supporting all Queensland schools and educators in this task. IEUA-QNT Assistant Secretary/Treasurer and nominee to the QSA, Paul Giles, refl ects on the structure and future of the Authority 10 years on from its creation.

On 1 July 2012 the Queensland Studies Authority (QSA) will have been established for a decade replacing and subsuming within it the function, roles and responsibilities of a number of other organisations including the Board of Senior Secondary Studies (BSSS) and the Queensland School Curriculum Council (QSCC).

The QSA was and is a statutory body established by an Act of Parliament under the provisions of the Education (Queensland Studies Authority) Act 2002, with the main functions of the QSA being to inter alia: Develop, implement and/or approve syllabuses and guidelines and training courses; Undertake assessment and testing programs to demonstrate student learning achievements; Determine and implement quality assurances for Queensland’s system of school-based assessment; Manage certifi cation and reporting processes that refl ect student learning and provide personalised, up-to-date information to students and parents; Register providers as Registered Training Organisations (RTOs); Develop tertiary entrance procedures, issue tertiary statements and provide information to stakeholders about tertiary entrance procedures and requirements; and Undertake research to support the functions listed above.

The QSA supports all education sectorsThe QSA undertakes these activities across the education sectors – state, Catholic and independent and off ers a wide range of professional development activities to support the implementation of syllabuses, associated materials and processes. The composition of the Authority governance as specifi ed in Section 25 of the Education (Queensland Studies Authority) Act 2002 includes representation (including practising teachers) from across primary, secondary, special and tertiary education

sectors, vocational education, parents, unions and industry. The QSA also has a number of established committees which include representatives of education stakeholders in Queensland. The committees function to, amongst other things, develop policy proposals (for referral to the Authority); identify issues that require policy development by the Authority; provide advice to the Authority on matters identifi ed by the Committee; and maintain vital links between the Authority and its stakeholders.

Learning Area Reference CommitteesAs well groupings, aligned to the learning areas outlined in the Melbourne Declaration on Educational Goals for Young Australians of experts and experienced “at the chalk-face” educators, called Learning Area Reference Committees (LARCs) meet regularly. LARCs provide expert analysis of the curriculum resources and materials needed for a learning area both in a state and national context and provide informed, technical advice about the development of syllabuses and the nature of documents developed to support their implementation. LARCs review the suitability of syllabuses, guidelines and other curriculum materials and resources, changes necessary to the learning area, current trends in curriculum development, suitability of syllabuses or courses developed by schools, school systems or other institutions and provide recommendations to the Authority.

The LARCs refl ect the wider education sector and the specifi c relevant learning/subject area. Feedback from our members who are on LARCs indicate that rewards of being on a LARC are signifi cant professionally – keeping the participant

up to date with the latest educational thinking but equally important allowing the practitioner to have direct input into educational praxis in schools in Queensland.

The Governing Body of the QSA brings together this representation on a regular basis to discuss issues and make recommendations that impact directly on educational praxis in Queensland. It is important that the constitution of the QSA, with its broad representation of stakeholders be retained. Vital decisions about education in Queensland deserve the input of all education stakeholders across the state. It is imperative that educators at all levels are involved and have input into the decision of the Authority.

Queensland Education Standards AuthorityThe previous state government, in conducting the Flying Start review, proposed that a new authority – Queensland Education Standards Authority (QESA) be established with a wider set of responsibilities in regard to education in Queensland. Of course, with a change of state government, these proposed changes may or may not occur. What is important, however, is that the broad representation of stakeholders and especially educators at the chalk-face, be there in person and that the body of educational practitioners be represented at the Authority (howsoever named) by their unions. It is also vital that a primary mandated function of supporting and resourcing educators in Queensland be maintained.

Further information about the QSA and accessing resources is available at www.qsa.qld.edu.au

Queensland Studies Authority: Queensland Studies Authority: A Decade OnA Decade On

21May 2012

UNITE ON SAFETY AT WORK

For the most part of the last two years, much has been said about the national harmonisation of workplace health and safety legislation. The Model Act and Regulations have now been in place since 1 January 2012 and many of the Codes of Practice are fi nalised with a number of codes under fi nal consideration. . IEUA-QNT Industrial Offi cer Danielle Wilson reports.

There have been some hiccups, and also some interesting interpretations by employers of what the new Workplace Health and Safety Act means. Of most concern, is the idea that has been fl oated across the sector that consultation is optional and that duties have somehow been diminished.

This is not the case. In a nutshell, what unions have been concerned about is the introduction of the term “reasonably practicable” which has the very real potential to water down the absolute duties of employers. Unions will continue to mind this and will address any concerns as they arise. In terms of consultation, requirements of the new Act actually strengthens the obligations, particularly in relation to the election of representatives, the involvement of unions and the operations of workplace health and safety committees.

Guide to the Work Health and Safety ActWorkplace Health and Safety Queensland have developed a comprehensive and very handy guide on these changes. The main points highlighted in this guide are:

The laws are nationally aligned to ensure all workers in Australia have the same standard of health and safety protection; The new guiding principle of “reasonably practicable” does not in any way reduce an employer’s duty to their employees or anyone else in their workplace; Employers are still obliged to comply with their obligations under the Act and the Regulations, as well as being required to observe the various Codes of Practice; Employees are also required to take reasonable care for their own health and safety and that of others in their workplace who may be aff ected by their actions or omissions; Consultation provisions have been strengthened so that the employer must consult with all workers and elected Health and Safety Representatives on any matters that may aff ect health and safety in the workplace; Where a request is made for a Health and Safety Representative, employers must facilitate this; Where there is a Health and Safety Committee in existence, they must meet at least quarterly to satisfy the provisions of the Act, and more frequently when reasonably requested; Where the formation of a Committee is requested, an employer must set this up within two months of the request; Employers must provide training to Health and Safety Representatives within three months of a request; Employers must facilitate the involvement of union representatives if requested by employees in health and safety matters,

including the election of Health and Safety Representatives; Employers must also allow union representatives who have entry permits to investigate suspected contraventions; Workers retain the right to cease work where they have a reasonable concern about a serious risk to their health and safety.

This guide is available on the Workplace Health and Safety website in the Resources Section at http://www.deir.qld.gov.au/workplace/law/whslaws/index.htm . A full list of the Codes of Practice are available at http://www.deir.qld.gov.au/workplace/law/legislation/codes/index.htm . If you would like further information on your rights at work regarding workplace health and safety, please contact our union.


PROFESSIONAL AND INDUSTRIAL SUPPORT

Knowing your rights Knowing your rights and responsibilities and responsibilities when attending a meetingwhen attending a meeting

Situations have arisen, in the past, where members have been asked to: Respond to parental complaints; Respond to allegations about incidents at work or their conduct; and/or Undertake a performance review for unsatisfactory work performance. Within the hours of duty your employer has every right to call you to a meeting; however, if the subject of this meeting is to identify concerns and/or to seek a response from the employee in relation to matters which could threaten their employment, there are certain protocols which need to be observed.

Employees’ rights and responsibilitiesYou as an employee have certain rights and responsibilities, but this applies equally to your employer. Your individual actions when you are called to the meeting are critical in creating a climate for amicable resolution of the issue if it has any proven substance. The following actions should be taken to ensure your rights are upheld: Contact our union as soon as you suspect there might be a problem with your employment or disciplinary action may be taken against you. Our union will not take any action without your authorisation and your contact is confi dential to the offi cer with whom you speak. If you are called to a meeting with your employer, you can request to be provided with a detailed agenda to assist with preparation. If you are provided with detailed information/allegations prior to the meeting, your union representative can assist you to prepare a detailed, written response. Make sure you seek our union’s

industrial advice before submitting any written materials. We encourage you to take a “support person” with you to the meeting. It is likely your employer will have a witness. A support person is particularly important if the meeting could be job threatening. Ask your union representative, trusted friend or colleague to accompany you. Your “support person” plays a crucial role in the process. To be courteous, it is important to inform your employer that you are bringing a support person to the meeting. If you have union representation, this should be identifi ed to your employer. If your employer insists on a “one-to-one” meeting in your normal hours of duty, express your concern and reiterate your request for a “support person”. You can also request to postpone the meeting while you consult with our union. If these requests are denied you should then:i) take detailed notes;ii) seek further clarifi cation from the employer if you are not sure about any detail of the issue;iii) state you are not in a position to give a considered reply because you were not given notice of the issue(s) raised; andiv) indicate you will respond to the principal when you have obtained industrial advice from our union and have had time to consider the issue(s). Avoid making statements which could be used against you without advice from our union.

Attendance at meetingsYour employer should call investigative meetings during work hours. If they do,

it is expected that you attend. Meetings scheduled outside of work hours, however, are only mandatory when a reasonable request is made for your attendance. Our union can assist you to determine whether a meeting request is reasonable. If you cannot attend an investigative meeting due to illness, you will need to provide a medical certifi cate stating that you are unfi t for normal duties. Be aware that when you are deemed medically fi t to return to work, you will need to be available to meet with your employer to recommence the investigation.

Allegations of assaulting a studentOccasionally a school employee might fi nd themselves accused of assaulting a student.This is a serious matter and the police may become involved. Do not delay - contact our union immediately and prior to making statements to the police or your employer. Remember, one of your union membership benefi ts is access to expert advice and legal assistance. We have more opportunity to achieve a successful outcome for you if we are able to act quickly on your behalf.

Unsatisfactory PerformanceFor any number of reasons you, as an employee, may experience signifi cant diffi culties in performing your duties to the standard required by your employer.Employers may exercise a right to conduct a review where they consider there is a case of unsatisfactory performance on the part of an employee. Such situations could include defi cient or diminished performance due to the impact of taking on other duties, lack of application,

Whilst ‘chats’ with your employer in most workplaces are collegial and productive, occasionally an employee is invited to chat about ‘concerns’ the employer may have about their conduct, capacity or performance in relation to their continued employment.

23May 2012

ineff ective behaviour management, lack of preparation and unprofessional conduct.Where unsatisfactory performance occurs over a continuing period and, despite assistance given by the principal or their designated representative, the situation does not improve, a formal process may be implemented. Many workplaces have a formal unsatisfactory performance policy which they follow in these circumstances. It is important to obtain a copy of your employer’s specifi c policy upon the commencement of a formal process. If your employer has indicated their intentions to commence a formal process, contact our union immediately to ensure timely advice can be provided. Our union does not always agree with the need for a formal process; however, if one is initiated the following considerations should be observed.

What is ‘Formal Process’?‘Formal Process’ is a set of sequenced actions, the purpose of which is to mediate the situation and to avert the possibility of termination of employment. The ‘Process’ is usually in four stages and each stage has a bearing on the next. As previously identifi ed, every workplace is diff erent and may not necessary follow these guidelines.The four stages are: Investigation Interview Outcome of the Interview Review

Stage One: InvestigationA proper investigation of the circumstances should be carried out. It is insuffi cient to merely rely on the fact that allegations have been made although, unfortunately, some employers do so. An investigation by an employer may include the following:i) assessing any relevant documentation including a personnel fi le;ii) interviewing persons who may have (or should have) knowledge of the employee’s performance;iii) assessing statistical information if that is an appropriate method of assessing performance in the particular case. Whichever method is used, the investigation must be carried out promptly and the employee informed in writing what the problem is and that it is being looked into.

Stage Two: InterviewIf, after an appropriate investigation has been carried out, the employer is satisfi ed that there is substance to the allegation of unsatisfactory performance and wishes to investigate it further, an interview might be arranged with the employee concerned as soon as practicable. The employee should be notifi ed in writing of the interview. You should provide this correspondence to

our union for further advice. The written notifi cation should include:i) the time and place of the interview;ii) the specifi c nature of the matter(s) to be discussed;iii) the employee’s right to have a support person of their choice (including a union representative) present.

If you have not been given notifi cation of the above details you should contact your employer immediately for more information. Alternatively you may request that our union make this contact on your behalf.At the interview:i) notes of the meeting should be taken by your support person;ii) details of the defi cient or unsatisfactory performance should be provided to you. This should be in suffi cient detail to enable you to respond and address the issues raised adequately, including documentation the principal has relied on when determining their course of action against you;iii) you should be given the opportunity to respond to the allegations and to raise any matters which you consider to be relevant.

If you want reasonable time to consider the matters raised, it should be allowed. This includes being able to respond to the concerns in writing;iv) any time lines regarding outcomes should be the subject of negotiation with the employer. At this interview it is important to be represented as your employer will usually have their own witness present. We strongly recommend that you take a support person as what occurs at these interviews can be crucial to the process and fi nal outcome. If you feel bullied or harassed at a meeting make a clear statement to that eff ect and request the meeting be terminated. Should an employer refuse, our union can advise you about the correct action to take following the meeting.

Stage Three: Outcome of interviewIf, having regard to all matters raised at the interview and to your response, the employer considers that no action is required, you should be advised in writing accordingly. Should action be deemed necessary, you should be advised in person with written confi rmation, including:i) that the employer believes your performance is defi cient. In such a circumstance you should be provided with details of the alleged defi ciencies;ii) the standards which need to be met and the agreed timeframe within which those standards must be achieved;iii) a date when a review of your performance against those standards will be conducted, or notifi cation that there will be

an ongoing review;iv) the potential consequences of failing to achieve the standards within the time frame;v) the name of a nominated contact within the organisation (eg. employee’s Head of Department or a negotiated mentor) with whom the employee can discuss any matters which are unclear and from whom any required assistance will be provided; andvi) details of counselling and/or professional development (where applicable) available to you.

You may receive a formal written warning at this stage. Regular meetings should be held with your employer or their representative to monitor your progress. If your employer is not satisfi ed they must state specifi cally what the problem is and how the employee might meet their expectations.

Stage Four: ReviewThe review should occur whether or not your performance has improved. If your performance has improved, you should be informed of this in writing. If it is considered that there are suffi cient grounds for disciplinary action, you should be advised in writing that a failure to improve is likely to lead to termination. The interview and review process should be repeated prior to the implementation of disciplinary action.

KEY POINTS

Within your hours of duty your employer has every right to call you to a meeting; however, if the subject of this meeting is to identify concerns and/or to seek a response from the employee in relation to matters which could threaten the person’s employment, there are certain protocols which need to be observed.

You as an employee have certain rights and responsibilities, but this applies equally to your employer. Your individual actions when you are called to the meeting are critical in creating a climate for amicable resolution of the issue if it has any proven substance.

Getting our union involved at the commencement of the process ensures procedural fairness for you. Our union is able to intercede, on your behalf, if we consider there is a fl aw in the process.

•

•

•


INDIGENOUS ISSUES

The cultural significance The cultural significance

of ‘Welcome to Country’of ‘Welcome to Country’

Australia is made up of many diff erent Indigenous Clans or Groups, each having their own Country, Culture, Language, Beliefs and Customs. Aboriginal and Torres Strait Islander people have a unique relationship to the land. This involves a responsibility to look after the environmental and spiritual wellbeing of their Country. Traditionally, when Indigenous people travelled they would not enter another’s Country until they were welcomed by the Traditional Owners of that land.

Welcoming people to Country is a traditional practice, which has special signifi cance. The Welcome to Country should only be delivered by the Aboriginal people in their own local homelands and community. This could be an Elder, and adult or a child who belongs to that country. The Acknowledgment of Country can be performed by Aboriginal and Non- Aboriginal people, both children and adults.

Why should I perform this ceremony?• Respect, Responsibility, Understanding, Knowledge, Relationships, History.• Encompassing Aboriginal Acknowledgements and ceremonies into offi cial events and daily proceedings provides opportunities to recognise and pay respect to Aboriginal Peoples’ Culture and Heritage. It also communicates to the broader community the Cultural Heritage of Aboriginal Peoples and promotes mutual respect and understanding.

When do I do a ‘Welcome to Country’ and/or ‘Acknowledgment’?‘Welcome to Country’ is performed at the commencement of any gathering by the local Aboriginal people of that Country.

‘Acknowledgment of Country’ is also performed at the commencement of a gathering, meeting and/or function by the Chairperson, Speaker, and Elder and/or Student. Where the name of the Traditional Custodians is known, it is specifi cally used. Where it is not known, a general Acknowledgment is given. Acknowledgment may also be made by other speakers during the meeting.

Where do I get advice?When planning an event you are recommended to consult with Aboriginal staff within your school or workplace and the local Aboriginal organisations in your community, and/or the Aboriginal and Torres Strait Islander Education Consultative Groups in each state or Territory to provide advice on: the Traditional Custodians of the specifi c lands; the appropriate level of Aboriginal recognition; the appropriate ceremonies and performances

How do I respectfully address and perform this ceremony?The ‘Welcome to Country’ and ‘Acknowledgment of Country’ given below are only examples of what someone could say if addressing any formal or informal gathering.

These examples can be used as a guide or a starting point and people are encouraged to develop their own meaningful words that are relevant to that gathering.

IEUA Indigenous Offi cer Diat Callope said: “Acknowledging country is a signifi cantrecognition of the guardianship of Australiaby the traditional owners and shows ourrespect for their continuing role. As educators it is important that we provide leadership in this public recognition.”

Example of a Welcome to CountryExample of a Welcome to Country As a representative of the ________________ people of this land, I would like to Welcome you to our Country and pay respect to our Elders who have gone before us and those who are present here today. I would also like to recognise our Non-Indigenous people who have joined with us today.

Examples of an Acknowledgement of CountryExamples of an Acknowledgement of Country I would like to Acknowledge the ________________ people the Traditional Custodians of this Land. I would also like to pay respect to the Elders both past and present. I would like to extend that respect to other Aboriginal people and / or colleagues present today. I would like to respectfully Acknowledge the ________________ people who are the Traditional Custodians and First Peoples of the Land on which we stand. I would like to show my respect and Acknowledge the Traditional Custodians and First Peoples of the Land on which this meeting takes place.

25May 2012

LEGAL BRIEFS

Work Injuries While Not at Work Work Injuries While Not at Work Conferences and SeminarsConferences and Seminars

In September 2011, WorkCover rejected a claim for a broken arm a teacher suff ered when she fell while walking out of a conference. The employer made a submission to WorkCover that the teacher should not receive compensation for her injuries because:

The injury happened on a weekend; and It was after a conference that the school had not paid for or approved in advance.

WorkCover agreed with the employer and rejected the claim. In its reasons, WorkCover said: “It was not a mandatory requirement that you attend the conference as it occurred on a non-scheduled work day and was voluntary…Therefore this claim is not one for acceptance.”

The conference The conference was an all-day, annual event organised by a professional association. The topics of the day revolved around specifi c subject areas and included topics linking curriculum and syllabus with practice. It was a conference exclusively targeted at teachers, not the general public. It was held on a Saturday.

Teachers are entitled to ask their school to

pay for professional development activities. However, schools have to work within limited budgets and therefore it is not uncommon for applications for funding to be knocked back.

In this case, the teacher did not ask her school to pay her conference fee. She decided to pay for the conference herself to avoid the range of forms she would otherwise have had to complete. The day after the injury she completed an incident reporting form and handed it into her school to notify them of her injury.

The appealThe teacher lodged an application for review of WorkCover’s decision. In that review, submissions were made to the review body (Q-Comp) to the eff ect:Whether an injury arises from work and whether work is a signifi cant contributing factor is a question to be decided based on the nature of the activity. It does not depend on whether the employer paid for the activity or even whether the employer would have paid for it.

WorkCover accepted that the correct test is whether: The injury arose out of or in the course of

work; and Work was a signifi cant contributing factor to the injury.

Whether the activity leading to the injury was mandatory is irrelevant.

The decision Q-Comp fi nally accepted that, even though the teacher paid for the conference herself and attended out of work hours, attendance at the conference was directly related to her employment. It was an approved professional development activity which counted towards the 30 hours of professional development required to maintain eligibility for teacher registration and was relevant to her subject area. The fact that it was outside of school hours, and on a weekend, did not aff ect her eligibility for WorkCover compensation.

Notwithstanding success in this case, teachers should always inform the school’s principal, preferably by email, of any professional development activities, even if they intend to pay themselves. While formal approval is not needed where it is out of hours, it may be worthwhile to keep your principal informed. Stay safe at work – and at conferences!

The requirement to undertake a variety of professional development activities in order to remain eligible for teacher registration raises issues for “work” injuries, reports education legal expert Andrew Knott from Macrossans Lawyers.


INTERNATIONAL WOMEN’S DAY

Many changes have occurred in relation to the status of Queensland women over the past century through the vision and persistence of generations of change-makers. In March we recognise International Women’s Day (IWD) and refl ect on the passion and progress of women all over the world.

In 1911 across Europe, more than one million women and men attended the fi rst International Women’s Day rallies, campaigning for women’s rights to work, vote, be trained, hold public offi ce and end discrimination. The fi rst Australian IWD rally was held in 1928, and celebrated the year after in Brisbane. It had only been the end of the century before when women around the world were beginning to claim the right to vote in government elections. First New Zealand, and a year later, South Australia followed suit as the fi rst Australian state. Australian women were able to vote in federal elections by 1902 (excluding Aborigines, Torres Strait Islanders, Asian and South Pacifi c Islanders). In 1905, Queensland women won the right to vote in state elections.

Queensland women in powerMuch of the fi ght for women’s suff rage in Queensland was led by the Woman’s Equal Franchise Association, headed by activist Emma Miller. Miller was a strong advocate for workers and women’s rights during the last century. The Queensland Council of Unions (QCU) hosts the Emma Miller Awards in her honour each year, celebrating the achievements of contemporary union women. In 1915, Queensland was the second state to give women the right to sit in parliament. In 1929, Irene Longman was elected to Queensland Parliament, endorsed by the Country-National Party and the Queensland Women’s Electoral League. It took until 1966

for a second woman, Vi Jordan, to enter parliament. In 2001, Queensland Parliament attained the highest proportion of women representatives of any Australian parliament, and one of the highest proportions in the world. Women have increasingly taken positions of political leadership: Anna Bligh; Julia Gillard; Quentin Bryce. In 2007–08, the UN Human Development Report ranked Australia second in the world on the gender related development index and eighth in the world on the gender empowerment measure. However, we are currently ranked 50th internationally for women’s participation in the workforce.

Inequality still existsWhile legislation was passed nearly 40 years ago for women to receive equal pay, Australian women still earn almost 17 per cent less than men. The average Australian woman will earn almost $1 million less over her lifetime. Women often end up with less than half the superannuation savings of men when they retire, and women are two and a half times more likely to live in poverty in their old age than men.

Still reasons to celebrateIn 2009, Australian Services Union’s successful pay equity case delivered major pay increases for Queensland Social & Community Services workers. Also, after years of agitating, the federal Labor government fi nally introduced

our fi rst national paid parental leave scheme. The 18 week scheme began in 2011.

Unions, including the IEUA-QNT, have been instrumental in obtaining paid parental leave, as they have in the plight for suff rage, equal pay, and many other rights for women. The IEUA-QNT Townsville Women’s Conference held in October last year was another important opportunity for our women members to join together and discuss key professional issues. It is clear that members of our union are committed to accepting responsibilities beyond what happens in the classroom. Our position as education professionals and school employees means we have a broader infl uence in the community, enabling IEUA - QNT members to continue to make a real diff erence in the working lives of women and their families.

What happens next is up to youUnions, including IEUA-QNT, continue to campaign for pay equity, quality jobs with family-friendly work arrangements, improved superannuation for women, accessible and aff ordable child and out of school hours care and eff ective equal opportunity and anti-discrimination legislation. We have come a long way, yet there’s a way to go. Clearly, change occurs, both naturally and under the will and eff orts of human beings, including women.

IEUA-QNT employees attend the UN Women International Women’s Day breakfast on 8 March 2012 in Brisbane

Celebrating theCelebrating theachievements of womenachievements of women

27May 2012

REWARDING SCHOOL OFFICERS

The increasing complexity and intensity of the work required of education professionals, including school offi cers, is all too frequently not properly recognised in their position descriptions with consequential impact on their classifi cation and wage level.

The Recognise, Reclassify and Reward campaign was established to ensure school offi cers have accurate and appropriate position descriptions and that they receive the level of wages which recognises the level of skill, responsibility and qualifi cation that they bring to the position.

School offi cers from the various sectors in both Queensland and Northern Territory were given the opportunity to review and revise their position descriptions as a fi rst step in asking their employer the question, “Are you recognising the contribution I make as a school offi cer?”

Throughout the campaign school offi cers undertook training sessions to further develop and update their position descriptions and, along with support from their colleagues, took part in various Chapter activities such as ‘Sign up Stand Up’ day and formally lodged requests of reclassifi cation with their employers during School Offi cer Action week.

Many school offi cer members were correctly classifi ed after being educated and trained about the importance of having a contemporary and accurate position description and submitting a revised

position description to their employer.

Being recognised for the work you doIEUA-QNT member and Finance Secretary at Queen of Apostles School Deslee Till sought reclassifi cation from Level 4 Step 3 to level 5 Step 1 after a review her position description and undertaking training.

“For many years I had been at the top of my levels with nowhere else to go. I had tried to become a Level 5 when levels were fi rst introduced, but was told Level 4, at that time, was as far as I could go without more training or responsibilities. After speaking with my organiser, she informed me that my responsibilities and the management of a diverse range of fi nance duties could allow me to now apply for Level 5. I was successful in my application at the end of 2011 and am now classifi ed Level 5 Step 1. I probably would not have that classifi cation if it wasn’t for union visits to the school keeping us informed.”

Higher classifi cation levelsSt John Bosco School union member and school offi cer Kerri Wease works as a Library Offi cer, IT Offi cer and as Prep Aide at the Collinsville primary school. Working in these roles with no supervision and addition responsibilities such as training staff on new IT programs, Kerri said she felt this merited a higher classifi cation level for the position described.

“Our union rep gave us the paper work and explained how (applying for reclassifi cation) worked. I also had contact with her in

getting her to proof read what I was planning to submit. She was very valuable as she picked up on some critical errors I had missed that may have aff ected the outcome,” Kerri said.

“For all of my positions I initially started out on Level 2. I applied for Level 5 straight up for IT and got it without any problems. I applied for Level 4 for library and got Level 3. I wasn’t happy with this and decided to undertake some further study and reapply a few years later for Level 5, which I also got without any problems. As yet I haven’t applied for any higher levels for Prep Aide; however, with the added responsibility for testing students and taking responsibility for instructing students that continually gets added to our role I will probably apply in the near future.”

A school offi cer’s job has become a very involved one, both complex and most importantly integral to the overall operation of our schools. Position descriptions must recognise the diverse and skilled work of school offi cers, provide greater clarity around the duties and responsibilities for school offi cers and most importantly recognise and reward the diverse range of skills and knowledge that school offi cers bring to their positions.

For more information on position descriptions and the reclassifi cation process, please contact our union offi ce on [email protected] or FREECALL 1800 177 937.

BeingBeingrecognisedrecognisedreclassified andreclassified andrewardedrewarded


If you can pen a poem, short story and/or a non-fiction prose then you should enter the

2012 LITERARYCOMPETITION

THIS COMPETITION IS SPONSORED BY:Independent Education Union of Australia –

Queensland and Northern Territory Branch,

English Teachers Association of Queensland and

James Cook University

SECTION B:Years 9 &10

1st $1502nd $1003rd $75

SECTION C:Year 8

1st $1502nd $1003rd $75

SECTION D:Years 6 &7

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SECTION E:Open (Teachers)

1st $3002nd $2003rd $100

SECTION A:Years 11 &12

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Presentation and Exhibition to be held onWednesday, 17th October 2012

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CLOSING DATE FOR COMPETITION: FRIDAY, 13TH JULY 2012

29May 2012

EVENTS DIARY

The Queensland Education Resources ExpoEducators from early childhood, prep, primary and secondary education through to higher education institutions have the opportunity to access the latest on off er in education resources at the Queensland Education Resources Expo. Find out what is new in the world of education and get inspiration for your career, students and school. The event also hosts an extensive professional development seminar program. The Queensland Education Resources Expo provides exhibitors with direct contact to education professionals from all levels and institutions. The Expo is on Saturday 8 and Sunday 9 September 2012 from 10am - 3pm at the Brisbane Convention & Exhibition Centre - FREE ADMISSION! For more information visit www.quedrex.com.au

The 37th Early Childhood Teachers Association ConferenceThe ECTA conference will be held on Saturday 23 June from 7:30am-5:30pm at the Sheldon Convention & Entertainment Centre. Goals of the Conference are to: • Provide professional development in-line with standards required for teacher registration • Stimulate and inspire early childhood

educators to refl ect on their practice• Provide practical workshops suitable for educators working within a variety of age groups • Provide networking opportunities and promote collegiality • Build capacity and collaboration between early childhood professionals from all sectors • Showcase a wide selection of resources via our trade display.All teachers are encouraged to attend. For more information visit www.ecta.org.au

DATE CLAIMER: Teaching and Learning with Vision ConferenceThe Teaching and Learning with Vision conference will bring together over 200 delegates from across educational sectors who use, or are thinking of using, learning technologies. The conference will enable participants to:• Learn about the latest innovations in technology and learning• Share expertise with colleagues• Be inspired by experts in the fi eld• Take home a renewed enthusiasm for the endless possibilities. The conference will be held from 7-9 November 2012 at the Radisson Resort Gold Coast. For more information, visithttp://tlvconf.wordpress.com/

Schools Tree DayEach year, around 2,500 schools across Australia take part in Schools Tree Day. Students nation-wide have learnt how to plant, and care for the seedlings they grow. Schools Tree Day 2012 is on Friday 27 July 2012, although events can be held at any time during the year. This year, Planet Ark is inviting you to venture into the great outdoors and see how life is better with trees! Schools Tree Day can mark the beginning of a long-term environmental program, engaging your students in a fun, hands on activity that can reinforce their environmental, maths, science and creative arts learning or simply contribute to creating beautiful school grounds. For inspiration and ideas visit www.treeday.planetark.org/schools

Red Nose DayRed Nose Day, to be held this year on Friday 29 June, is the major fundraiser for SIDS and kids. Funds raised through the day assists in providing vital services and programs. Schools throughout the country are encouraged to get involved during the day by selling red noses and other merchandise to raise much needed funds for charity. To get your school involved in Red Nose Day this year or to fi nd out more information, please visit www.rednoseday.com.au

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* For T’s & C’s visit www.unionshopper.com.au/wintravel Competition closes 30 June 2012

How to enterSimply complete the online form at www.unionshopper.com.au/wintravel or completethe form in your 2012 Union Shopper Directory of Services.

It gets betterTell your friends and colleagues about this competition, and if they register as a result of your referral, you’ll both go into the prize draw. You’ll receive one additional entry into the draw for each eligible friend or colleague who signs up as a result of your referral.

Win a $2000 Shopper Travel holiday voucher*


GLOBAL ISSUES

Articles and information provided by Education

International. For more information or to enlist your

support for education workers worldwide, visit EI’s website

www.ei-ie.org

The IEU is an affi liate of EI.

Education International (EI) calls on union members to urge the Bahraini authorities to immediately release on bail President of the Bahraini Teachers Association (BTA) Mahdi ‘Issa Mahdi Abu Dheeb, given his deteriorating health condition. Members can do this by signing an online petition: http://www.labourstart.org/cgi-bin/solidarityforever/show_campaign.cgi?c=1247&src=ei

The appeal of Vice-President and President of the BTA, Jalila al-Salman and Mahdi ‘Issa Mahdi Abu Dheeb, held in December 2011, was adjourned by the Supreme Court of Appeal to 19 February, consequently prolonging the detention of Mahdi. Jalila, who is currently freed on bail, reported that there are serious fears regarding the condition of the BTA President’s health which is reported to be deteriorating day by day since he was transferred to Jaw Prison in October.

Offi cials continue to deny him the medical help he urgently needs. The request of the BTA lawyers to release Mahdi on bail, given the state of his health, was rejected by the court.

The report of the Bahrain Independent

Commission of Inquiry (BICI) describes detention and torture methods that have been infl icted on Mahdi and other detainees by the authorities. The BTA lawyers asked the court to include the BICI report as evidence in the case. They also requested for the so-called “confessions” obtained from both activists under torture to be dropped.

Jalila and Mahdi are appealing the decision of the military National Safety Court that, in September, sentenced them to respectively three and 10 years imprisonment, for unwarranted accusations, including inciting others to commit crimes, calling for hatred and overthrow of the ruling system, leaving work on purpose and encouraging others to do so and taking part in illegal gathering.

Their strong involvement in the peaceful protests of March 2011 led to a crackdown where teachers and trade unionists became subjected to arbitrary arrests, military prosecution, investigation, suspensions, dismissals, salary cuts and torture.

EI also condemns the dissolution and the arbitrary procedures against the BTA which are in clear violation of the free exercise of human and trade union rights in Bahrain, and violate Bahrain’s own labour laws as well

as Bahrain’s obligations as a member state of the International Labour Organisation.

The petition also calls for the respect of the fundamental rights and freedoms of teachers, students and union activists in accordance with international labour norms.

Free jailed union leader Mahdi ‘Issa Mahdi Abu Dheeb

*According to an ASFA media release, published on 7 April 2010.

YOURSUPERFUTURE IS A FREE ONLINE SUPER ADVICE TOOL TO HELP YOU LOOK AT:

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qiec.com.au1300 360 507

WILL YOUR FUTURE BESUPER ENOUGH?

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This shortfall may affect your lifestyle in retirement and things may not be

QIEC Super Financial PlanningQIEC Super is always looking to expand the range of services available to its members and has recently launched a fi nancial planning service specifi cally for members.

When do you need fi nancial advice?

1. For those just starting out on your career possibly with debt from tertiary studies, starting with good habits now will ensure that you reach your goals sooner. You should also ensure that you protect your income in case you can’t work because of illness or injury.

2. For those well on their career path it’s important not to lose sight of the long term while juggling a growing family and a mortgage. You want to avoid excess tax and maximise benefi ts that may be available to you depending on your circumstances. You also need to make sure your family is protected through relevant insurances covering your life and health.

3. If you are in the countdown to retirement you want to maintain your quality of life with opportunities to reduce your working hours as you transition into retirement, or for when you retire all together and your employment income stops. You need to make sure you can generate enough income to maintain your desired lifestyle in retirement.

QIEC fi nancial planning provides advice and education to increase our client’s knowledge of fi nancial planning concepts and help them to achieve their lifestyle goals and objectives. Please call QIEC Super on 1300 360 507 if you’re interested in talking to someone about QIEC Super’s Financial Planning services.

This information is of a general nature and does not take account of your individual fi nancial situation, objectives or needs. Because

of this you should, before acting on this advice, consider the appropriateness of the advice, having regard to your objectives,

fi nancial situation and needs. QIEC Super Pty Ltd (ABN 81 010 897 480), the Trustee of QIEC Super (ABN 15 549 636 673), is Corporate

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888) Australian Financial Services Licensee (AFSL no. 411440). The Trustee is not responsible for, and does not accept liability for

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31May 2012

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Metropolitan Branch Meeting24 May 4:30pm - 5:30pm, Hamilton Hotel

Brisbane (North Metro and Metro) Branch Industrial Relations Training Day 225 May, Zillmere Geebung RSL

Brisbane (North Metro) Branch Meeting7 June 4:30pm - 5:30pm, Bracken Ridge Tavern

Industrial Relations in the Workplace Training Day 2 (Sunshine Coast)18 July 9am - 3pm, QTU Training Room, Capital One Building 6/9 Capital Place, Birtinya

Wide Bay Branch Meeting 25 July 4pm - 5pm, QCU Building, Bundaberg

Central Queensland Branch Meeting 1 August 4pm - 5pm, Brothers Leagues Club, Rockhampton

Fraser Coast ROC Meeting8 August 4pm - 5pm, Pacifi c Hotel, Yeppoon

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Of course, it is always better to prevent than treat. Flu vaccination programs in Australia are all carried out by trained professionals using Australian made vaccine. It takes around two weeks to achieve immunity after vaccination, so it’s time to start thinking about this now. The ideal time to be vaccinated is in the autumn (March and April) so that your immunity is to full strength before the fl u season starts.

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