Tasmania's educational memorandum of understanding : key perspectives

Historically, governments, departments of education and teacher associations in Tasmania have argued that they had the best interests of teachers and education at heart. Yet, until recently, they tended to operate without formal mechanisms that facilitated common understandings of each other's positions or an agreed long-term approach to education as a whole. The 1998 Tasmanian Memorandum of Understanding [MoU], whilst far from attempting to develop an exhaustive compact on public education, did, however, establish a consultative mechanism between the Government and the Australian Education Union [AEU] on matters affecting teachers and education. Further, it specified points of understanding about particular teacher and educational matters that have potential for enhancing trust and cooperation between the government and teachers. This study investigates the significance of the MoU in the current educational context and looks at the implications it may have for establishing future points of agreement, on key educational issues, between the key partners in education, namely the government, the AEU and the Department of Education [DoE]. An interpretive case study framed the investigation. The author interviewed a chief, or former chief, decision-maker from each of the three sectors: the DoE, the Minister's Office and the AEU. The interviewees were questioned by means of a semi-structured interview schedule to ascertain their organisations' position on the issues surrounding the MoU and its place in assisting resolution of the key issues currently facing education. Each interviewee brought forward dominant issues that formed, along with the review of literature, the focus for the analysis of the significance and implications of the MoU. The key issues arising out of the MoU were seen to have both professional and industrial implications, and it was found that these are often difficult to separate. The emphases placed by the three interviewees on professional and industrial matters were disparate, and at their core, represented quite separate value stances. Yet, all accepted certain basic precepts about teachers and education suggesting that it seems possible for further formal understandings and cooperative practices to be developed between these to the betterment of public education in Tasmania.