THREE Ps of EB10: PAY + PERMANENCY + PROGRAMMING

PAY : The QTU rejects the Queensland Government’s wage policy which is set at 2.5%. QTU TAFE Council delegates and members participating in online ballots have determined that pay increases must be comparable to interstate colleagues.

PERMANENCY : The QTU’s log of claims includes measure to change the rules for secure work in TAFE.

PROGRAMMING : EB10 must address programming matters to reduce the spiralling workload pressures experienced by TAFE Educators.

QTU DIRECTIVE
All members of the QTU TAFE Division,
employed by TAFE Queensland,
are hereby directed to stop work for 24 hours on Wednesday 28 August 2019.

EB10 rally outside of Parliament

All members of the QTU TAFE Division from Darling Downs and Toowoomba, Gympie and the Sunshine Coast, Gold Coast and Beenleigh, Victoria Point and the Bayside are strongly encouraged to rally outside of Queensland Parliament from midday on our day of action.

Date:      Wednesday, 28 August
Time:       Assemble from 11:30am for a midday rally that will conclude at 1:00pm
Venue:    Speakers Corner,   15 George Street,    Brisbane City  (between Queensland Parliament and the Brisbane City Botanic Gardens)
 

Click here to register your attendance for a meeting/rally and  for transport to and from the rally

Stop-work meetings noon 28 Aug 2019

Bundaberg Bundaberg Bowls Club, 21 Quay Street, Bundaberg
Cairns High Flyers Room, Cazaly’s, 344 Mulgrave Road, Cairns
Townsville Rydges Southbank, 23 Palmer Street, Townsville
South East Queensland All members of the QTU TAFE Division from Darling Downs and Toowoomba, Gympie and the Sunshine Coast, Gold Coast and Beenleigh, Victoria Point and the Bayside are strongly encouraged to rally outside of Queensland Parliament from midday on the day of action.

PAY

Salaries

The QTU rejects the Queensland Government’s wage policy of 2.5 per cent. The Queensland Government’s own budget papers acknowledge: “Increase in salaries and wages are negotiated through enterprise bargaining agreements.” (Budget Strategy and Outlook, 2017/18, p.224)

The most recent Queensland Budget Strategy and Outlook (2018/19) forecast wage price index (WPI) growth of 3 per cent per annum in the years 2019/20 to 2021/22, which coincide with the life of a replacement TAFE Educators’ Certified Agreement. WPI is a key economic indicator that is widely used to undertake economic analysis and support the development of wages policy. It measures changes in the wages and salaries paid by employers for a unit of labour.

The figures below demonstrate the salary shortfall imposed by government wages policy. The comparative figure projects annual salary for teachers (Step 7) and tutors (Step 5) from the nominal expiry of the current certified agreement to the nominal expiry of a replacement certified agreement. The calculations apply: government wages policy (2.5 per cent p.a.); wage price index (3 per cent p.a); QTU log of claims (4.5 per cent p.a); and TAFE Victoria salary increases (5.4 per cent p.a.).


Gender Employment Equity

The Australian Workplace Gender Equality Agency recognises that Australia has made progress towards gender equality in the workforce, however the gender gap is still prevalent. Women continue to earn less than men, are less likely to advance their careers as far as men, and accumulate less retirement or superannuation savings than men.

The QTU log of claims includes measures to address gender employment equity. The QTU recognises that women disproportionately undertake breaks in service to undertake primary carer responsibilities. Our claim calls for access to 20 weeks of paid parental leave for both the primary and secondary caregiver, and that the leave can be taken consecutively and on a part-time basis. Our claim also calls for a reduction in the period of service required for temporary teachers, to ensure a parental leave break will not impact on eligibility for conversion to permanency.

We know that sole parents, as primary caregivers of school aged children, can be disadvantaged by current sick leave provisions. That is why the QTU has called for access to paid sick leave to increase by five days per year accumulatively and accrue to care for pre-primary and primary school aged children. To address the gender superannuation gap, the QTU’s claim calls for superannuation contributions to be made on unpaid carers' leave.

These reforms will represent a step in the right direction towards remedying and addressing existing gender pay inequity. The QTU is seeking to create the capacity to monitor gender employment equity by calling for workforce data to be provided on a quarterly basis in relation to gender and part-time status by classification and region. In a membership where 76 per cent are women, it is important that such a lens is placed on EB negotiations and our claim.

Workforce data

The QTU EB10 log of claims calls for the quarterly reporting of workforce data. Section 250 of the Industrial Relations Act, 2016 provides that bargaining parties should have access to wage-related information of employees who are or will be covered by a proposed bargaining instrument.

The QTU notes that the Australian Government’s Workplace Gender Equality Act 2012, requires non-public sector employers with more than 100 employees to submit an annual report on employment fraction to the Workplace Gender Equality Agency.

Specifically, the QTU EB10 log of claims seeks workforce data for permanent and non-permanent employees that was further broken down into TAFE campus, identified gender, classification level, program type and employment fraction. The QTU believes that this data will assist with the gender employment equity parts of our EB10 log of claims, and the Unions have called for a review of the use of casual and temporary employment practices throughout the regions.

Career progression

The QTU EB10 log of claims seeks to improve career progression and access to higher salaries for members employed as tutors, teachers, and leading vocational teachers.

Beginning educators

The QTU recognises the existing provisions for induction that apply to TAFE educators, and we know that beginning educator programs are being trialled in TAFE campuses throughout the organisation.

The QTU seeks a beginning educator program that provides quality mentoring from appropriately qualified and experienced colleagues, where both mentor and mentee are programmed to work collegially during rostered time. Mentors might assist beginning educators with responsibilities like planning lessons and developing resources, supporting the delivery of Master Product, where relevant, so that it is meaningful to the context of the learner, observing classes and providing collegial feedback, providing guidance on managing complex students, supporting assessment and reporting practices relevant to specific programs, and being a point of contact to support TAFE’s internal business processes.

Beginning educator programs should be professional mentoring support that is afforded to tutors or teachers in the first two years of their employment, and temporary and permanent educators working part-time and full-time employment fractions should be eligible to access the program.

Aspiring leaders program

Clause 23 of the current agreement deals with career paths. The QTU seeks to expand this provision to specifically provide for a program that will afford support for aspirants to both the leading vocational teacher classification and educational team leader position. Continued support would be provided for newly appointed leading vocational teachers and education team leaders as they develop practice in these positions

PERMANENCY

Temporary to permanent conversion

The Queensland Public Service Commission (PSC) Temporary Employment Directive sets out to encourage and maximise security of employment. The QTU acknowledges that PSC directives do not necessarily apply to statutory authority like TAFE Queensland, however the inclusion of a temporary to permanent conversion in a replacement Certified Agreement is an opportunity for TAFE Queensland to demonstrate its commitment to the TAFE Educator workforce.

The QTU’s EB10 log of claims calls for temporary employees who have been continuously employed in the same role to be engaged as permanent after two years at the average fraction over the period of employment

Career progression

The QTU EB10 log of claims seeks to improve career progression and access to higher salaries for members employed as tutors, teachers, and leading vocational teachers.

Salary

The QTU is seeking to include mechanisms enabling tutors to progress beyond the salary bar, as well as an allowance to recognise tutors who hold a tertiary teaching qualification or other tertiary qualification relevant to the program being delivered.

Beginning educators

The QTU recognises the existing provisions for induction that apply to TAFE educators, and we know that beginning educator programs are being trialled in TAFE campuses throughout the organisation.

The QTU seeks a beginning educator program that provides quality mentoring from appropriately qualified and experienced colleagues, where both mentor and mentee are programmed to work collegially during rostered time. Mentors might assist beginning educators with responsibilities like planning lessons and developing resources, supporting the delivery of Master Product, where relevant, so that it is meaningful to the context of the learner, observing classes and providing collegial feedback, providing guidance on managing complex students, supporting assessment and reporting practices relevant to specific programs, and being a point of contact to support TAFE’s internal business processes.

Beginning educator programs should be professional mentoring support that is afforded to tutors or teachers in the first two years of their employment, and temporary and permanent educators working part-time and full-time employment fractions should be eligible to access the program.

Aspiring leaders program

Clause 23 of the current agreement deals with career paths. The QTU seeks to expand this provision to specifically provide for a program that will afford support for aspirants to both the leading vocational teacher classification and educational team leader position. Continued support would be provided for newly appointed leading vocational teachers and education team leaders as they develop practice in these positions.

Workforce data

The QTU EB10 log of claims calls for the quarterly reporting of workforce data. Section 250 of the Industrial Relations Act 2016 provides that bargaining parties should have access to wage-related information on employees who are or will be covered by a proposed bargaining instrument.

The QTU notes that the Australian Government’s Workplace Gender Equality Act 2012, requires non-public sector employers with more than 100 employees to submit an annual report on employment fraction to the Workplace Gender Equality Agency.

Specifically, the QTU EB10 log of claims seeks workforce data for permanent and non-permanent employees that is further broken down into TAFE campus, identified gender, classification level, program type and employment fraction. The QTU believes that this data will assist with the gender employment equity parts of our EB10 log of claims, and the Union has called for a review of the use of casual and temporary employment practices throughout the regions.

Sabbatical leave

The QTU seeks the inclusion of a provision for sabbatical leave as a measure of professional renewal for permanent employees. The QTU believes that access to sabbatical leave allows employees to undertake activities that stimulate professional or personal interests, and that guarantee return to work.

Sabbatical leave provisions exist in other jurisdictions throughout Australia, and a deferred salary program can be accessed by Queensland Government employees. The Department of Education and Training (Victoria) observes that sabbatical leave enables employees to engage in a variety of alternative activities of their choice and to gain skills and experiences that they might otherwise not be able to access. Employees of Queensland’s Department of Education can access deferred salary, whereby an employee “banks” a percentage of their salary over a nominated time period, and then accesses their banked salary to undertake a period of leave.

PROGRAMMING

Workload

Consultation with members in preparing the EB10 log of claims identified the need for a replacement certified agreement to place downward pressure on spiralling workload. The QTU log of claims lists measures that the QTU is seeking to address in EB10.

The QTU seeks to engage with TAFE Queensland to develop a workload audit tool that would include, but not be limited to, addressing increases in workload that are created by the introduction of new initiatives like Master Product and SMS. Such a tool would consider proposed changes to work practice at systemic and workplace levels, as well as consider the impact of initiatives on class sizes, start and finish times, access to overtime, NAT, and TOIL.

The QTU seeks to use the current round of bargaining to deliver an industrial instrument that recognises changes to teaching and learning in the twenty-first century. We have called for the bargaining parties to commit to the development of a joint statement on teacher workload and assessment practices, including flexible and online modes of learning.

The QTU’s EB10 log of claims seeks to address the wellbeing of members by developing and implementing a workplace health and safety policy and strategy that is specific to mental stress. The QTU has called for the development of such a policy to be in consultation with the Union.

Class sizes

The matter of class sizes is significant to the professionalism of TAFE educators. We know that the escalating workload associated with delivering great TAFE courses is adversely impacted upon with unreasonable class size demands. Our EB10 log of claims calls for a process to review class sizes that considers workload associated with planning and preparation of programmed learning, delivery of program, and workload associated with assessing students (pre-assessment, providing feedback, assessment, recording results).

In speaking to class sizes in EB10 negotiations, the QTU presented our concerns about the absence of an industrial agreement on the terms “Theory” and “Online learning”. There remains no agreed class size definition for on-line or blended delivery.

The QTU is further concerned with the absence of industrial recognition of the workload implications of various pedagogical strategies that engage twenty-first century learners. We note that words like “lecture”, “project work”, “practical demonstration”, “problem-based learning”, and “tutorial” – words that have no agreed industrial definition – have begun to appear in team-based working arrangements.

Reviews

Clause 12 of the certified agreement provides for enterprise bargaining commitments across the life of an agreement. Building on the QTU’s claim for access to workforce data, and in accordance with our claim to maximise permanent employment, the QTU seeks to engage with parties to the replacement agreement to review employment practices that result in circumstances in which temporary and casual employment is engaged.

The QTU is seeking to use the EB10 round of bargaining to include provisions that recognise twenty-first century modes of learning, namely online learning, and will be seeking a commitment from the parties to continue to review and develop an appropriate industrial response that addresses the impact of online learning on working conditions of educators

Reference documents

Information for TAFE Reps

TAFE EB10 Bulletins

TAFE Q Stopwork meetings and Rally noon 28 August
QTU members vote to continue fight for the future of TAFE
Employer's formal offer fails to address key parts of the QTU's Log of Claims
Stop work (protected industrial action) for 2 hours on 30 July | Directive for TAFE Q members | Bargaining continues | stop work meeting details | FAQs
TAFE member stop-work action deferred to Tuesday, 30 July
TAFE member stop-work postponed
QTU protected action ballot supported by 97 per cent of TAFE Division members | Next steps
Summary of negotiation positions : EB10 in the media | QTU continues campaigning to address workload
Vote in the QTU TAFE Division protected action ballot | Steps in the QTU's EB10 campaign for TAFE members
URGENT EB ACTION for TAFE educators' conditions and salaries. Sign up for a TAFE tele-townhall this week.
Pay Permanency and Programming - the three Ps of EB10
TAFE to extend SBU meetings | classifications review and more
Addressing workload | workload tool | Joint statement on workload | safer workplaces | health & safety reps
An overview of enterprise bargaining, the QTU’s EB10 log of claims, and ways to stay informed

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