AEU Federal Conference (part 2)
Queensland Teachers' Journal, Vol 131 No 3, 22 May 2026, page no.24
The second part of our summary of proceedings at the 42nd Australian Education Union Conference in Melbourne.
Go Public! Fund Education
Education International Campaign Director Angelo Gavrielatos revealed that an estimated 44–50 million teachers are needed worldwide across all education sectors, and decades of chronic under-investment have led to millions of children being denied access to quality learning and teachers working without the conditions necessary to teach effectively.
The campaign’s mission is simple: every child, every lesson, every day must be taught by a qualified teacher.
Global solidarity
Manal Hdaife described the severe pressures in the Arab region, where instability had pushed teacher salaries as low as $70 per month. Through organised advocacy and strike action, educators secured increases to $700, demonstrating the power of collective action.
Neselinda Meta outlined Pacific challenges, including climate shocks and extreme teacher shortages, with class sizes up to 1:72. Mike Thuriman highlighted Singapore’s sustained investment and strong institutional alignment as key to system success.
For the Profession: Workforce Panel
Early Childhood Education
Cara Nightingale Vice President, Early Childhood for AEU Victoria, highlighted key gains in early childhood education, including a historic 15 per cent wage rise for parts of the workforce and the expansion of free kinder in Victoria. However, she stressed that true pay parity with school teachers remains unresolved. Workforce sustainability is fragile, undermined by excessive workload, minimal planning time, and outdated staffing ratios. Increasing planning time, she argued, would reduce unpaid labour and strengthen teacher retention.
Public school workforce (Western Australia)
Matthew Jarman, President of the State School Teachers’ Union of Western Australia, highlighted the stark gap between the state’s strong economy and its underinvestment in public education. Class sizes reach up to 32 students, and the benefits of $1.6 billion in frontloaded schools agreement funding are not evident in classrooms. Chronic understaffing persists, with 32 per cent of teachers working part-time and high attrition among those aged 45–55, and increasingly, under 35.
TAFE
Elaine Gillespie, AEU Federal TAFE President, highlighted that, after years of funding cuts, TAFE has recently re-emerged as a political priority, with the introduction of Fee Free TAFE in 2022 boosting enrolments. However, funding has not increased to match this growth. Biennial member surveys show significant workload intensification: more students are entering the system, yet teacher numbers, resources, and support services have not kept pace. Reduced nominal hours risk weakening student preparation, while teachers are absorbing additional roles such as literacy support and counselling. Gillespie warned that without proper wraparound supports, Fee Free TAFE may set students up to fail, and governments must focus on sustaining the TAFE workforce itself.
TAFE Minister
The Federal Minister of Skills and Training Andrew Giles acknowledged the passion and resilience of TAFE teachers.
He reaffirmed that Fee Free TAFE is now legislated and backed by $1.5 billion from 2023–2026, but while restoring funding is essential, it must be used effectively. This includes investing in wraparound supports to improve student completion, strengthening foundation skills, and removing barriers so training is accessible and equitable. He outlined plans for new centres of excellence in critical skills areas such as construction, nursing, and emerging technologies, and said vocational qualifications must be valued equally to university pathways, with a national goal for at least 70 per cent of the workforce to hold a Certificate II or higher.
Capital works research report
A national inquiry has been launched into capital works funding for state schools, aligning with the release of The Building Divide in Australian Schools – How Capital Funding Fuels Educational Inequity report. The report exposes decades of under-investment in state school infrastructure, with more than 20,000 demountable buildings still in use in 2025 — some dating back to the 1950s. Queensland alone hosts 2,861 demountables.
The report warns that state schools cannot meet the Albanese Government’s educational and wellbeing goals without longterm, substantial investment in infrastructure.
International panel
Becky Pringle of the National Education Association warned of escalating attacks on state schools, unions, and democratic institutions in the United States, and urged educators to “educate, organise and mobilise” in defence of inclusive, equitable public education. Saed Erziqat of the General Union of Palestinian Teachers highlighted the profound obstacles Palestinian educators face under occupation, with access to schooling restricted but strengthened through international solidarity. Representatives from Aotearoa/New Zealand described rising political interference, curriculum “whitewashing”, and regressive policy shifts that undermine teacher voice.
The International Trust Fund Report emphasised that global crises — conflict, displacement, and climate change — deeply affect classrooms. The report detailed support for Palestinian educators, including women’s professional development and $1 million in member-funded humanitarian assistance.