Australia faces major teacher workforce challenges, especially in STEM subjects and rural schools. In recent years, the number of commencing Initial Teacher Education (ITE) students has been lower in most jurisdictions than in previous times. Australia’s education ministers are in the process of producing a series of actions to address teacher workforce challenges — including both recruitment and retention. It is likely that a range of policy measures will be required to sufficiently meet these challenges.

One key policy measure that could support improved teacher supply is the (re)creation of one-year postgraduate teaching pathways.  Until recently, the one-year Graduate Diploma in Education (the ‘DipEd’) was the most popular postgraduate option for ITE. It is estimated around 60,000 of Australia’s teachers hold a DipEd. However, coinciding with a 2014 review, this one-year qualification was phased out, and a new requirement was introduced mandating postgraduate ITE programs be equivalent to at least two years of full-time study. This means prospective postgraduate ITE students are required to complete a two-year qualification, rather than one year.

The evidence base for this decision was weak and poorly documented. It appears no consideration was given to research showing a mixed relationship between length of pre-service training and teacher effectiveness, nor to international examples of high-achieving education systems that offer one-year teaching pathways.

Additionally, since the policy change took place, a range of measures has been introduced to boost standards for graduating teachers — including academic entry thresholds, literacy and numeracy tests, and teacher performance assessments. If the rationale for the two-year requirement was to increase standards, this reason has now been addressed through other policy initiatives.