“Et tu? Authority on notice as more schools outed teaching wrong subject” from In Queensland, October 30, 2025.
“The spotlight has been placed on a curriculum authority after nine schools discovered they were teaching year 12 students the wrong topic days before final exams.
The Queensland Curriculum and Assessment Authority came under fire from the state government over the “extremely traumatic” mix-up impacting 140 ancient history pupils.”
The first news of the bungle broke yesterday and I posted with the comment. “Whatever operational bundle emerges, there is still the policy problem behind that governance does not want to face.” And the word is “bundle” because operations happen as bundles.
The Minister stated that the matter was “’communication issues’ in the past”. The relevant governance, obviously to those more qualified and education, has not heard of Jürgen Habermas (1929-).
After sending the first post on this state of affairs, I was challenged on what I would do to prevent the operational problem. The first thing is point out that “prevention” thinking is a part of the problem, where governance becomes reactive since there are foolish politicians who believe that a problem is cheaper to resolve after-the-fact. Better policy is the pro-active solution. Secondly, education policy needs to return to substantial thinking of diversity and interdependent options rather than policies of ‘control’. Review of school-based assessment (ROSBA) was part of the solution, but there needs to an important comprehension element to a new policy. Thus a better curriculum program would be to balance out the diversity and comprehension, and it is known as interdependency.
Neville Buch
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