Campus Review Vol 29. Issue 11 | November 2019 | Seite 17

policy & reform
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rely on data in this fashion. But significant
funding exists in the UK, US and Europe in
education research.
Another issue is that a substantial
part of research funding comes from
industry. While disciplines like science
and engineering have large commercial
companies interested in their research, the
largest beneficiaries of education research
– schools – do not have budgets that can
contribute to research efforts.
To create a world-class system, you need
to understand what drives a world-class
system, and understanding that only comes
through the research that helps develop it.
Back to the mobile phone ban: as a
parent of two primary-aged children, the
idea of negotiating the digital world they
are native to is something that fills me
with much angst. Instinctively, a ban on
mobile phones makes sense. The evidence,
though? Slim.
I’ve worked as a political staffer. I
understand the difficulties in selling a
nuanced message to the electorate. The
instinctive response to an issue is one that
feels “right” to a lot of people.
Which makes it all the more relevant
that there is quality research in these areas,
ensuring that the debate – at both the
societal and the policy level – is informed
by research.
If we want to create the best education
system we can, we need to ensure we
understand the research that drives that
system.
The recently announced ARC Centre of
Excellence for the Digital Child, headed
by QUT’s Professor Susan Danby, will help
to fill this research gap. I am pleased to
say that MCERA is an industry partner on
that project.
But there are many more issues in
education where the evidence does remain
slim, and while we may have world-class
researchers living and working here, we
need to ensure they have the support to be
examining these issues.
It’s all well and good to spend money
on the system, but in doing so, it is integral
to ensure the foundations it sits upon
are strong. ■
A better-informed public
debate ultimately leads to
better outcomes.
Thanks to members of the MCERA
Education Research Advisory Panel who
contributed advice to support the creation
of this article.
Dr Shannon Schedlich has been with
the MCERA for two years. She holds
a doctorate in Australian history from
the University of Newcastle, and has
previously worked in government and
across corporate affairs and community
engagement.
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