From Reports to Purpose: Rethinking the Impact of Education

As the academic year draws to a close, teachers are busy writing end-of-year reports for each student they teach.

While this can be a busy time for teachers, writing these reports provides an opportunity to reflect on each student's journey. It is a chance to celebrate their hard work and resilience throughout the year. These reports remind us of the purpose of education: to nurture the whole child holistically, whilst preparing them for the challenges and opportunities that lie ahead.

“Why do I have to come to school?
Why do I have to learn this?”

As a Christian educator, two questions often arise when my students encounter work that requires mental effort, as learning does. The questions, ‘Why do I have to come to school?’ or ‘Why do we have to learn this?’ encourage me to reflect on the deeper purpose of education. In my own school days, education was largely geared toward preparing a skilled workforce to drive national prosperity and growth. The focus was on technical education, with a small number of students advancing to higher education. But in today's world, with the rapid pace of technological change, the conversation around education has shifted. Today, it is essential to prepare young people not only to succeed in their careers but also to lead productive, fulfilling lives. This requires equipping them with the tools to become lifelong learners who can adapt and thrive in a constantly changing world. This is a useful way to think about education, but I believe without unpacking what it means to be fulfilled it lacks something. Living a fulfilling life can mean different things to different people; however, I believe that the idea of a ‘fulfilling life’ requires more than just practical skills. While fulfillment may look different for each person, certain elements are universally significant: having a strong sense of purpose, knowing what you are passionate about, taking care of your physical and mental health, staying curious, contributing to something greater than yourself, and forming meaningful relationships. Ultimately, though, true fulfillment is found in Christ. In John 10:10, Jesus declares,

‘I have come that they might have life, and have it to the full.’

True abundance in life comes not from worldly success but from a deep, personal relationship with Christ, who alone gives us the fullness of life.

As the school year wraps up and students complete their final assessments, I often wonder if their end-of-year reports will impact the year ahead. These reports offer a retrospective view of the year just passed, but perhaps they would be more meaningful if we put them aside for now and revisit them with fresh perspective in January to consider what we want to work on for the new year. It would be more informative if we were to ask ourselves  the following questions, What is my sense of purpose in education? Where am I heading? In their article ‘Why is this relevant for me?’, Johansen, Eliassen & Jeno (2023) tell us that when students are motivated, either out of genuine interest, or because they believe that learning is intrinsically important, they experience deep learning, better academic performance, greater creativity, and improved psychological well-being and that is something worth aiming for. These are the kinds of outcomes we aim for, especially in the context of a Christian school where faith is the foundation of all learning and reporting has a purpose!

Susan Vale – Head of Teaching and Learning Secondary

No More Bowling Alone!

Listen to the Big Picture HERE.

On 27 September, we had the inaugural ECON 24. One of the greatest things of the night was seeing multitudes of our community coming together, of course the cuisines were a treat too. I regard our coming together as great, because humanity is going through an era increasingly characterised by isolation and disconnection. This is occurring whilst society is fully aware and appreciates that our societies are in a death spiral, due to diminishing social capital. In my role, this is an area I feel compelled to address because I believe community association and communal bonds are of vital importance in cultivating an environment conducive for learning and growth. In this article I will extensively draw form Robert Putnam’s seminal work Bowling Alone, to explore how our collective efforts, rather than individual strengths, are essential to building robust education institutions and thriving communities.

“It is not good for man to be alone”

— Genesis 2:18

It is my greatest conviction that great schools are not merely the product of strong individuals; they are built on the foundations of strong communities. Well, the reality is we were never created to be alone – it is not good for man to be alone (Genesis 2:18). We see the greatness of human endeavour when humanity came together. We have the ambitious project when man garnered to build the first skyscraper at Babel (Genesis 11). Of course beyond the collective power to accomplish, God promises blessing when people dwell together in unity (Psalms 133). Putnam (2000) posits that the decline of social capital – our network of relationships – has been detrimental to our institutions, schools included. His research indicates that the fabric of great society is woven from the threads of how individuals connect with one another. In Bowling Alone, he argues that as social capital declined over the years, evidenced by a decrease in community engagement, participation in civic organisation and even simple things like socialising in the carpark and volunteering - the fragmentation of society is inevitable, and the functionality of that society is shaped and determined. Such a lack of social capital has been correlated to observed societal disillusionment, social apathy, disengagement and stunted growth.

The evidence from Putnam’s research indicates that social networks foster mutual cooperation for mutual benefit, something that is crucial in educational settings. The implication here is when school staff and school community work collaboratively, students benefit from enriched learning experiences that exceed what any budget could provide. Epstein (2018) in a separate study observed that community partnership through volunteering, attending meetings, or basically engaging with their child’s education has a greater impact on student outcomes than increased financial resources.

On a personal level, research indicates that students whose parents are involved in their schooling perform better academically, show improved choice/decision making with regard to behaviour and present better social skills (Henderson & Mapp, 2002). What emerges from these findings is that it is not resourcing that is a key determining factor for outcomes but rather the depth of our connections and connecting.

Putnam’s findings still hold true today and it seems ‘bowling alone’ is a common trend. However, it is important for our school community to realise that ‘common’ is not ‘normal’. It is not normal to bowl alone! The irrefutable case that Putnam makes is that there is power in organising and creating communities. He posits that communities with higher social capital are better disposed to respond to challenges and in initiating positive change. We will materialise the vision of our organisation – being a transformational learning community – through effectively organising at all levels to harness the power of the collective. The power of the collective to mobilise resources, share expertise, and create a supportive network remains critical for school growth and enhanced footprint.

Our coming together or gathering is not something that happens naturally but rather an art that we must all hone. Gathering does not begin with hundreds, thousands, or millions, but with two or more who have a heart for revitalising and brainstorming on practical strategies for enhancing social connections in our community. As a school we have intentional gatherings which we believe are spaces for individuals to connect meaningfully and cultivate connections for a vibrant school. These gatherings have a dual function, namely the strengthening of our community and also model for our students the importance of cooperation and collaboration.

I feel as a community we must confront the challenge of dwindling social capital head on. We must join or we risk demise. We have to be intentional in our efforts. A visit to school should not be prompted by some mishap or a challenging behavior situation. We need to bowl together, prioritising service projects, progressive community conversations and sharing our goals and collective purpose. The future of our school rests on our ability to connect and collaborate. Great schools are not built on the strength of individuals but on the power of strong associations. Let us bowl together! No more bowling alone! For the sake of our children and community.

Lifeas Kapofu – Principal

Christian Schooling for a Fatherless Generation

One significant community event we held this term was Fathers’ Day.

I am a fatherless father, having lost my father when I was a teenager. I have a slight idea of what Fathers’ Day may mean, given my circumstances. Fatherlessness has been labelled a global pandemic. As such, it is not unique to grow up in a fatherless home or to not have a significant male figure in your life. The absence of father figures in households presents numerous challenges, inclusive of psychosocial and emotional struggles. We thank God for our mothers and how they persevere in trying to be both parents. The reality of our lives is that we are living, and our children are growing in a society where traditional family structures are increasingly fragmented. In such an era, Christian schooling is emerging as a beacon of stability and a source of guidance for all children. Christian schools are in a unique position to offer support that addresses the above-mentioned struggles whilst upholding a nurturing environment through the valuing of community, emphasising faith, and holistic education.

Whilst Christian schools believe in parent-school partnership and never see themselves as a substitute for family, they offer paternal guidance for those in need. Built on a strong foundation, who is Christ (Ephesians 2: 21-22), Christian schools teach from a distinctive Christian worldview that provides a deep sense of safety, connectedness, and belonging. Whilst science abounds with facts that affirm the notion that children in fatherless homes are at a higher risk for various negative outcomes, Christian schooling counteracts this narrative by embedding the biblical principles into the curricular. These principles support the view that through faith all things are possible, which implies that through faith it is possible for children living in fatherless homes to be of outstanding character, purposeful, resilient, and successful in life. Psalms 68:5 reminds us that

“Father to the fatherless, defender of widows, is God in His holy dwelling”.

Christian schools believe that there is abundant providence within the school for those lacking earthly fathers and significant male figures in their lives.

Pastoral programs within Christian schools like Emmanuel are not poised at enforcing compliance but abundant living, solid character development, and ingraining of moral values. Character is a fundamental attribute and a key determinant of how far one goes in life. Character trumps cash and charisma, and is crucial in assisting children navigate the complexities of life (Brooks, 2015). The promotion of strong moral foundation, which is characteristic of Christian schooling, equips and prepares students for life through nurturing resilience and confidence in them to face the struggles inherent in fatherless environments.

“Character trumps cash and charisma, and is crucial in assisting children navigate the complexities of life.”

— Brooks, 2015

The adage has been, it takes a village to raise a child. This adage still resonates today and is part of the Christian schooling DNA. Whilst society emphasises and celebrates individual expressionism, Christian schools uphold the power of ‘ubuntu’ and the role communities in an individual’s success. The valuing of community, church-school-family partnership remains vital for those who lack paternal support. School pastoral teams and male staff members in Christian schools are aware of the call that God has placed on their lives to be ‘fathers to the fatherless’. Supportive networks exist in Christian schooling to mentor those lacking paternal support. Implicit in this communal approach is emotional support, guidance, and the social capital that these students need to navigate the world. These networks that exist in Christian schools make a significant contribution in filling the gap left by absent fathers.

As I conclude I would like to affirm that Christian schools continue to offer a valuable alternative for the fatherless through the provisioning of a stable, faith-based environment that values character development and collective support. Thus, whilst attending to the current crisis, Christian schooling provides for secure, purposeful, and hopeful futures!

Lifeas Kapofu - Principal

Creating a Transformational School Culture

Taking on the role of Head of Student Development, I had to ask myself some important questions. ‘Who are we at Emmanuel?’ and ‘What makes Emmanuel stand above or distinct from the rest?’ In answering these, I have discovered that Emmanuel Christian School families represent a wide range of backgrounds and cultures. Each family brings a unique perspective and ultimately enriches and contributes to the whole. In my role, I recognise the importance of honouring our community by ensuring that we develop the ‘right culture’ at Emmanuel. As it is written in Romans 12:4-5:

‘For just as each of us has one body with many members, and these members do not all have the same function, so in Christ we, though many, form one body, and each member belongs to all the others.’

Remaining true to our mission and vision, our culture being distinctly Christian, is set to become a vibrant, diverse and celebratory community.

Recognising our diversity helps us to acknowledge that our unique skills and gifts are what enable us to serve one another. Each of us, from Kindergarten to Year 10, possesses the personal power to influence the people and situations around us.

“What makes Emmanuel stand above or distinct from the rest?”

Step by step, we see this thought process morph: What abilities do we possess? What opportunities do we have to exercise these talents/skills? And then, where does our responsibility start and end? When do we choose to step up and out exercising our influence on the people and community around us? Our communal influence is not only about ability, opportunity, or even responsibility, but what our lasting influence will be. Thus, our legacy will, with time, be measured by the effectiveness as a united but diverse community.

On the ground, in our school, this plays out in our welcoming culture. We are a place where students can find their purpose and become better equipped to be the positive influence they were created to be, full of light and life. Together, our school community can shine as we understand that transformation will occur as we grow independently and yet communally, through serving one another.

John Aldridge – Head of Student Development Secondary

Canberra Quest: Exploring the Heart of the Nation

As the Head of Student Development in Primary at Emmanuel Christian School, I have been on trips to Canberra and seen firsthand the profound benefits that student trips offer. These excursions provide opportunities for educational enrichment and personal growth, reinforcing the holistic development we strive for in our students. I am pleased to report that our students are really enjoying Canberra, where they are experiencing these benefits firsthand.

“These experiences certainly give students a deeper understanding of our history and governance.”

Canberra offers a wealth of educational experiences that are vital for our students' understanding of Australian history, culture, and governance. Visits to key sites like the Australian War Memorial, the National Gallery of Australia, and the National Museum allow students to engage with historical events and cultural heritage in a dynamic, hands-on manner. These experiences certainly give students a deeper understanding of our history and governance.

One of the most significant benefits of these trips is the strengthening of relationships among students, between students and staff and amongst our staff themselves. The shared experiences in Canberra promote teamwork, improve communication skills, and build trust. This time spent together outside the classroom setting is crucial for creating a strong, supportive community within our school. Proverbs 27:17 states,

‘As iron sharpens iron, so one person sharpens another.’

These trips embody this principle, enhancing mutual growth and support among our students and teachers.

Exploring landmarks such as Parliament House provides students with an invaluable insight into the workings of our government. Witnessing the democratic process in action helps students appreciate the importance of civic responsibility, and inspires them to become informed, active citizens. This firsthand experience is instrumental in shaping their understanding of their role in society.

Visits to Canberra are far more than educational trips; they are transformative experiences that enrich students' understanding of history, strengthen relationships, and foster civic engagement. Mr Pascal, Mr Nyhouse, Mrs Pascal, and Mrs Madden have spoken to me about how well our students have represented Emmanuel Christian School. Our future students certainly have an awesome experience to look forward to.

Ed Moroni – Head of Student Development Primary