In the dawn of a new millennium education, globalisation, citizenship formation and questions concerning teacher accountability are notable players. Is Australia failing to secure a nations confidence in their teachers?

Consequences of current education reform are forming pedagogic legacies in education institutions globally. Australia for example, has followed a neo-liberal government ideology for over 30 years. This has influenced policy and practice in education causing schools to move towards privatisation, increased competition, a user-pays system and an increase in teacher and teacher educator accountability. Conversely, governments of other nations such as Finland have taken on a more social-democratic ideal. Finland’s education system is underpinned by four key principles including good schools for all, education reform is evolutionary not revolutionary, schools are enmeshed in all aspects of society and respect for teachers as community leaders is high. Although, both nations performed well in the OECD PISA results of 2003, are they failing to secure a nations confidence in their teachers as community members? Will failure to support teachers influence a nation in terms of citizenship formation? Will this cause a misbalancing act within society interdependence and reciprocity within Australia? If so, what are the effects of rising teacher accountability in Australia in the twenty-first century? Comparative studies focusing upon nations who have chosen different government ideologies may offer new and fresh ideas to help overcome concerns with teacher morale, teacher retention and improve respect for teachers and teacher educators.