10: Education Flashcards
(12 cards)
Around the world, there are still many countries where education is not available, particularly for girls. Globally, 1 in 5 girls of lower secondary school age are not in school (Plan International, 2014). The implications of this are many.
Educating girls contributes to breaking the cycle of poverty, reducing the likelihood that they will marry early and against their will, decreasing the chances that they die in childbirth and increasing the chances that they will have healthy babies.
Additionally, educating girls means that when they grow up, they are more likely to send their own children to school, and this ripple effect leads to growing opportunities for future generations
we see that the education system in Australia is made up of four components:
- early childhood education and care services, 2. primary education, 3. secondary education and, 4. tertiary education.
Generally, the terms are used to denote targeting and specialization. Primary usually means something is universal and broad; secondary means more targeted and specialize; while tertiary is very targeted and specialized. Historically, primary education was the first level of schooling and compulsory for all children. Secondary schooling was only for some children and young people who wanted particularly careers, otherwise many young people would take on trades at this secondary level, while tertiary was only those people going on to university and specialist training. Things have changed so dramatically that the language of primary, secondary and tertiary is no longer that applicable, but is more a matter of convention. Including that now there is an additional level of early childhood education.
Early Childhood Education and Care
Previously understood as a place where children could be kept safe and healthy while their parents worked, there has been an increased focus and shift toward concern for children’s educational development in these environments. Views have shifted from ECEC as a “cost” to government and families to an “investment” for the future of the social and economic growth of the country
Likewise, ECEC services act as a touch point in the life of children and families and assist in identifying vulnerable families.
The international definition of early childhood includes the first eight years of life and so incorporates the early years of primary school and the years prior to school.
The Early Years Learning Framework
Aims to improve learning for children birth to five years by assisting educators to provide young children with opportunities to maximise their learning and establish the fundamental basis for future success in learning.
The National Quality Framework (NQF)
has the goal of creating a national quality strategy for the early years, to ensure the wellbeing of children throughout their lives. The NQF requires ECEC services to base their educational program on an approved learning framework. The NQF includes regulatory policies around the delivery of ECEC services to ensure quality education programs.
Primary and secondary schooling
Primary schooling includes Prep to year six, while secondary schooling (aka high-school) is years seven to twelve. The age that children begin attending school is between five years and six and a half years, and is now consistent across States and Territories. It is compulsory in Queensland for children to attend school until they are 16 years old. Children and young people are provided a defined curriculum and must generally attend Monday to Friday, 9am to 3pm.
Schooling may be provided by:
state (public schools),
private (independent schools, Catholic schools, etc),
alternative schools (such as flexible learning environments (flexi-schools), vocational schools, etc), and
home education.
Tertiary and vocational education
Vocational and tertiary education is typically focused at adult learners. The sector includes universities, as well as private colleges, technical colleges such as TAFE, and other skills training programs.
In the university sector, the Federal government provides Commonwealth Supported Places, where the costs of undertaking a degree are subsidised. Likewise, many students will be eligible for HECS-HELP, low interest loans for the out-of-pocket costs of university and tertiary courses. It is of interest to note that education is Australia’s third-biggest export industry. As at the beginning of 2020, education brought in $23bn in export income; the result of providing education services to foreign/international students
Policies in the area of education and disability need to meet the educational needs of children and young adults categorized within 5 disability groups:
intellectual learning disability, psychiatric disability, sensory/speech disability, physically diverse disability and acquired brain injury.
READING: inclusive education in Australia by Anderson and Boyle (2015).
Anderson and Boyle critically examine the state of inclusive education (IE) in Australia, highlighting the gap between policy rhetoric and practical implementation. They argue that while inclusive education has been a part of Australian educational discourse for nearly two decades, its execution varies significantly across jurisdictions, leading to inconsistent experiences for students.
Key Points
1. Evolving Definition of Inclusive Education
Initially focused on students with disabilities, the concept of IE in Australia has broadened to encompass the delivery of high-quality education to all students, regardless of background or ability.
Despite this expansion, there is no overarching national definition or standard for IE, resulting in varied interpretations and applications across different states and territories.
- Policy and Implementation Discrepancies
Each of Australia’s eight educational jurisdictions has developed its own policies and funding mechanisms for IE, leading to fragmented approaches.
The lack of national standards or guidelines makes it challenging to measure the success or effectiveness of IE practices uniformly across the country.
- Evaluation Using Loreman’s Framework
The authors utilize Loreman’s (2014) three indicators—student participation, student achievement, and post-school options—to assess the effectiveness of IE in Australia.
Findings indicate that, despite operating under the same national legislative acts, the eight educational jurisdictions in Australia manage and enact IE differently, leading to inconsistent levels of access and educational outcomes for students.
- Challenges and Concerns
Rates of segregation and exclusion, through both alternative educational settings and disciplinary actions, are increasing, disproportionately affecting students from minority groups.
The introduction of a national testing regime has been criticized for potentially breaching the Disability Discrimination Act by excluding participation from certain student groups.
- Positive Developments
The implementation of a consistent national curriculum has provided a unified set of outcomes for all students.
There has been a gradual decrease in the literacy and numeracy gap between Indigenous and non-Indigenous students, indicating some progress towards educational equity.
Conclusion
Anderson and Boyle conclude that while Australia has made strides in promoting inclusive education, significant challenges remain. They advocate for a cohesive national approach to IE, emphasizing the need for clear definitions, consistent policies, and measurable standards to ensure that all students receive equitable educational opportunities.
The Disability Standards for Education 2005 (the Standards) were developed under the Disability Discrimination Act 1992
The standards outline “reasonable adjustments”, adjustments education providers must provide to ensure that students with disability can access and participate in education on the same basis as other students. The standards outline the process for making reasonable adjustment and include:
Consultation with the student
Consideration of whether an adjustment is necessary
If an adjustment is necessary, an identification of a reasonable adjustment in consultation with the student and/or their family
Making the reasonable adjustment.
The issue of what is a reasonable or unreasonable adjustment is one that schools, regions and the Department of Education have to consider carefully. The Standards also require education providers to put in place strategies and programs to prevent harassment and victimisation.
