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Australia's education system suffers five major challenges
ACER CEO Geoff Masters AO published a series of influential articles in 2015 on the "Big Five" challenges facing Australian school education. Six years later, how did the pandemic make progress in tackling these challenges? Research and practice experts from around the world will discuss important issues and look at the future of Australia and beyond in five webins from February to May.
Professor Masters pointed out in 2015 that progress in improving the quality and equity of education in Australia tends to be slow, despite attempts at reform, regular government reviews, and constant demands for change. bottom.
Globally, progress towards the United Nations Sustainable Development Goal 4 is to ensure comprehensive, equitable, and quality education and promote lifelong learning for all. Unfortunately, it was too late before COVID19 occurred, so all the benefits of the pandemic closure of the school were cancelled.
The following are five ways why Australia`s educational system is failing our children:
1. Raising the stature of teaching as a career
According to a 2007 McKinsey report, high-performing school systems continually attract highly capable people into teaching or nursing essay help service, raising the profession's prestige and attracting even more excellent candidates. But unfortunately, in some of the world's most prosperous countries, getting into a university teaching program is as difficult as getting into engineering, science, law, or medicine.
Given that these high performers hire most of their science teachers and taxation assignment help tutors from the top third of high school graduates, the Australian governments aspire to do the same. The national progress toward this goal could be tracked by tracking the percentage of education degrees made to Year 12 students with ATARs greater than 70.
While the ATAR isn't the ideal metric, high-performing countries like Singapore and Finland focus on academic achievement and other qualities like teaching drive, willingness to learn, and communication skills; it's a decent place to start. This percentage serves as a simple national performance indicator.
2. The gap between Australian schools needs to be reduced Since the survey began, the results of the OECD Program for International Student Assessment (PISA) show that the gap in experience between the most fortunate and the least fortunate students in Australia has widened. As a result, Australian schools' PISA scores have become increasingly inconsistent.
Increasing inequality in grades in schools with poor and socio-economic classes is associated with increasing this imbalance. The percentage of the total variance of student results associated with “inter-school” differences (the remaining variance is “within a school”) is a simple national indicator of inequality between Australian schools. The current trend of widening gaps between Australian schools, as reflected in PISA, needs to be reversed as soon as possible.
3. Create a curriculum for the 1st century
There are many questions about whether the curriculum properly prepares students for life and work in the 21st century. A long-term decline in Australia's 15-year-old ability to apply learning to real-world problems (as evidenced by PISA results).
Also of particular concern is the proportion of 12th-grade students who choose advanced science, engineering, engineering, and math (STEM) subjects as their skills become more important. Curriculum changes alone do not solve these problems. It also requires investment in teacher quality, educational reform, and adaptation of assessment methods to new curriculum priorities.
Nevertheless, the emphasis on curriculum content and structure, as well as different learning styles, is an important predictor of student involvement and learning outcomes. Prioritizing depth over learning breadth and facilitating interdisciplinary team-based problem solving are two key challenges of the 21st-century curriculum.
4. Getting all youngsters off on the right foot
Many children enter school with the potential of being locked into long-term low achievement trajectories, leading to disengagement, poor attendance, and early school exit. According to the Australian Early Development Census (AEDC), 22% of children starting school are 'developmentally fragile.'
This equates to roughly 60 000 youngsters. This category is disproportionately made up of indigenous youngsters and those from low socioeconomic origins. Developmentally susceptible children are less likely to achieve successful school transfers and risk poor long-term educational outcomes.
A good place to start is universal access to high-quality, affordable, integrated early childhood education and care provided by competent early childhood educators with a deep understanding of child development and health and safety issues.
A crucial next step is to ease the transition to school by establishing individual learners' starting points through assessment, increased collaboration between primary schools and early childhood education settings, and programs of support and targeted interventions beginning when children enter school.
5. Getting rid of the 'long tail' of underachievers
One of the most difficulties educators has been figuring out how to address better the learning requirements of the many students who fall behind in our schools, fail to reach year-level goals year after year, and grow increasingly disengaged.
According to the OECD, one in every seven Australian 15-year-olds does not meet an international reading competence level. As a result, they leave school without the reading abilities necessary to participate fully in the workforce and contribute as productive citizens in the 21st century. In addition, one in every five Australian 15-year-olds does not meet the worldwide baseline level in mathematics, leaving school without the necessary math skills for life after school.
Each year of school has its curriculum; kids are placed in mixed-ability classes, instructors present the curriculum for the year level they are teaching, and students are assessed and graded on how well they perform on that curriculum. A different strategy would be to diagnose each student's starting place for learning through evaluation, target education to their specific requirements, track progress over time, and communicate that progress with parents and families.
Alison Lewis has over 20 years of experience as an educational analyst and professional teacher. She works for MyAssignmenthelp.com, where she assists students with their essays. If you ask for Do my essay service and tell the support team to provide Mary Lopes, you will get the preference.