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Five big challenges in the education system of Australia

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 canceled.

Professor Masters suggested that true reform needs to address the deepest and most troublesome underlying problems facing Australian education. Below are five reasons why the Australian education system is making our children fail.

1. Increase the reputation of the teaching profession

According to a 2007 McKinsey report, a high-performance school system is constantly attracting talented people to educational or nursing essay help, elevating the profession and attracting even better candidates. .. Unfortunately, in some of the wealthiest countries in the world, accessing the university curriculum is as difficult as accessing engineering, science, law, or medicine.

Given that these high-performing people hire most of their science and taxation assignment help from the top third of their high school graduates, the Australian Government is trying to do the same. National progress towards this goal can be tracked by tracking the percentage of education degrees earned by 12th-grade students with an ATAR greater than 70.

ATAR is not an ideal indicator, but high-performing countries such as Singapore and Finland focus on academic performance and other qualities such as willingness to teach, willingness to learn, and communication skills. It's a decent place to get started. This percentage serves as a simple national performance indicator.

2. Differences between Australian schools need to be reduced

Since the survey began, the results of the OECD Program for International Student Assessment (PISA), International Human Rights Assignment Essay Help 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 variation in 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 21st-century curriculum

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.

  1. 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.

  1. 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
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