Special educational needs

Spanish law education in 1990 (LOGSE) Incorporates the concept of SEN ( special needs education). It is a term that dates from the 60s but that was popularized in the ’80s by the Warnock Report , prepared by the Ministry of Education of the United Kingdom in 1978. The novelty of this concept is intended to emphasize the support and aid the student needs more than a supposedly distinct character of Special Education.

Definition

A pupil has special educational needs when it presents greater difficulties than the rest of their peers to access learning  determining the curriculum that corresponds to their age and need to offset these difficulties , adjustments to access and / or curricular adaptations significant in several areas of the curriculum.

The education law in force LOE 2 / 2006 May 3 , Title II addresses the ACNEAE (Students with special needs educational support ) , ie presenting the students ’special educational needs , specific learning difficulties for their high intellectual capacities , having been incorporated into the education system later , or personal or school history … ” (Article 71.2)

The pupils with SEN is “one that requires , for a period of schooling or throughout it, some support and educational attention arising from disability or severe behavioral disorders . ” (Article 73)

Cases of high abilities intellectually (Gifted) Are also considered as persons with special needs educational support , as in this case, the curriculum often be easy or even boring for the students which has more capacity . It is therefore proposed as solutions:

* Acceleration: The student is advanced one year to compensate for their higher capacity. Sometimes you need more than an acceleration.

* Curriculum AdaptationThe student working on programs to supplement their regular studies

Curriculum adaptation : modifications are performed in the regular curriculum , required to meet the learning needs of each student.

Submitted by Dejan SEO

More info at school of ed

June 30, 2010

Art education

Art Education Degrees from Academy of Art University combine theory and practice to create a one-of-a-kind program. An Art Education degree offers the most comprehensive and versatile education in the visual arts that art education schools can provide by:

  • Refining perceptual, problem solving and aesthetic valuing skills
  • Connecting communication and visual literacy skills
  • Expanding cultural and historical perspective
  • Extending and applying the visual arts across other disciplines and real world experience
  • Art Teacher Schools – We offer vast opportunities for an art education career!

Through the Art Education curriculum students learn to reflect on their learning process and apply these insights to future teaching in a variety of venues. Students from the Art Education school will graduate with a Visual Arts Portfolio and a Presentation Journal of Reflective Practice and Lesson Plans.

May 21, 2010

Innovative three-dimensional technology

Innovative three-dimensional technology used in motion pictures such as Avatar will be employed by secondary science teachers following the launch of a new 3D online and CD resource for chemistry and biology this month (March).

The Primary Industry Centre for Science Education’s (PICSE) The Organic Chemistry Teaching Resource and MoleculeVisualiser provide classroom-ready activities that engage students and teachers, with the focus on Australian science.

However, it is not just these that make this resource unique; new 3D rotational technology will allow students to see molecules in a whole new light.

PICSE USQ Science Education Officer Kay Lembo said up until recently, the technology used in MoleculeVisualiser had only been used by working research scientists and PhD students.

‘We are proud to now have the transformed technology in a suitable format for secondary school students and teachers,” Ms Lembo said. The resources are free and available from http://mv.picse.net/

With this program, students simply enter the name of a molecule and hit submit. The program will bring up the molecules physical properties, its 2D and 3D image, which is fully rotational, plus practical information on how this molecule is relevant and used in the primary industries sector.

PICSE USQ Education Officer, Lisa Haller, said students would be amazed at the science and technology.

‘Industry are also excited we are promoting new, relevant science,’ Mrs Haller said.

‘The resources allow users to investigate derivative chemicals in poppies and their implications for human health, alkaloid chemicals in almonds, cheese making, fermentation in beer, and pesticides used in the cotton sector.’

The PICSE team worked closely with scientists and industry representatives to ensure the resource included the latest research and information. They also worked with teachers to ensure the activities link with the curriculum and provides practical, easy to understand teaching activities.

PICSE is a national program delivered in regional and metropolitan centres and universities throughout Australia. The program is working to attract talented students to study science, an area which is suffering from major skills shortages.

http://forensicsp.org/ is a forensic psychology web site and useful resource for  that field.
Contact Details:
Madeleine Tiller, USQ Media, +61 7 4631 1163, 0400 025 429

April 13, 2010

Academic Resources

Smart, techs R utilizing Ubuntu OS 10.04 on sckool netbooks. Reduce significant costs, w/ cutting edge OS http://education.zdnet.com/?p=3760

Leave a Comment April 13, 2010

Will Facebook profiles replace govt web sites?

By Robin Hicks | 19 March 2010

It’s all the rage for ministries and agencies to have a Facebook or even MySpace page these days. Governments are going where their citizens are. So why bother having a web site at all? The idea may seem farfetched. But as officials from Australia, Hong Kong, Malaysia and the Netherlands reveal in interviews with FutureGov, government web sites could disappear into the ’social cloud’ sooner than we think.

“We can’t do community outreach programmes sitting inside Parliament House. The same applies online,” Craig Thomler (pictured), the Online Communications Director for the Australian Department of Health & Ageing, said at the FutureGov Forum Hong Kong this month. “If Facebook is where the audience is, we need to be there too. It’s about engaging sensitively in the right avenues.”

Government operates too many web sites, and most are difficult and expensive to maintain. Consolidating them makes sense, Thomler said. “You need to think carefully about what you’re trying to achieve with a web site, and how you’re trying to engage. There are lots of incidences where you need to engage community with community, and it is difficult for a web site to do this.”

Datuk Arpah bt Abdul Razak is the Director General of Local Government in Malaysia, where Facebook is the most popular social network. “Will Facebook pages replace our web sites? Nothing is impossible,” she told FutureGov. “Our leaders are blogging and using Facebook heavily, gaining friends and supporters. The more social media is used, the more likely it is to replace the traditional means with which government communicates online.”

But government web sites will not disappear altogether, reckons Mark Medwecki, the Superintendent of the Hong Kong Police Force. While popular social platforms (Facebook ranks top in Hong Kong too) are useful for quickly disseminating information on crimes and giving relevant advice for citizens, Hong Kong police has given no consideration to replacing the structured web sites which give access to crime information online. “The use of social media is more likely to be a supplementary online activity, not a replacement,” he said.

The Netherlands is one of Europe’s largest consumers of social media, and the government has been a particularly active user. Matt Poelmans, the Director of Citizenlink at the Dutch Ministry of the Interior, told FutureGov that a new engagement model is emerging which raises new challenges for government.

“The mixed model [using social media pages and official web sites] raises debate on a compelling issue: how to reconcile the requirements of accessibility with the innovative use of social media. Government web sites are strictly regulated. Private websites are not. Should one allow freer access to public information than the other?”

Another big issue concerning what observers are calling the ’social cloud’ is information security. Security emerged as the overwhelming concern among Hong Kong government officials at the FutureGov Forum, and Sophos research released in February gives officials good reason to worry. Spam and malware on social networking sites increased by 70 per cent in 2009, with Facebook the worst effected site.

April 13, 2010

Academic Resources

Overview

Generations, like people, have personalities, and Millennials — the American teens and twenty-somethings who are making the passage into adulthood at the start of a new millennium — have begun to forge theirs: confident, self-expressive, liberal, upbeat and open to change.

They are more ethnically and racially diverse than older adults. They’re less religious, less likely to have served in the military, and are on track to become the most educated generation in American history.

Their entry into careers and first jobs has been badly set back by the Great Recession, but they are more upbeat than their elders about their own economic futures as well as about the overall state of the nation.(See chapter 4 in the full report)

They embrace multiple modes of self-expression. Three-quarters have created a profile on a social networking site. One-in-five have posted a video of themselves online. Nearly four-in-ten have a tattoo (and for most who do, one is not enough: about half of those with tattoos have two to five and 18% have six or more). Nearly one-in-four have a piercing in some place other than an earlobe — about six times the share of older adults who’ve done this. But their look-at-me tendencies are not without limits. Most Millennials have placed privacy boundaries on their social media profiles. And 70% say their tattoos are hidden beneath clothing. (See chapters 4 and 7 in the full report)

Despite struggling (and often failing) to find jobs in the teeth of a recession, about nine-in-ten either say that they currently have enough money or that they will eventually meet their long-term financial goals. But at the moment, fully 37% of 18- to 29-year-olds are unemployed or out of the workforce, the highest share among this age group in more than three decades. Research shows that young people who graduate from college in a bad economy typically suffer long-term consequences — with effects on their careers and earnings that linger as long as 15 years.1 (See chapter 5 in the full report)

Whether as a by-product of protective parents, the age of terrorism or a media culture that focuses on dangers, they cast a wary eye on human nature. Two-thirds say “you can’t be too careful” when dealing with people. Yet they are less skeptical than their elders of government. More so than other generations, they believe government should do more to solve problems. (See chapter 8 in the full report).

They are the least overtly religious American generation in modern times. One-in-four are unaffiliated with any religion, far more than the share of older adults when they were ages 18 to 29. Yet not belonging does not necessarily mean not believing. Millennials pray about as often as their elders did in their own youth. (See chapter 9 in the full report)

Only about six-in-ten were raised by both parents — a smaller share than was the case with older generations. In weighing their own life priorities, Millennials (like older adults) place parenthood and marriage far above career and financial success. But they aren’t rushing to the altar. Just one-in-five Millennials (21%) are married now, half the share of their parents’ generation at the same stage of life. About a third (34%) are parents, according to the Pew Research survey. We estimate that, in 2006, more than a third of 18 to 29 year old women who gave birth were unmarried. This is a far higher share than was the case in earlier generations.2 (See chapters 2 and 3 in the full report)

Millennials are on course to become the most educated generation in American history, a trend driven largely by the demands of a modern knowledge-based economy, but most likely accelerated in recent years by the millions of 20-somethings enrolling in graduate schools, colleges or community colleges in part because they can’t find a job. Among 18 to 24 year olds a record share — 39.6% — was enrolled in college as of 2008, according to census data. (See chapter 5 in the full report)

They get along well with their parents. Looking back at their teenage years, Millennials report having had fewer spats with mom or dad than older adults say they had with their own parents when they were growing up. And now, hard times have kept a significant share of adult Millennials and their parents under the same roof. About one-in-eight older Millennials (ages 22 and older) say they’ve “boomeranged” back to a parent’s home because of the recession. (See chapters 3 and 5 in the full report)

They respect their elders. A majority say that the older generation is superior to the younger generation when it comes to moral values and work ethic. Also, more than six-in-ten say that families have a responsibility to have an elderly parent come live with them if that parent wants to. By contrast, fewer than four-in-ten adults ages 60 and older agree that this is a family responsibility.

Despite coming of age at a time when the United States has been waging two wars, relatively few Millennials — just 2% of males — are military veterans. At a comparable stage of their life cycle, 6% of Gen Xer men, 13% of Baby Boomer men and 24% of Silent men were veterans. (See chapter 2 in the full report)

Politically, Millennials were among Barack Obama’s strongest supporters in 2008, backing him for president by more than a two-to-one ratio (66% to 32%) while older adults were giving just 50% of their votes to the Democratic nominee. This was the largest disparity between younger and older voters recorded in four decades of modern election day exit polling. Moreover, after decades of low voter participation by the young, the turnout gap in 2008 between voters under and over the age of 30 was the smallest it had been since 18- to 20-year-olds were given the right to vote in 1972. (See chapter 8 in the full report)

But the political enthusiasms of Millennials have since cooled — for Obama and his message of change, for the Democratic Party and, quite possibly, for politics itself. About half of Millennials say the president has failed to change the way Washington works, which had been the central promise of his candidacy. Of those who say this, three-in-ten blame Obama himself, while more than half blame his political opponents and special interests.

To be sure, Millennials remain the most likely of any generation to self-identify as liberals; they are less supportive than their elders of an assertive national security policy and more supportive of a progressive domestic social agenda. They are still more likely than any other age group to identify as Democrats. Yet by early 2010, their support for Obama and the Democrats had receded, as evidenced both by survey data and by their low level of participation in recent off-year and special elections. (See chapter 8 in the full report)

Our Research Methods

This Pew Research Center report profiles the roughly 50 million Millennials who currently span the ages of 18 to 29. It’s likely that when future analysts are in a position to take a fuller measure of this new generation, they will conclude that millions of additional younger teens (and perhaps even pre-teens) should be grouped together with their older brothers and sisters. But for the purposes of this report, unless we indicate otherwise, we focus on Millennials who are at least 18 years old.

We examine their demographics; their political and social values; their lifestyles and life priorities; their digital technology and social media habits; and their economic and educational aspirations. We also compare and contrast Millennials with the nation’s three other living generations-Gen Xers (ages 30 to 45), Baby Boomers (ages 46 to 64) and Silents (ages 65 and older). Whenever the trend data permit, we compare the four generations as they all are now — and also as older generations were at the ages that adult Millennials are now.3

Most of the findings in this report are based on a new survey of a national cross-section of 2,020 adults (including an oversample of Millennials), conducted by landline and cellular telephone from Jan. 14 to 27, 2010; this survey has a margin of error of plus or minus 3.0 percentage points for the full sample and larger percentages for various subgroups (for more details, see page 110 in the full report). The report also draws on more than two decades of Pew Research Center surveys, supplemented by our analysis of Census Bureau data and other relevant studies.

Some Caveats

A few notes of caution are in order. Generational analysis has a long and distinguished place in social science, and we cast our lot with those scholars who believe it is not only possible, but often highly illuminating, to search for the unique and distinctive characteristics of any given age group of Americans. But we also know this is not an exact science.

We acknowledge, for example, that there is an element of false precision in setting hard chronological boundaries between the generations. Can we say with certainty that a typical 30-year-old adult is a Gen Xer while a typical 29-year-old adult is a Millennial? Of course not.
Nevertheless, we must draw lines in order to carry out the statistical analyses that form the core of our research methodology. And our boundaries — while admittedly too crisp — are not arbitrary. They are based on our own research findings and those of other scholars.

We are mindful that there are as many differences in attitudes, values, behaviors and lifestyles within a generation as there are between generations. But we believe this reality does not diminish the value of generational analysis; it merely adds to its richness and complexity. Throughout this report, we will not only explore how Millennials differ from other generations, we will also look at how they differ among themselves.

The Millennial Identity

Most Millennials (61%) in our January 2010 survey say their generation has a unique and distinctive identity. That doesn’t make them unusual, however. Roughly two-thirds of Silents, nearly six-in-ten Boomers and about half of Xers feel the same way about their generation.

But Millennials have a distinctive reason for feeling distinctive. In response to an open-ended follow-up question, 24% say it’s because of their use of technology. Gen Xers also cite technology as their generation’s biggest source of distinctiveness, but far fewer — just 12% — say this. Boomers’ feelings of distinctiveness coalesce mainly around work ethic, which 17% cite as their most prominent identity badge. For Silents, it’s the shared experience of the Depression and World War II, which 14% cite as the biggest reason their generation stands apart. (See chapter 3 in the full report)

Millennials’ technological exceptionalism is chronicled throughout the survey. It’s not just their gadgets — it’s the way they’ve fused their social lives into them. For example, three-quarters of Millennials have created a profile on a social networking site, compared with half of Xers, 30% of Boomers and 6% of Silents. There are big generation gaps, as well, in using wireless technology, playing video games and posting self-created videos online. Millennials are also more likely than older adults to say technology makes life easier and brings family and friends closer together (though the generation gaps on these questions are relatively narrow). (See chapter 4 in the full report)

Work Ethic, Moral Values, Race Relations

Of the four generations, Millennials are the only one that doesn’t cite “work ethic” as one of their principal claims to distinctiveness. A nationwide Pew Research Center survey taken in 2009 may help explain why. This one focused on differences between young and old rather than between specific age groups. Nonetheless, its findings are instructive.

Nearly six-in-ten respondents cited work ethic as one of the big sources of differences between young and old. Asked who has the better work ethic, about three-fourths of respondents said that older people do. By similar margins, survey respondents also found older adults have the upper hand when it comes to moral values and their respect for others.

It might be tempting to dismiss these findings as a typical older adult gripe about “kids today.” But when it comes to each of these traits — work ethic, moral values, respect for others — young adults agree that older adults have the better of it. In short, Millennials may be a self-confident generation, but they display little appetite for claims of moral superiority.

That 2009 survey also found that the public — young and old alike — thinks the younger generation is more racially tolerant than their elders. More than two decades of Pew Research surveys confirm that assessment. In their views about interracial dating, for example, Millennials are the most open to change of any generation, followed closely by Gen Xers, then Boomers, then Silents.

Likewise, Millennials are more receptive to immigrants than are their elders. Nearly six-in-ten (58%) say immigrants strengthen the country, according to a 2009 Pew Research survey; just 43% of adults ages 30 and older agree.

The same pattern holds on a range of attitudes about nontraditional family arrangements, from mothers of young children working outside the home, to adults living together without being married, to more people of different races marrying each other. Millennials are more accepting than older generations of these more modern family arrangements, followed closely by Gen Xers. To be sure, acceptance does not in all cases translate into outright approval. But it does mean Millennials disapprove less. (See chapter 6 in the full report)

A Gentler Generation Gap

A 1969 Gallup survey, taken near the height of the social and political upheavals of that turbulent decade, found that 74% of the public believed there was a “generation gap” in American society. Surprisingly, when that same question was asked in a Pew Research Center survey last year — in an era marked by hard economic times but little if any overt age-based social tension — the share of the public saying there was a generation gap had risen slightly to 79%.

But as the 2009 results also make clear, this modern generation gap is a much more benign affair than the one that cast a shadow over the 1960s. The public says this one is mostly about the different ways that old and young use technology — and relatively few people see that gap as a source of conflict. Indeed, only about a quarter of the respondents in the 2009 survey said they see big conflicts between young and old in America. Many more see conflicts between immigrants and the native born, between rich and poor, and between black and whites.

There is one generation gap that has widened notably in recent years. It has to do with satisfaction over the state of the nation. In recent decades the young have always tended to be a bit more upbeat than their elders on this key measure, but the gap is wider now than it has been in at least twenty years. Some 41% of Millennials say they are satisfied with the way things are going in the country, compared with just 26% of those ages 30 and older. Whatever toll a recession, a housing crisis, a financial meltdown and a pair of wars may have taken on the national psyche in the past few years, it appears to have hit the old harder than the young. (See chapter 3 in the full report)

But this speaks to a difference in outlook and attitude; it’s not a source of conflict or tension. As they make their way into adulthood, Millennials have already distinguished themselves as a generation that gets along well with others, especially their elders. For a nation whose population is rapidly going gray, that could prove to be a most welcome character trait.

Download Complete Report [PDF ]


1. Lisa B. Kahn. “The Long-Term Labor Market Consequences of Graduating from College in a Bad Economy,” Yale School of Management, Aug. 13, 2009 (forthcoming in Labour Economics).
2. This Pew Research estimate is drawn from our analysis of government data for women ages 18 to 29 who gave birth in 2006, the most recent year for which such data is available. Martin, Joyce A., Brady E. Hamilton, Paul D. Sutton, Stephanie J. Ventura, Fay Menacker, Sharon Kirmeyer, and TJ Mathews. Births: Final Data for 2006. National Vital Statistics Reports; vol 57 no 7. Hyattsville, Maryland: National Center for Health Statistics. 2009.
3. We do not have enough respondents ages 83 and older in our 2010 survey to permit an analysis of the Greatest Generation, which is usually defined as encompassing adults born before 1928. Throughout much of this report, we have grouped these older respondents in with the Silent generation. However, Chapter 8 on politics and Chapter 9 on religion each draw on long-term trend data from other sources, permitting us in some instances in those chapters to present findings about the Greatest Generation.

Similar site: http://latis.net.au/

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Academic Resources

Summer 2010

A national curriculum: looking forward

Peter Hill offers leadership during a time of significant change in the learning landscape for Australian education. In this article, he outlines the development, conceptualisation and structure, use and accessibility, and support for an Australian curriculum in preparation.

Over the next few years, teachers and school leaders will be engrossed in realising a significant milestone in our nation’s educational history–the development and implementation of a world-class Australian curriculum that will prepare young people for life in the 21st century.

Curriculum is always complicated and stirs the passions. Leading international education expert Joseph P. McDonald, professor of Teaching and Learning in the School of Education at New York University, wryly observed how he would sometimes leave a room rather than get caught in a conversation about curriculum. Most of the people who stayed in the room thought curriculum was the thing teachers taught to students, whereas McDonald and others heading for the door of course thought that this was a delusion. Ted Sizer (1999) said of curriculum that ‘…only matters of student discipline bring out equivalent controversy, confrontation, self-righteousness, angry voices and quivering lower lips.’

What is curriculum? Using Rogers’ discussion (1999) of the sources of authority for curriculum decisions as a basis, I would divide curriculum into four parts:

  • the core curriculum, comprising those general capabilities that all people need, use and develop throughout their life and the big issues of the day that all need to know about
  • the formal curriculum, based on disciplinary rules, understandings and methods
  • the chosen curriculum, that individual students and teachers create through the choices they make
  • the meta-curriculum, comprising those activities, events and traditions that all good schools arrange to promote personal development, character and a community of learners.

So the first point to make is that the Australian curriculum is by no means the whole curriculum. It seeks to define for all students in Australian schools the core curriculum and the formal curriculum, but leaves to schools, teachers, parents and students critical decisions about the chosen and meta-curriculum.

And what about 21st century learning? Here again, there is no shortage of controversy and fuzziness to contend with. Let me suggest four characteristics:

  1. It does not always imply new learning, but learning that is relevant to life and ongoing learning in the 21st century. By definition, what is relevant is subject to ongoing change.
  2. It assumes competence in and increasing reliance on new information technologies for accessing, processing and sharing information.
  3. It is about learning in the service of a better world, and about promoting human potential to solve problems, be productive, creative, think deeply about issues and care for others.
  4. It is for all and is founded on the notion that all can achieve high standards given sufficient time and support.

So how will the development of the Australian curriculum ensure a world-class curriculum in promoting 21st century learning? I would suggest the answer is again in four parts:

  • how it is being developed
  • how it is being conceptualised and structured
  • how teachers and schools will be able to access and use it
  • how they will be supported.

Let’s take these one at a time, starting with the development process. Undoubtedly the starting point has been full support of all Australian governments for creating a world-class national curriculum and for setting up the governance structures and allocating the resources to get the job done.

Ministers of education have all signed off on the ‘Melbourne Declaration on Educational Goals for Young Australians’, which provides clear directions about the priorities to be addressed in a national curriculum.

The best talent across the nation, both in academia and in the school education sector has been called upon to develop content and achievement standards and to scope and sequence the new curriculum. There is ongoing and detailed benchmarking of the new curriculum with that of leading overseas nations.

An extended consultation process has begun which includes a significant online consultation component to ensure that schools, teachers and the broader community can contribute to the refinement of and ensure satisfaction with the final product.

Second, there is the way in which the Australian curriculum is being conceptualised and structured.

It will make explicit the content that has to be taught, and the depth of understanding, the extent of the knowledge and the sophistication of skills expected of students (i.e. achievement standards).

Every effort is being made to ensure that challenging standards are set, but that the curriculum does not become overloaded, that there is time for going deep, and that there are opportunities for including local and topical content. While the traditional structure of scope and sequence within discrete learning areas is retained (the formal curriculum), the Australian curriculum gives explicit attention to ten general capabilities (literacy, numeracy, information and communication technology (ICT), thinking skills, creativity, self-management, teamwork, intercultural understanding, ethical behaviour and social competence) and to three cross-curricular themes–one national, one regional and one global–namely, Indigenous perspectives, Asia and sustainability.

Each of these is being given close attention by expert groups and is being scoped and sequenced alongside work for each of the learning areas. In other words, this is a curriculum that places primary importance on the general capabilities that all people need, use and develop throughout their life and the big issues of the day that all need to know about, while also providing for foundational knowledge, skills and understanding in the agreed discipline areas.

Third, there is the way in which teachers and schools will be able to access and use the Australian curriculum.

In the past, curriculum has been published in hard copy form, typically with separate booklets for each learning area. This has tended to reinforce notions of a static, two-dimensional subject-centred curriculum.

The Australian curriculum will be delivered online, and hence will be dynamic and easily updated. Online delivery will provide users with the capacity to interrogate its multidimensional structure and manipulate it according to their particular needs.

For example, a primary school could sort content and/or achievement standards by years of schooling without regard for learning areas, thus facilitating the construction of a school curriculum characterised by high levels of cross-curriculum integration. Or conversely, it might focus in on curriculum content relevant to Indigenous, Asian and sustainability perspectives by year level to ensure that students were gaining a coherent understanding of relevant issues and knowledge.

A year 9 secondary teacher of science may wish to restrict attention to all relevant science outcomes for year 9 and the two adjacent year levels to better cater for the range of achievement levels within her class.

All of this will be possible with the click or two of a button. Online delivery and online tools for linking curriculum to instruction will assist schools and teachers in planning and delivering a curriculum that gives due regard rather than lip service to those core curriculum general capabilities and cross-curricular perspectives that make it a 21st century curriculum.

Fourth, there is the way in which schools and teachers will be supported to implement the Australian curriculum.

In recent years, much has been learnt about change management and effective professional learning for teachers and it can be confidently anticipated that this learning will be reflected in how systems and sectors with the support of the Australian Curriculum Assessment and Reporting Authority (ACARA) approach implementation by and within schools.

At the national level, the newly established Australian Institute for Teaching and School Leadership (AITSL) can be expected to have a key role alongside the various professional and subject associations and other agencies in supporting implementation of the Australian curriculum.

At a local level, we can expect extensive use of local and site-based professional learning, supported by targeted online professional development.

World-class 21st century learning is a vital aspiration for our nation and one that is widely recognised and supported. The new Australian curriculum cannot guarantee it, but it can give schools and teachers better plans and better tools to work with.

Curriculum work is never done and certainly never done perfectly; it is always work in progress. However, right now we have a unique window of opportunity to make giant strides forward. Let’s seize the moment!

References

McDonald, JP (1999). ‘Redesigning curriculum: New conceptions and tools’, Peabody Journal of Education, 74 (1), 12-28.

Rogers, B (1999). ‘Conflicting approaches to curriculum: Recognizing how fundamental beliefs can sustain or sustain school reform’, Peabody Journal of Education, 74 (1), 29-67.

Sizer, TR (1999). ‘That elusive “curriculum”‘, Peabody Journal of Education, 74 (1), 161-5.

Web references

Teaching Australia–Australian Institute for Teaching and School Leadership www.teachingaustralia.edu.au/ta/go/home/

The Melbourne Declaration on Educational Goals for Young Australians www.mceetya.edu.au/verve/_resources/

National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf Australian Curriculum Assessment and Reporting Authority (ACARA) www.acara.edu.au/default.asp/

Leading provider of Learning Mathematics and Skills Enhancement tools http://technomath2000.com.au/

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Academic Resources

Picture of young people around computers. Links to the Framework e-learning coordinators webpage. Opens in a new window.Flexible learning where its at for young people

To prepare for the future, young Australians need an education that is holistic, flexible and encompasses a commitment to both work and life, a 2009 review of research has concluded.

Drawing on contemporary research, the Australian Council for Educational Research (ACER) review paper – Touching the Future: Building skills for life and work explored the goals of the Australian education system and the ways in which it should prepare young people for work and life in the 21st century.

According to the review, one of the most significant changes impacting the labour market in the last 30 years is the loss of traditional job security and the growth of flexible and precarious forms of employment.

For young people, the review suggests this loss of security has resulted in:

  • the need to be skilled in navigating a sea of uncertainty
  • longer transitions to employment and more movement between jobs
  • the need for skills to be updated more frequently and a greater need to return to education and training throughout employment to learn new skills
  • an increased likelihood to combine education with work.

In this context, the review suggests a move away from an education system characterised by age requirements, minimum attendance levels and set start times of the year, to a flexible approach that fits with the complexity of young peoples lives.

Ideally this system would enable young people to return to education at any point in their lives and with any degree of intensity, tailoring participation to their circumstances.

The review also argues that the traditional model of education, with its heavy reliance on credentials and curriculum, was designed to prepare young people for a relatively static occupational world in which their futures were clearly mapped out and the skills required were well defined.

The review cites research indicating that when todays young people graduate from a professional degree, they dont always expect to take up employment in their field of training or they only intend to work in that field for a short time before re-training for a different line of work.

As a result, to prepare young Australians for the future, the review says educational goals should be oriented more toward the development of soft skills or life skills such as creativity, entrepreneurship and self-reliance.

With innovation and creativity at its core, e-learning has emerged as a key ingredient in delivering the degree of flexibility and diversity required for the education system to respond to the modern learning needs of young people.

Characterised by a focus on employability, greater mobility and lifelong learning, the Australian Flexible Learning Framework continues to support the uptake and embedding of e-learning with the Australian vocational education and training system, to bring learning and training into the 21st century.

E-learning Coordinators are located in every state and territory and can provide you with localised support in using and implementing e-learning. For further information: http://flexiblelearning.net/e-learningcoordinators and http://bourgeons-numeriques.org/ (in French)

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Published on 18/03/2010

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Leave a Comment April 13, 2010

Academic Resources

FusED lego

Education Services Australia Limited was the recipient of two awards at the recent !DEA 2010 Conference, held in Melbourne 10-12 March.

Education Services Australia’s product, FusED, a social networking software, was 1st runner up and also the winner of the People’s Choice Award which was voted by the conference delegates. FusED is the software underpinning a number of social networking services, with the flagship service being me.edu.au.

The winner of the IMS GLC Learning Impact Awards Australian Regional Finals was the Tasmanian Polytechnic and Skills Institute for their work on Mobile Assessment and Online Recognition using QTI solutions.

Leave a Comment April 13, 2010

Academic Resources

10 Mar 2010

Australia’s higher education sector has the potential to be the most diverse and therefore among the most effective in the world, according to a leading international expert.

Education media contact:
Catriona May
E: catriona.may@unimelb.edu.au
T: + 61 3 8344 3357

University of Melbourne Media Unit contact:
Katherine Smith
E: k.smith@unimelb.edu.au
T: +61 3 8344 3845
M: 0402460147

Speaking yesterday for the LH Martin Institute’s executive seminar series at the University of Melbourne’s Graduate School of Education, Professor Frans Van Vught praised new policy initiatives being introduced to the sector.

“Within an international context of increasing homogeneity in higher education, the Australian Government’s attempts to recognise and nurture diversity are making international policy makers take note,” he said.

Professor Van Vught believes economically successful countries must have a diverse higher education system, citing benefits such as greater social mobility, the ability to better meet diverse labour market demands and increased institutional effectiveness.

“Australia, like all other Western industrialised nations, simply can’t afford to have a large number of research-intensive, internationally competitive institutions. Instead, it will flourish with a range of institutions focusing on various areas of strength, such as regional engagement and learning and teaching.

“I am encouraged to see new policy initiatives being discussed here in Australia that have the potential to support this kind of diversity. If mission-based compacts, for example, become related to performance in a wide-range of areas (not just research), with corresponding financial incentives for each type of institution, they could become a very powerful vehicle to encourage true diversity,” he said.

Professor Van Vught warns of two major challenges Australia faces in developing a truly diverse higher education system.

“Governments shy away from creating different funding conditions for different categories of institution because they are wary of making a negative impact on institutional autonomy. However, acknowledging the various areas of specialty within the system and funding these accordingly would be a huge step towards supporting a truly diverse, healthy higher education system,” he says.

The second challenge was that senior managers in Universities must be able to honestly appraise their institution’s strengths and weaknesses, and be realistic about its abilities.

Frans Van Vught finished an 8 year term as President and Rector Magnificus of the Twente University of Technology in the Netherlands in 2005. He was the founding director of the Center for Higher Education Policy Studies (CHEPS) and is currently one of the European Commission’s top advisors on innovation, higher education and research.

Leave a Comment April 13, 2010

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