How have recent policy changes in school age education affected classroom practice and student achievement in Australia? Focus on one or more States and Territories. Introduction Australian education has seen policy changes in school age education. The new National Quality Framework has been introduced for maintaining new quality standard and rating system…
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This is in pursuant with the COAG agenda to implement reforms in the education field, particularly related to gaining skills and growth in early childhood so that Australia as a nation could be enriched with human capital (DEEWR, 2011). The government identifies its role of paying attention to the early years of school children for their lifelong welfare and role in the country’s development. There is sufficient evidence that the early years play a dominant role in the overall growth of school age students (CAG, 2009). The Australian government has created a blue print of the strategy by working collaboratively on the shared vision for the growth of young children by 2020 to provide all resources to the school age students for their bright future as well as for the future of Australia. The government plans to arrange school age welfare services under the new framework through three segments: Focused regulatory arrangements A National Quality Standard including the Early Years Learning Framework (EYLF) and quality rating system. Organization of a new national body collectively managed between the Commonwealth and the states and territories (CAG, 2009). Overview The first five years of a child’s life lay out the path on which the child grows into a fuller personality. The policy initiative of the Australian government to be jointly run by the territory and state governments would provide that required platform to the Australian children. Application of the National Quality Framework has been in progress since July 2010. Quality parameters would get heightened with the implementation of the framework on quality and regularity over the early childhood education and attention to their growth throughout Australia. The new changes are expected to better the services in the domains that impress on a child’s growth and enable families to take right decisions for their children (DEEWR, 2011). Policy changes have impressed upon the need of adhering to higher parameters of attending to children in the matter of learning skills, good health and their safety Parents are now better equipped with required knowledge about their children to select the services that are more pertinent to make the future of their children promising (DEEWR, 2011). Earlier, information regarding quality standards for early age children was not universal across all regions in Australia. With the new policy framework, there is no dearth of relevant information to assist parents in selecting the desired services for their kids (DEEWR, 2011). All services providers have increased their quality benchmarks related to child growth. Quality parameters have been raised for early childhood education for the better via: • introduced better teacher to child ratios so that individual attention could be provided to all children • added to the qualification level of teachers so that they possess the desired expertise to guide children in imbibing and developing • initiated a novel quality rating system so that the Australian parents could view the information relating to their child’s progress pertaining to the standard of early education and tending services •
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