Introduction to Education in Australia - Literature review Example

Education Introduction to Education in Australia (NSW) Education is primarily the responsibility of Australia states and territories. Education in Australia generally follows a three-tier system which includes primary education, followed by secondary education and tertiary education. In the year 2006 worldwide scale rankings, the International Student Assessment Program ranked the Australian education system as 6th for Reading, 13th for Mathematics and 8th for Sciences (NSW Ministry of Education, 2009). In Australia, education is compulsory up to a level specified by legislation; this requirement may vary from state to state but is usually 15-16, which is prior to finishing secondary (high school) education (Brady, 1990). Generally, the academic year in Australia runs from late January to mid-December for both primary and secondary schools, and for universities with seasonal holidays and breaks, the academic year runs from late February to mid-November for each educational institute, though it varies between states and institutions (Marsh & Stafford, 1984). Pre-School In Australia Pre-school is comparatively unregulated, and not compulsory. It is the first exposure for many Australian children where they have to learn with other children outside traditional parent-run playgroup or parenting day care (Brady, 1990). This kind of activity is generally not considered as schooling. Pre-school is separate from primary education. Although attendance widely vary (50% in New South Wales), Pre-school is generally offered to three- to five-year-olds. The main year for pre-school education is the year before the kid is due to go to primary school. This last year is more commonly attended, in form of a few hours of varying activities, five days a week (Brady, 1990). School Between the ages of six and fifteen, School is compulsory in Australia (NSW Ministry of Education, 2009). In recent years, over three quarters of the students are staying on until they are seventeen years. Government schools accommodate about two thirds of all students, with the remaining one third attending private schools, a number which is increasing in many parts of the country. Government schools are sponsored, while private schools charge a fee (NSW Ministry of Education, 2009). Regardless of whether private schools or government schools, they are required to follow the same curriculum guidelines and frameworks. Most schools, be they government or private school, usually requires their students to wear uniforms, although there may be varying expectations and reasons for this, while some schools do not require uniforms New South Wales Primary School High School Kindergarten Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Technical and Further Education (TAFE) system Each state or territory in Australia has a Technical and Further Education (TAFE) or a Vocational Education and Training (VET) system (NSW Ministry of Education, 2009). (TAFE) prepares students for work in a career that does not necessarily require a university degree. Each state or territory manages their own system and meets at a national level to coordinate their effort. (TAFE) is curriculum transferable between all Australian states and thus study done in any given state gains equal status in another state. Normally, a TAFE/ VET course takes two years duration of study (NSW Ministry of Education, 2009). Tertiary or higher education in Australia In Australia Tertiary or higher education is made up of universities and other higher institutions of education. Higher education provider body is established and recognized under the Commonwealth law and approved by the Australian Government to receive grants on behalf of its students and also get funding from the Australian Government under the Higher Education Support Act (NSW Ministry of Education, 2009). In 2009, the higher education system of Australia consisted of: 41 accredited universities, out of which 37 are public colleges, 2 are private institutions, and 2 are branches of overseas universities; 2 self-accrediting Tertiary education institutions More than 150 non-self-accrediting Tertiary education providers accredited by the State. Non-self-accrediting Tertiary education providers form a diverse group of mainly private, specialized higher education providers and include theological colleges and others that offer courses in areas such as information technology, business, natural therapies, health, hospitality, accounting and law. Within Australia, university institutions are self-accrediting by definition and each has its own establishment legislation and receives the majority of their public funding from the Government, through the 2003-Higher Education Support Act (NSW Ministry of Education, 2009). As self-accrediting institutions, these universities have high autonomy level to operate within the state legislative requirements associated with their Government funding. The Australian Qualifications Framework provides for accredited qualifications required through the higher and Tertiary education sector, as well as those accredited by the technical and vocational education sector and are listed on the Australian Qualifications Framework (AQF) register. Curriculum Model in NSW Schools The nature of NSW Schools’ curriculum model can be illuminated using Harrison’s modification of Steinhoffs and Owen model. In the view of this model, school is a social-technical system (Harrison, 1981). This model illustrates that the school is made up of four major subsystems: structure, curriculum, human relationship and resource utilization (Marsh & Stafford, 1984). This four subsystems are dynamic and in constant interactions to include elements such as response to external events, situation analysis, and perceived, operational and intended curriculum (Harrison, 1981). The structure subsystem includes role definitions, staffing allocations, authority, status, sanctions and regulations. The resource utilization subsystem deals with time administration, curriculum, money and human resources (Marsh & Stafford, 1984). Human relationship subsystem covers areas such as interactions between different groups and individuals and communication pattern in schools, teamwork, morale, philosophy and shared meanings (Harrison, 1981). External factors such as system requirements impact upon these interacting subsystems in turn. Fig 1: Model of school as a social-technical system This model recognizes the decision making process as an integral component and thus providing for systematic decision making exploration. The government of NWS accepts responsibility to ensure that all students have access to the relevant and balanced core curriculum. It rejects unguided devolution of school responsibilities for structures, coherence and the content of school curriculum (Harrison, 1981). The prevailing situation in NSW state is such that schools have relatively less responsibility for decisions regarding curriculum creation or adoption, with more weight being on implementation of a centrally set syllabus (Harrison, 1981). However, schools have more responsibilities to manage their own financial affairs as well as selecting and deployment of staff. Although this system yields autonomy benefits at an administrative level, it deprives the school the ability to be sensitive and responsive in the curriculum area (Marsh & Stafford, 1984). Standards and Benchmarking of NSW education syllabuses ‘Standards’ refers to the students expected of levels performance at any particular schooling stage. A standard describes achievement levels in terms of the understanding, content, and skills expected of a student following a particular course of study. Performance standards can be clarified by work samples, performance descriptions, marking guidelines, and examinations (Committee of review of NWS Schools, 1999). Content standards which describe what a student should be able to do and know in a given subject are defined by the content and outcomes statements as contained in the assorted syllabuses developed by NSW Board of Studies. Standards are expected to remain constant through time (Marsh & Stafford, 1984). A ‘benchmark’ refers to any one particular performance level on a scale (Committee of review of NWS Schools, 1999). That performance level may define a benchmark that represents an ideal standard, or it may define a minimal level of competency a student is expected to realize that is necessary for later learning stages. The Board of Studies of NSW has a K-12 syllabus standards framework that is being progressively developed and implemented (Committee of review of NWS Schools, 1999). The syllabuses contain a standards framework of expected outcomes at all stages of schooling. The stages relate as follows to years of schooling: Early stage 1 Kindergarten Stage 1 Years 1 - 2 Stage 2 Years 3 - 4 Stage 3 Years 5 - 6 Stage 4 Years 7 - 8 Stage 5 Years 9 - 10 Stage 6 Years 11 - 12 All New HSC syllabuses and All K-6 syllabuses now include clear statements of content that students are expected to learn and expected outcomes. Currently, the Board Office is engaged in developing a K-10 curriculum framework to include revision and evaluation of the Years 7-10 syllabuses (Committee of review of NWS Schools, 1999). Middle Years of Schooling (Years 5-8) For the curriculum development purposes, the term ‘middle years of schooling’ typically apply to Years 5 — 8 of schooling (Marsh & Stafford, 1984). However, according to existing school structure and the Board’s legislative requirements, middle year’s initiatives should be to be accounted for in 7-10 and K-6 syllabus. The Department of Education and Training defines the 'middle years' as Year 5 to 8, and consists of the two final years of primary school education and the first years of secondary education. The NSW Board of Studies has developed revised curriculum criteria and framework to guide Years K-10 syllabuses and syllabus writers to ensure continuity involving courses across stages, mainly across Stage 3 - 4 and across Stage 5 – 6. Some of the broad issues addressed in Years 7-10 school syllabus include: curriculum is designed to meet both the current and future learning interests and needs of adolescent students; Continuous provision of strong foundations through this core curriculum. ensuring continuum of learning K-12 This is achieved through curriculum guidelines that guide school teachers in helping the students to develop as learners and includes: Having high expectations of all students; Focusing on the needs of the learners within the classroom; Teaching subject-specific numeracy and literacy. Teaching systematically and explicitly; Vocational Learning curriculum Technical and Further Education (TAFE) or a Vocational Education and Training (VET) system prepares students for work in a career that does not necessarily require a university degree. Technical and Further Education (TAFE) or a Vocational Education and Training (VET) learning in NSW schools is aimed at developing generic work-related skills and competencies that includes elements such as, career education community based learning and enterprise education. Vocational learning curriculum aims at building an understanding of the work people do thus helping to promote the message that education, training and work are inter-related. Structured workplace learning in NSW serves a range of purposes, most of which conform to the standards and MCEETYA Taskforce definitions. Workplace learning is referred to as work experience in the compulsory years of schooling. This work experience programs offer an orientation to the work- world without a planned industrial recognized skill development program. Structured workplace learning in the post compulsory years is commonly referred to as work placement. Conclusion and recommendation Vocational learning programs need to build on preceding learning in the school middle years since students start gaining a world of work awareness and their place in it starting from primary school. This was proved through a study of the Human Society & Its Environment on K-6 syllabus. In Years 9 and 10 can offer a work-education course in order to build on this understanding. Other external programs are also available in schools in order to support development of business skills in early years. In addition to specialized area outcomes in learning, it is also very important for the school curriculum to take account of outcomes related to vocational learning programs. References: Brady, L. (1990). Curriculum development 3rd Ed, Sidney: Prentice Hall Australia Committee of review of NWS Schools (1999) A summary of conclusions and recommendations. Sidney: Committee of review of NSW Schools Harrison, M. (1981) School- based Curriculum Decision Making: A personal view-point. Sidney: Macquarie University Marsh C & Stafford, K (1984) Curriculum: Australian Practices and Issues, Sidney: McGraw Hill NSW Ministry of Education, (2009) Excellence and Equity. Sidney: NSW Ministry of Education and youth Affairs. Schiller C. A. (1997) Issues in Expressive Arts Curriculum for Early Childhood: An Australian Perspective: Volume 90 of Early child development and care. Sidney: CRC Press Read More