The Impact of Educational Change - Essay Example

The Impact of Educational Change Name: Course: Tutor: Date: The Impact of Educational Change There have been a number of key educational reformers or changes in the educational policy of Australia. The country has seen a number of reformers dealing with the educational sector in the past few years. The impact of the new educational policies implemented recently has been felt throughout the continent. Key issues in adult education and vocational education have singularly been the most elaborately aimed policy in the educational sector. This study examines the critical policies that have influenced how education is viewed in Australia with significant emphasis on those that have outstanding legacies. The study also goes as far as bring into contrast some of the main influences such as globalization the change experienced in working, and other main theories and concepts that have been raised in the past concerning vocational education (Williams, 2010). As an industry, the educational sector experienced changes in policies because of the unstable logistics around the globe. For instance, employers are currently focused results derived from exemplary skills attained by use of vocational education. In light of this, the government passed a new policy that saw the introduction of vocational training for subjects in educational curriculum used by the senior school pupils. The policy was passed as a way of trying to stop students from dropping out of school before they reached the last year 12. Research carried out before the policy was passed showed that most students dropped school to seek employment before they could conclude their education. The introduction of vocational subjects in the syllabus as a policy has seen tremendous improvements in that more students are completing school up to year twelve. According to The National Centre for Vocational Education Research in Australia, the number of students who dropped out before the introduction of vocational education was alarming. Statistics released by the institution showed that eighteen percent of the students who enrolled in any given years dropped out before completing their schooling years. Figures from the same institution show that after the introduction of the policy in the institution more students are completing their education and going on to enroll in higher education. The institution has credited the introduction of the policy as one of the main key points of the ‘improvement noted in Australia (Williams,2010). According to some students who were used in the research and development of this paper, vocational education has gone as far as improving the lives of students by introducing life improvement skills and discipline in their lives. Most students view the system as one of the greatest in the world since one s able to comprehend and form analytical theories based on the training they receive. Another policy that can be theorized to having improved the educational sector in Australia is the increment of ages in which a student can fish his study. This has seen an introduction of older students who dropped out come back to school. A theory concerning the two polices can be formed in that one can conclude that both the policies were influenced by the change of the world order this being globalization. Unlike the olden days when people only went to school within a given age-bracket, today’s globalization with the sharing f information has made education the key to most studies. This has helped in opening up the world to many possibilities (EPPI-Centre. 2001). By introducing a policy that increases the age of people leaving school, the educational body has opened up possibilities to many people around the continent. The policy according to the National center of education in Australia the policy has seen about 9.9% of dropouts in the last three years go back to school. The reason why globalization is viewed as the key to seeing the policy implemented is because as a continent Australia is influenced unusually many countries all over the globe. In order to invest in a country, one must have the qualified work force to carry out the job. By qualified work force, one means educated people to take on the task set for them. This is the people employed must be able to interpreted the work stipulated out for them. Without education, this cannot be achieved. Investors like working with people who can deliver the work in time and be able to inter-operate exactly what is needed out of the people employed. This theory shows how globalization has been used in manipulating the educational system. A learned nation means many investment opportunities, which explains why the policy was passed (Conners, 2001). The educational board in Australia passed a policy, which ensured that all young people completed their twelve years of learning. However, the policy did leave a room for a three-year vocational training that was aimed at seeing that the country attained its main goal. This means that room was left for students who thought that they had a specific talent to specialize. This has helped n hiving students with other capabilities the opportunity to become better at what they can do. For instance, the education institute board has brought in short course such as art, music home economics and other skill-oriented subjects to the system. The short courses take three years to complete. Vocational education like this has seen the number of students dropping out of school reduce significantly. Students are currently more inclusive while choosing areas where they profit from rather than being forced to do something that will not help them at all. The education board published data showing that more students were satisfied because they get to choose early in their life something that will help them rather than doing something wasteful. This policy has not only affected the educational sector in the world rather it has affected also the business sector. Research done by survey companies in Australia shows that employers prefer students who have completed their vocational learning. This is because they have experience in the work they want. The study also shows that most companies in Australia are willing to hire people who have just completed their three-year vocational education. This shows the extent the employers not only in Australia but also in other nations look for specialization of skills and knowledge. In this sense, the policy can be said to having changed ways in which education is taking about (Lytle, 2000). The government in Australia has shown its support for this policy by providing public money for the set u of the utilities need for vocational training. By doing this, one can conclude that the government is in agreement with the educational board. It also shows that the government is thinking about the future of the continent. By accepting this rule though it can be argued differently, one can conclude that the government is supporting globalization in a marginal trend. The polices are getting support through public funding because government participation in making the continent a better place to live and study. This support has gone as far as strengthening the coexistence between the government and the educational body. One can also conclude that by doing what the country is the government is doing education is being realized as the main key to progress of the continent. As for education, conclusion based on a global scale, can be drawn as the main key to achieving complete world development can be reached. Most countries around the globe are going the Australian way because most governments are setting education as the key element in determining its success. Conclusive theories show that the government in Australia is more include into promoting the educational background because it knows that education guarantees a secure future (Conners, 2001). This theory can be proved by the support shown to the educational polices that are placed by the country. Most students in Australian schools are taught logical things that are applicable their lives rather than being bombarded with a lot of unnecessary knowledge. A complete recover of the policies will show just how the students tend to gain if the polices implemented are followed successfully. A policy that seeks to see most people below the age of twenty-five go for training in vocational centers around Europe is being intended to be passed. In theory, one can conclude that the policy aims at securing a brighter and better future that will change the way the country is run from an economical perspective. Implementation of this policy will mean an increment on the percentage of people below the age of twenty-five having a postgraduate qualification. The policy mostly aims at encouraging people to go back and earn a living because the current economic slumps are a pain to the pockets of many citizens. This policy can be hypothesized to changing the concept that many people have that money runs the world. These policies aim at introducing concept that suggests that education is the main source of living. According to research centers in Australia, the chances people aged eighteen to twenty five agreeing to go back and earn a post graduate is high. The research done shows that in the changing world dynamics having a postgraduate education that stipulates one life is more beneficial than anything else in the world. Although money is considered the motivating factor in most cases, education is the key to getting it. The policies implemented in the system are in all sense and purpose going promote this ideology among the younger generation. This in theory will help strengthen the country’s economic wise and enrich the lives of the citizens’ f the country. Australia is thought to have an exceptionally stable economy in that it is ranked as the tenth most powerful economy in the world. This polices will see to it that the ranking associated to the country improve on a daily bases (EPPI-Centre. 2001). During the implementation of the policy, some resistance expected. Thinking that the policy will move by unopposed can be termed as not entirely understanding the educational background of the country. The first reason that will make people oppose the new policy is the lack of money. Getting people, especially the older younger people to consider going back to learning in order to earn their postgraduate will be hard. Reasons being most of them have already settled into their life (Riley, 2000). It is a known fact that once someone is settled into a routine it becomes a habit, which can be extremely hard to stop. However, by support from the government most people will warm up to the implementation of the policies. One of the biggest supporters of the policy implementation is the Australian parents. By implementing the policy, mostly those dealing with the VET parents reckon that their children will be more interested in schoolwork. The biggest weakness that the policies will have is that most students will choose vocational education training rather than the normal educational system. This will mean that many people come out to take on jobs. This will cause many people who will be jobless meaning that the rate of jobless people in the state goes up by a few margins. VET though highly recommended in that its strength out way the weakness will bring about the level of joblessness to a staggering sense. However, the government can counter this by encouraging private developed educational institutes and creation of new jobs (Hipp, 2003). This will mean that the government offers terms that are more beneficial and policies to people who are willing to invest in the country. The government will also be forced to get investors interested in investing in the country. The educational changes will have a considerable impact on the community and the economy of the country. In many ways, the economy of the country will be forced take a hit since it will be supporting so many students. However, all in all the new policy will have helped. The minor threats that come with the new policies can be dealt with in hand. Research carried out by the educational body shows that the government is well equipped in dealing with the threats that might appear to disrupt the learning within the policy framework. Moreover, I viewed that the policies sought to bring more good than harm. The educational body as a whole with the backing f the government is advocating for employable skills within the VET program. This will make sure that qualified students have the correct system in place in order to ensure that it works well no matter the obstacles. The educational governing body states that the new polices will see an increase in university intakes because vocational education offers a variety of opportunities. The VET policy ensures that students develop not only in schoolwork but also that student develops a unique attitude towards the development of the country. The policy is aimed at improving the way students relate and form concepts in the working environment in the country. It also introduces students to an earlier work-related environment in order to help them build more in ways how they view the world. They also learn how to analyze the situation to meet critical situations that will help in the development of the country and workplace related activities. The policy has seen teachers change their style of teaching in that teachers have been forced to adapt to a new system of teaching in order to fit the policy. The teachers in all sense and purpose have adapted to the changing education policy since 1989 (MacBeath, 2008). The history of teaching was for long based with the core unit that saw teachers teach students what was necessary. Teachers had to make it clear to the students that what they taught was valuable compared to what they wanted. Teachers thought it was paramount for employers to understand the skills impacted to students by use of the system, and the core unit that was a need for work related activity. In most cases, the use of the new system has created a scenario where students are expected to learn the core values associated with the working environment. In essence, this is the focus that changing policies are seeking to elucidate. However, the policy has met many challenges such as students not getting extra attention because of the lack of proper funding. In most cases, when a teacher noticed that a student need extra help with learning the teacher could not help since funding was limited. From this discussion, one can get the general picture that learning through the policy changes has helped in transforming the mode of teaching with emphasis on the educational aspect. Similarly, it has focused on providing general glimpse that views the business side as essential facet in learning the basic skills required for employment. The theory concludes that the changing aspects of teaching the general requirements of business have introduced a new learning syllabus helpful in making decisive conclusions. Although the policy has seen an addition to what students are taught, the boundaries that a teacher covers are still limited by the funding aspect. Limited funding means that the profession will face a hard time one it comes to teaching whatever is required. Although this study is limited to Australia, it has showed the clear connection between globalization and the educational system. Through policy-changes on vocational education to meet requirements expected by employment, globalization has played a monumental role in achieving the goal that is expected in the teaching system. In conclusion, the paper has shown how new policy changes have affected the education standard as known. In that case, it has helped in killing the norm that comes with education without considering the threats that this new changing policy faces. Although the teaching profession has limited space and boundaries to perform the task required, the changing polices have had a significant impact because they endeavor to provide students with the much needed environment for learning (Riley, 2000). References Achinstein, B. (2002). Conflict amid Community: The Micropolitics of Teacher Collaboration. Teachers College Record, 104(3), 421-455 Beaudin, D. (2002). The Administrator Paradox: More Certified, Fewer Apply. Paper for Australian Educational Research Association Annual Conference, New Orleans. Conners, R. (2001). Transformational leadership in schools. Journal of Educational Administration, 39(1), 24-46 EPPI-Centre. (2001). Review Guidelines: Guidelines for Extracting Data and Quality Assessing Educational Research. 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