Education Matters - News impacting schools, teachers and students
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Coalition To Keep Digital Technologies Curriculum

Australia’s new government will continue with the development of a new digital technologies curriculum, the nation’s first formal effort to teach computer science from kindergarten to year ten in every primary and high school.

Drafts of the new curriculum have been under way for more than a year. Early efforts questioned whether it was necessary to teach programming in schools. Later drafts not only said yes to that question but included agile development practices. Industry feedback on that draft considered it perhaps a bit too computer-science heavy and questioned whether schools will have the staff or resources to teach the curriculum.

The new government is content that the Australian Curriculum Assessment and Reporting Authority (ACARA) has responded to industry commentary on the draft curriculum and feels it “…. will be appropriately supported by state and territory education authorities depending on the individual needs of each jurisdiction.” The spokesman dodged our question about industry worries the new courses won’t address skills shortages.

The new government also, however, intends to conduct a review of the entire Australian Curriculum “… to ensure that it is providing a rigorous, contemporary curriculum and delivers what parents expect.”

Ten Reasons To Study In Australia

A recent editorial piece in The Gulf News discussed Australia as a great place to study and live — it’s officially the fourth happiest country in the world — but do you know Australia also offers a world-class international education?

Australia has produced scientists, designers, educators, entrepreneurs, artists and humanitarians who have changed the world, winning awards from the Oscars to Nobel prizes. Australia’s global achievements include the ‘black box’ flight recorder, now on every airplane, the annual ‘Earth Hour Initiative’ and even the invention of wi-fi. Australia is proud of the individuals who have studied and worked in the country and gone on to achieve great things and contribute to making the world a better place.

Follow link to read more…

 

http://gulfnews.com/life-style/education/10-reasons-to-study-in-australia-1.1247469

Box Hill Institute Trains Saudi Teachers

Box Hill Institute (BHI) in Melbourne, Australia recently conducted a teacher training program in vocational education and training for a group of 37 trainers from Saudi Arabia.

The program was delivered for the Technical and Vocational Training Corporation of the Kingdom of Saudi Arabia (TVTC) and ran for 12 weeks from early April to late June.  

BHI has a strong track record in teacher training, having successfully trained over 12,500 teachers. This includes over 1,000 internationally for clients such as the Malaysian Department of Education, the Indonesian Ministry of Education and Middle East clients in the UAE, Kuwait and Saudi Arabia. 

For the TVTC teacher training program, BHI provided additional programs and services to their Saudi guests, said a statement from the Australian institute.

As well as delivering the internationally-recognised teacher training qualification, the Certificate IV in Training and Assessment (TAE40110), each participant had a personal coach for mentoring and an additional subject matter expert ‘buddy’ to guide them through class work and activities, it stated. 

BHI has significant expertise in organising and managing professional development programs for international vocational education and training teachers, said the statement.

An example of the pre-departure preparations were the videoconference briefings with the Saudi participants prior to departure to cover items such as telecommunications, travelling and living overseas, as well as cultural expectations and likely challenges. 

The weather and what to wear were also among many points of discussion, as the shift from a Saudi summer to winter in Melbourne can be full of surprises! Welcome packs were provided on arrival, including tickets and information on public transport, halal restaurants and food supplies, as well as the location and prayer times of local mosques, it added. 

BHI said it had also organised visa assistance, medical insurance, transfers, accommodation, on-site prayer rooms and English language testing and tutoring as required. 

Feedback on the program was overwhelmingly positive and all the trainers successfully completed the program, the institute said. 

“BHI has been delighted to work with the TVTC to assist in the development of their teaching professionals and more broadly contribute to the development of the vocational education and training sector in Saudi Arabia,” it stated.

Victoria has a well developed vocational education and training sector and is internationally recognised as a global leader and innovator in vocational education and training.

In February 2013 the Victorian Government launched the Arabic version of the Study Melbourne website which will enable students from the Middle East to learn more about Victoria’s broad range of excellent international education options in their own language. 

The site provides prospective and current students extensive information on living, studying and working in Victoria.

Asia-Pacific Pre-Primary Education and Childcare Industry Outlook to 2017- India and China to Lead

The recently released report titled “Asia-Pacific Pre-Primary Education and Childcare Industry Outlook to 2017- India and China to Lead Growth” presents a comprehensive analysis of the industry covering aspects including market size in terms of enrollments and establishments. The report also entails a detailed description of the prominent and emerging geographic markets of the region including India, China, Japan, South Korea and Australia.

South and West Asian regions have witnessed the emergence of a burgeoning pre-primary education and childcare industry in the span of the last ten years. The gross enrollment ratios have shown a tremendous improvement from a growing number of children taking part in the preschool programs or receiving childcare benefits. As a result, the number of pre-primary and childcare institutions have also multiplied in different countries over the years thus supporting the growth of the pre-primary education and childcare industry. Pre-primary education and childcare market in Asia-Pacific is hugely driven by the awareness of the importance of the quality care and preschool education services being provided to the young children. In 2012, the industry noted total establishments of ~ million which provided pre-primary education and child care services to ~ million children. The pre-primary education and childcare industry in different geographic markets has reflected a high fragmentation with a greater share of unorganized segment in the market.

India has accounted for the highest share of ~% in terms of participation of children in the pre-primary education and childcare sector in 2012. The growing number of enrollments has been driven by the rising private sector involvement in the industry. Over the span of last five years, the number of pre-primary and childcare institutions has shown a remarkable increase owing to the growing number of centers of various private preschool chains. Moreover, the sustained governmental efforts to promote this sector have also helped the industry to gain increasing revenues over the years. China was the second largest market for the pre-primary education and childcare industry in the Asia-Pacific region in 2012 in terms of number of enrollments. The large population base has helped the growth of the industry, which is reflected by improving gross enrollment rates each year. Pre-primary education industry in China is expected to grow manifold supported by the rising expansion of various prominent private players in the economy.

Japan and South Korea are amongst the leading countries in the world for the pre-primary education and childcare sector. The market in both these countries is quite developed and highly competitive. High participation of women in the workforce and growing disposable incomes has led to the growing dependence of working women on child care and preschool facilities. Additionally, the declining rates of births have also led to increased spending on children and on their educational cost. Influenced by these factors, the revenues of the pre-primary education and childcare industry have grown significantly over the years.

Australia hosted the maximum number of institutions providing the preschool and childcare programs in 2012. The childcare in Australia is a mature market, which is characterized by the diversity of the services, which has been provided by the operators. Preschool education market on the other side is still in its growth phase and is marked by a high degree of competitiveness, which exists amongst the market players.

The pre-primary education and childcare industry in Asia-Pacific is evolving at a rapid rate, with private sector steadily gaining increasing traction. With rising competitive pressures owing to the growing organized market share, the industry is set to experience an overhaul in terms of quality set up including curriculum, activities and infrastructure. The enrollments are set to increase at a CAGR of ~% from 2012 to 2017, reaching ~ million in 2017.

Apart from the mentioned major geographic markets, the report also highlights some of the emerging markets for pre-primary education and childcare industry including Thailand, Malaysia, Singapore and Maldives.

KEY TOPICS COVERED IN THE REPORT

$1·      The market size of the Asia-Pacific, India, China, Japan, South Korea and Australia pre-primary education and childcare markets in terms of enrollments and establishments.

$1·      The market size of the other emerging industries such as Thailand, Malaysia, Singapore and Maldives.

$1·      Market Segmentation of the Asia-Pacific pre-primary education and childcare industry on the basis of geographical contribution from India, China, Japan, South Korea, Australia and other emerging markets.

$1·      Market Segmentation of India pre-primary education and childcare industry on the basis of market structure, gender, type of funding and type of schools.

$1·      Market Segmentation of China pre-primary education and childcare industry on the basis of gender, type of funding, region and independent and attached classes.

$1·      Market Segmentation of Japan pre-primary education and childcare industry on the basis of pre-primary and childcare markets and sub-segmentation by gender and type of funding.

$1·      Market Segmentation of South Korea pre-primary education and childcare industry on the basis of pre-primary and childcare markets and sub-segmentation by gender, region and type of funding.

$1·      Market Segmentation of Australia pre-primary education and childcare industry on the basis of pre-primary and childcare markets and sub-segmentation by gender, region and type of funding.

$1·      Trends and Developments in India, China, Japan, South Korea and Australia pre-primary and childcare industry.

$1·      Competitive landscape and company profiles of the major providers of preschool and childcare services in India, China, Japan and Australia.

$1·      Future outlook and projections of the India, China, Japan, Australia in terms of revenues of pre-primary education and childcare industry.

$1·      Future outlook of Asia-Pacific pre-primary education and childcare industry in terms of enrollments.

Successful Language and Cultural Exchange Program Between Australia and Indonesia

The link between students at Jakarta’s MIN Cempaka Putih madrassa in Indonesia and Marlborough Primary School in Melbourne, Australia started in 2011 through a project called BRIDGE. This language and cultural exchange program was funded and initiated by the Australian government. BRIDGE, also known as Building Relations through Inter-cultural Dialogue and Growing Engagement, is a program that allows students from each school to know more about their counterparts, including their culture and most of all their language.

The program effectively bridged Australia and Indonesia, allowing their constituents to learn one another’s language and cultural background. The decline of teaching Asian languages in Australia was already noted by Kurt Mullane, Director of Asian Education. He also observed that the decline of learning other languages needed to be dealt with and prioritized.


Bridging nations

The Internet proved to be the key to the success of the BRIDGE project. Students and teachers from Marlborough Primary School in Melbourne, Australia and MIN Cempaka Putih in Indonesia were given the opportunity to converse regularly using Skype. This paved the way to a more clear and concise learning of each other’s culture and language.

Kathy McVeigh, a school teacher in Marlborough Primary School, is one of the first to engage in this program. She stated that the program opened up new possibilities and learning opportunities that common language classed could not offer. She even added that information about other languages in books is moot and academic compared to the learning process of personally interacting with a person who speaks the language being learned.

Exchanging mentors

The BRIDGE program became a huge success not only because of the support it had coming from the Australian and Indonesian governments, but also due to the dedication of the teachers who accomplished what needed to be done.
In order to have a personal experience of what Australia and its language is all about, Siti Khodijah, a teacher in MIN Cempaka Putih visited the country not only to observe but also to share the magnificence of Indonesia. Siti exclaimed that it was indeed exciting to have the experience to personally talk with an Australian native. In the same manner, teachers from Marlborough Primary School also visited their Indonesian counterparts to share the many wonderful things about Australia.

Creating close ties

The BRIDGE program contributed much to the Marlborough Primary School. The students in the school learned about Ramadan and gained a deeper insight of the culture of Indonesia. The Islamic Holy month was even celebrated in the school. Lanterns used for Ramadan were hung and cards were made and sent to the students attending their sister-school MIN Cempaka Putih.

Meanwhile, Marlborough Primary School got the attention of the Indonesian Consulate in Melbourne. A group of students were invited by the Consulate to participate in the observance of Indonesia’s Independence Day which featured various activities and contests. The activity was a huge success and two Australian students won tickets to Jakarta sponsored by the Consulate.

For years, no other language was taught at Marlborough Primary School except for English. With the current acceptance of the Indonesian language into the school curriculum, many consider the BRIDGE program to be successful.

Greens Pledge 2235 Extra Teachers

The Australian Greens have pledged to deliver funding for 2235 new teachers in disadvantaged government schools as part of a $1 billion scheme to relieve the pressure on teachers and schools and lift Australian educational achievement.