From journal articles to Quick Guides and webinars, you will find tools and information to support.
McKinsey & Company has published the first of a series of reports tackling some of the big questions in education, including the role of mindsets, teaching practices and technology. The report indicates that student mindsets have a greater impact on student performance than any other factor—and double the effect of socioeconomic background. It also finds that students who receive a mix of teacher-directed and inquiry-based instruction have the best outcomes.
This summary report explores the ways in which we can improve the academic achievement of low performing schools with relatively disadvantaged students. It considers the particular challenges faced by disadvantaged schools and proposes recommendations such as effective learning practices in the classroom, training and professional development for teachers and provision of quality educational resources. Allocating resources more equitably across schools is a key first step to achieving this goal.
The Australian Children’s Education & Care Quality Authority (ACECQA) has published an information sheet outlining agreed changes to the National Quality Framework (NQF) as part of the 2014 Review of the National Partnership Agreement on the National Quality Agenda for Early Childhood Education and Care. It includes a summary table of the proposals and final decisions by Ministers. Most changes commenced on 1 October 2017 in all states and territories.
Analysis of NAPLAN numeracy and reading data shows that that separating the genders does not provide a greater value-add over time in comparison to coeducational schools. Author Dr Katherine Dix explains that there is an ongoing debate about the benefits of single-sex schools in terms of student achievement. This analysis shows the gap in educational achievement between single-sex and coeducational schools narrowing over time.
Carnegie Trust UK has published a report exploring digital exclusion among young people. It is often assumed that young people are ‘digital natives’, however, a large number of young people do not possess even basic digital skills. Findings from across the UK show that young people who are at points of transition in their life (unemployed, homeless, in care) are most at risk of being digitally excluded. Digital literacy must be actively and passively developed through ongoing access, support and training. This report provides four in depth case studies of projects engaging with groups of vulnerable young people to help develop their digital skills.
A report from the Secretary of the Department of Education in Tasmania discusses the opportunity to lower the school entry age to three years of age. The report examines the potential impact of the change to the early childhood education and care sector and presents mitigation strategies to ensure sustainable service delivery for families. Upon review of the evidence, the Tasmanian Minister for Education is advised to maintain the school entry age of five, while funding the delivery and evaluation of the Working Together for 3 Year Olds – a targeted pre-school initiative.
This Australian Institute of Family Studies (AIFS) publication describes the types of jobs adolescents at age 14–15 would like to have in the future. Consistent with previous studies, the AIFS found marked gender differences in career aspirations. The career aspirations are consistent with gender stereotypes, and the gendered nature of subject selection in school. The paper offers a discussion of the implications arising from the research and highlights the integral role of school staff and parents in providing support for young people as they make plans for their future careers.
In 2007, the Commonwealth, states and territories agreed to work towards ‘closing the gap’ in various domains of Indigenous disadvantage. This audit assesses whether Queensland is reducing the gap in education and employment outcomes for Aboriginal and Torres Strait Islander people. The audit findings show that the Department of Education and Training (DET) has improved Year 12 attainment for Aboriginal and Torres Strait Islander students. However, this has not been translated into improvement in employment rates for young people. The audit describes DETs ongoing challenges to improving outcomes for Aboriginal and Torres Strait Islander students and highlights the centrality of community involvement and cultural recognition in schools.
Families experiencing homelessness come up against significant barriers in accessing quality early childhood education and care for their children. This US based research aims to give homeless parents a voice in illuminating their individual experiences, and to be part of the solution. Parents commonly identified issues related to access to financial subsidies, transportation and the absence of active outreach services.
