Virtual Party: Education Points & Plan draft:

Education is a right, not a privilege. Education should not be restricted to or out of reach for any Australian. The future of Australia is dependent on how well we use and therefore how well we educate and prepare knowledge and skills. Education should not be just for those who can afford it or limited by age but the right for all Australians who pursue it. Through better education we achieve greater things as a society and as a country. Our goals are to help facilitate and encourage every Australian to continue to better their opportunities by making education available, affordable and relevant to their and the country’s needs. The reality of the current system where students are encouraged and or compelled to gain a degree by staying within the education system is not the best use of the system for many individuals. Far too many people have degrees in a field they do not practice or work in. This means the qualifications prove only that the individual has demonstrated the ability to learn. Whist this is desirable by some institutions it does not represent good value for the individual who has acquired the debt studying a subject they have now, no interest in. Leaving school and obtaining life skills and work knowledge will for many, lead them to study and acquire qualifications they will apply to their working career and life. This is for some, is a far better advantageous approach. There is also the potential that the individual has made saving in their time in the workforce which can significantly reduce or remove the amount of debt the individual has on completion of their learning.
Virtual Party: Education Points & Plan draft:
• The future of our education program will begin by looking at world’s best practices and adopting and adapting them to suit Australia’s needs, limitations and advantages. All teachers in Australia will be asked to but not compelled to, assist in creating workable platforms for measurable outcomes. It is only through participation and a consulted approach can we expect to achieve a better and a more productive platform of education. We must take into account rural, remote, regional and local needs and limitations and advantages to achieve this goal.
• Primary education: The basics of Maths, English, Reading and Writing will be addressed as the corner stone of early years in education. This will assist and ensure students are adequately prepared for further education and when ready, entering the work force
• Secondary education: Greater emphasis will be placed on advanced primary education skills and learning together with set curriculum classes and elective courses to accommodate the individual’s aspirations. Guidance councillors (G.C.) will meet with students regularly to review the strengths and weakness of their academic status. The G.C. will have the grades of students on hand and will meet with parents and teachers to agree on changes to the student’s curriculum to facilitate means of bring students up to an acceptable standard to achieve adequate grades. The G.C. will also assist in guiding the student towards a career path going forward.
• Higher Learning Education (1): The Technical and Further Education centres will be better funded and reviewed for participation and relevance of courses. Different requirements or industry specific areas may take additional courses whilst others will be moved to more appropriate or industry specific areas. We will seek participation from Companies, Corporations and Institutions to assist in Apprenticeship programs. We will introduce a competition programs between simular programs/courses across the country and seek support from Companies, Corporations and Institutions by way of taking on participants at the completion of the courses with regards to aptitude and relevance of skills and abilities. We will also seek/lobby for participation from State owned media to show case the breadth of talent within these competitions and courses. Individuals who enter the workforce as trainees or apprentices will be reviewed regularly and employers will need to show the individuals have spent a minimum of 60% of their time in the work place in a practical learning environment.
• Higher Learning Education (2): University studies and Degree’s. We will look for ways for all Australians to re-enter the education system as they desire to do so. We will introduce new ways of reducing student debts and investigate ways of increasing the opportunities available them at the completion of their qualification. This will include options such as, students being contracted to work on Governments projects part time to repay loans acquired to facilitate their education. Contracts for minimum time to work in Australia before taking up employment overseas to be considered as a prerequisite for loans. Mentorships will be introduced with successful graduates being able to assist in group participations for understanding the fundamentals of a course or degree. In some cases, entering into a contract where the Government is to be a shareholder in ventures and or technology where it is deemed a greater dividend than the debt is the outcome. The shareholders stake can be sold to other persons and or entities with consideration to its partners and the national interest.
• The Education System in a holistic approach: We will advocate that every person in Australia is able to leave the education system once a year 10 or equivalent has been reached. However, they will be encouraged to return at any time in their life to gain further education whether it be as a trade or and a degree. Recognised Prior Learning (RPL) from work place achievements and knowledge will be assessed through exams and will play a part in fast tracking those already versed in aspects of a course or degree reducing the time out of the work force and the potential of additional debt.
• Some of the points in this plan already exist. However, we will continually through consultation and reviews fine tune these practices. The changes or new aspects are in place to assist the students and education professionals in what is the end goal, which is once entering into mainstream work place the individuals are properly prepared to be constructive and valuable members to their employers.

5 thoughts on “Virtual Party: Education Points & Plan draft:”

  1. Another comment on funding models;

    Finland is the leader in the OECD for Education, they’re also a small socialist Scandinavian country.

    In Finland all schools are entirely government funded. Private schools are usually religious, or of a specific educational philosophy (such as Waldorf), but are required to follow the same admission processes as all state schools. Private funding is not allowed. In this way parents may choose particular educational philosophies, or to give their children a religious-integrated education, but the funding is the same for all children regardless of the public and private sectors.

    http://www.ncee.org/programs-affiliates/center-on-international-education-benchmarking/top-performing-countries/finland-overview/finland-system-and-school-organization/

    Municipalities receive funding based on the number of 6-15 year olds they have. They can then decide for themselves how funding is allocated per school, whether they choose to allow more for children who live in lower SES areas, have learning difficulties, trouble at home etc.

    http://www.minedu.fi/OPM/Koulutus/koulutuspolitiikka/rahoitus/?lang=en

    Just another thought to throw in the mix 🙂

  2. I have looked at this way of funding and I believe it is the most suitable method. This will also be included in the next draft of the policy.
    Thank you for your input. Much appreciated.
    Daniel Gratton

  3. Comprehensive early childhood education until the age of 7, with a wholistic focus on children’s wellbeing (social, emotional, physical and spiritual). During this period, literacy and numeracy skills are encouraged but not required. At age 7 formal education, again wholistic and child-centred, but with increased focus on literacy and numeracy benchmarking.

    Separating secondary and primary education can have negative effects on the social and emotional wellbeing of children, and should be managed carefully. Undergoing a distinct change of structure in education at the age of 12, while children are also starting puberty etc creates a traumatic environment in which learning is far from the priority. Moving or removing this division in education would probably be beneficial. Especially if as suggested earlier children commence formal schooling at age 7, an 8 year program would cover primary and secondary education to school leaving standard, at which point there would be adjoining school finishing programs for tertiary (nominally 4 year) and vocational (2 year) education.

    As you say, curriculum and pedagogy should be the role of the teacher and teaching team, the school and the school community. The teacher in this context is considered a professional in the field, and should therefore be educated as such. Using the world class education system of Finland as an example, teachers there undertake a bachelor degree followed by a research degree in the field of education in order to qualify. Competition to get into teacher education is fierce, and the profession there is given the trust and respect accorded to lawyers and doctors in Australia. This trust and respect would go a long way to improving the image as well as the practice of the education systems of Australia.

    It is important to remember that you are educating children, not schooling students. The terminology is important. Children are more than just vessels for linear knowledge acquisition.

    I like the integration of RPL and lifelong learning in the plan, and I like the idea of guidance counsellors, though I would perhaps make it less formal and call them mentors; perhaps older students or the teachers could take on this role.

  4. psychamuse, many thanks for your input. It will be included in discussions prior to posting out final submission. Thank you again for you ideas and support.
    Daniel

  5. The Canadian model of funding primary and secondary education has merit. Every school public or private is funded the same amount for each student based on the number of students attending, a differing amount for primary level and secondary level in recognition of the increased costs of secondary education.
    Then any school that raises income from school fees has the allocation for that student decreased by the amount of fees raised. Creates a more even playing field per student and allows choice for those who can afford to pay higher fees for educating their children. Their choice is: put in the $’s and lose government funding, or not.

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