Faculty of Education - Theses
Permanent URI for this collection
Search Results
1 - 3 of 3
-
ItemSkilling the Australian community : futures for public education ; the business/industry perspective( 1988)As Australia approaches the 21st Century, the era of the information-based technological society, economic considerations dominate the Government's planning and rhetoric. Maintaining international competitiveness through a revitalised workforce is partly dependent on the education system. Initially, it must be clear what claims are being made by the outside community, so educators can take a pro-active role in determining how to supply students with the requisite skills. This study examined these issues from the perspective of the major user of the school product, the business and industry sector, which includes large corporations, small business and unions. The expectations of this sector were not narrowly vocational, but rather emphasised the need for broadly-based skills for all students. Specific skills required by the business sector in the cognitive area included literacy, communication, numeracy, scientific literacy and languages, while important attitudinal skills were those of leadership, decision-making, flexibility, initiative and excellence, group participation and positive attitudes to business. Skills required by other "user" sectors: higher education, public sector, adults, parents and students, were similarly explored; there was stiking similarity in demands and emphasis, particularly between the major users - business, public sector and higher education. The reaction to these skill expectations by the providers - the educators was positive, but general; resolutions included calling for national education goals and a national curriculum and enhanced teacher training and professional development. Detailed implications of these skill demands for educational policy and programs were examined, particularly in the essential areas of literacy, numeracy and scientific technology, all of which require upgrading in resources and teaching methodology. Positive proposals for school/business interactions were made, to promote reciprocal knowledge and attitudinal skills within the two sectors. Finally, a scenario is presented of the school world in ten years time according to projections made in this business perspective. As the Australian community is being challenged to skill itself to meet future demands; as the Government implements policies through funding mechanisms determined by economic rationalism, it is important that a balanced "value-added" approach be provided by the education sector.
-
ItemSkilling the Australian community: futures for public education: a public sector perspective( 1989)On November 4th, 1987 a group of public sector representatives met at the University of Melbourne to consider the skills that those entering the public sector required from the public education system. However, the initial debate centred on what was perceived as a fundamental difference between private sector and public sector purposes. After an introductory chapter and the study methodology chapter, the essence of this initial debate is outlined in Chapter Three. This is followed in Chapter Four by the representative group's list of skills and requirements for those entering the public sector. The curriculum and contextual implications associated with this list are then discussed in Chapter Five. Chapter Six is a scenario about the impact on the public education system and youth policy that any resulting changes may have had by the year 1998. Chapter Seven concludes this study with some comments about the possible future problems facing education as the twenty-first century approaches.
-
ItemSkilling the Australian community: futures for public education: the higher education perspective( 1988)This study examined the expectations which the Higher Education community has of Australian society in the next five to ten years, and the skills it therefore requires of students entering this sector. The policy and program implications of these recommendations for schools, tertiary and other educational institutions, government, the public and private sectors and the community at large were then considered. Finally, a scenario is presented, showing what post-compulsory schooling could look like ten years from now. The Higher Education sector comprises Universities and Colleges of Advanced Education. These institutions are centres of undergraduate and post-graduate teaching, scholarship and research, and represent a vital community resource. They play a crucial role in educating and training members of the community in those skills required to develop both quality of life and prosperity, for the individual and for the nation. In order to understand the skills which Higher Education requires of school leavers, consideration must first be given to its plans for its own development in the next decade. It must respond to pressures from both sides; from the workforce on the one hand, and secondary schools on the other. The state of the economy and the balance of payments problem have led the government and the private sector to place certain demands on secondary and on higher education. The wider community and the public sector place others. Secondary schools, faced with assessment, certification and selection requirements for entry into higher education also bring their own pressures to bear on the sector. The expectations which Higher Education institutions have of compulsory and post-compulsory schooling include appropriate training in two areas. One of these is generalist/ developmental in traits and attitudes, and the other specifically educational/ vocational in nature. The first fosters confidence, creativity, curiosity, flexibility, initiative, independence, perseverance, the development of problem solving skills and the pursuit of excellence. The second comprises clear thinking, oral and written comprehension and communication, numerical skills and concepts, technological literacy, information gathering ability from libraries and computers, and group skills. The challenge facing Australian education is to devise ways in which an increasing proportion of the population can become competent and confident in both areas (generalist and vocational), particularly as they relate to the community's long-term needs.