Maximising In-country Experiences
Maximising In-country Experiences
The Strategic Context
16 May, 2012
Chris Wardlaw, Deputy Secretary Strategy and Review Group
Department of Education and Early Childhood Development
Maximising In-country Experiences
We can learn from other education systems (schools)
even though the contexts differ
Maximising In-country Experiences
Maximising In-country Experiences
Top 2 levels (5 & 6) in maths proficiency PISA 2009
Maximising In-country Experiences
Aspirational or minimum standards?•85% HK P3 students meet minimum standards in mathematics
•96% in Australia (NAPLAN)
•?
Maximising In-country Experiences
2 further complacency busters1. Hong Kong topped PISA in Problem Solving in 2006
2. Shanghai students enjoyed reading more than any other 15 year olds (Shanghai topped reading in PISA)
But…
Maximising In-country Experiences
Student Attitudinal FactorsConfidence in mathematics (Grade 8) (TIMSS)
0%
5%
10%
15%
20%
25%
30%
35%
40%
% of Students confident inMath
International
Hong Kong
Japan
Maximising In-country Experiences
Catching up: Learning from the best school systems in East Asia
• Provide high quality initial teacher education
• Provide mentoring that continually improves learning and teaching
• View teachers as researchers
• Use classroom observation
• Promote effective teachers and give them more responsibility for learning and teaching
Source: Grattan Institute
Maximising In-country Experiences
Victoria as a Learning Community builds on earlier waves of reform
3 non-negotiable principles
•Local decision-making
•Engagement through choice
•Community ownership
Underpinning concepts
•Professional Trust
•Default Autonomy
Developing a learning community – the third wave of reform
Maximising In-country Experiences
VLC – Five interrelated reform areasThe Goal
Student Outcomes
•Curriculum reform: ‘essential’, Victorian Baccalaureate, industry themed pathways
The Foundation
Order and Inclusion
•‘Orderly environment’, Alternative settings
The Driver
School innovation
•Culture, Discipline/Evidence
The Facilitator
School Partnerships
•School to school, School to DEECD, School to parent, School to community, School to other partners
The Context
Internationalising Education
•Languages, Outlook, Intercultural Understanding
India 56%China 53%
South Korea 53%
Indonesia 49%Burma 46%
Pakistan 42%
Iran 38%Afghanistan 37%
North Korea 30%
COLD
WARMNew Zealand 83%
Canada 80%
Germany 68%USA 67%
Japan 66%
4%
24%
5%
4%
5%
7%
3%
5%
17%
17%
1%
0%
1%
2%
3%
4%
5%
5%
5%
9%
12%
13%
13%
27%
0% 5% 10% 15% 20% 25% 30%
Damage to your values
Climate change
Oppression by your own government
Large scale nuclear war
Loss of energy resources
Epidemics or diseases
Another country attacking Aus/Ind
Another country promoting dissent inAus/Ind
The breakdown of law and order or socialharmony in Aus/Ind
Terrorist attack
Damage to your religion
The breakup of Aus/Ind
Australia Indonesia
Indonesians & Australians: main fear?
Source: Roy Morgan Research, August 2008
Indon No1 worry: Separatists. (And Aussie “meddling”)
Aussie No1 worry: Climate.(Not enough Indons care).
Maximising In-country Experiences
Submissions to the White Paper on Australia in the Asian CenturyVictorian Government Submission AEF Submission
Internationalising Australian Industry•International education•Tourism and international travel and the flow of people •Food and agriculture•Investment attraction and foreign investment approval
Government policy settings and strategies required to ensure that Australian primary and secondary schooling adequately equips young Australians – andAustralia – for the Asian Century
Positioning Australia and Victoria globally•Strengthening national dialogue and action on trade, investment and Asia relations •Free Trade Agreements and other initiatives •Skilled migration
Cross-curriculum study of Asia – Asia literate Australian Curriculum
Building Strategic Relationships•The importance of economic and social links with Asia
Asian languages education
Developing Knowledge, Intercultural and Linguistic Expertise •Enhancing Australians’ and Victorians’ Asia literacy skills
Australia's Asia Literacy Action Plan, 2013-2025 – a bi-partisan long-term, national action plan for Asia literacy that includes three strategic interventions:•Ensure national coordination and collaboration of strategies•Build up the Asia capability of Australia's education workforce•Increase the value students, parents and the community place on Asia knowledge and Asian languages
Maximising In-country Experiences
‘Asia literacy’
histories, geographies, societies, cultures, literatures and languages
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