Signed on the 5th December 2008 the Melbourne Declaration supersedes the 1989 Hobart Declaration and the 1999 Adelaide Declaration. The Melbourne Declaration outlines ‘The Educational Goals for Young Australians’ and represented collaboration and joint agreement between all Australian Education ministers – the federal education minister and the eight education ministers of the states and territories. Goal One states that ‘Australian schooling promotes equity and excellence’ and Goal Two is that ‘All young Australian become: successful learners, confident and creative individuals, and active and informed citizens’ (p. 7).
Many of the elements of the Melbourne Declaration were present in both the Hobart and Adelaide Declarations. Common elements of the three national educational goals documents include:
the desire for Australia’s schooling system to be characterised by ‘excellence’
a holistic view of education, which provides for students’ intellectual, physical, moral spiritual and aesthetic development.
to develop in students an appreciation of our cultural heritage
to foster positive attitudes to vocational training and life-long learning
the creation of an active and informed citizenry
provisions for the development of students’ fitness and health
a robust curriculum that includes basic literacy and numeracy; computing and technological skills, maths and science; Australian history and geography, the creative arts, languages other than English, and a values education that includes ethics, environmental concerns and social justice.
In addition to these common elements, the Hobart Declaration (signed in 1989) describes the establishment of efforts to develop a national curriculum and the commitment of the states to the establishment of a common handwriting style, common age of school entry and strategies to improve the quality of teaching (MCEECDYA, 2009).
Recently, Tiana Murray (an early career primary school teacher) and I had an article published in the journal, Digital Culture and Education, which examines what 10-12 year old children think of the internet. We published it in an online open access journal which I think is a fantastic venue for this research as it allowed us to publish a sample of the children’s artwork about the internet. These beautifully demonstrate the children’s ambivalence; the internet is depicted as both being a joyous place and a place of danger. The article can be accessed here and the abstract and selected children’s artworks appear below.
So just over 12 months ago, I blogged about the ‘Evidence for Learning’ [E4L] Toolkit, which was, then, newly available for Australian teachers as an accessible resource which purports to break down research in order to provide a metric of “what works”. (At this juncture I’m reminded of Dylan Wiliams’ warning that ‘everything works somewhere, and nothing works everywhere’). Anyhow, discussion about evidence is back on educational radars once more.
Now just think about how many times you have seen someone say this or that practice has this or that effect size without also mentioning the very restricted nature of the studied ‘cause’ and measured outcome.
Simply ask ‘effect on what?’ and you have a clear idea of just how limited such meta-analyses actually are.
So the second Gonski Report was released today. The first Gonski report was a review of school funding and was released in 2012. This Gonski Report is a report into the Review to Achieve Educational Excellence in Australian Schools
draconian plans – which include installing police in our 10 most “high-risk” schools, abolishing the Safe Schools program, pumping up parochial Australian nationalism and stamping out celebration of diversity in the curriculum – are bound to have a devastating impact on the educational opportunities of our most disadvantaged and marginalised students.
For these teachers however, the half baked idea of putting police in disadvantaged schools does not represent the real problem. What they are really concerned about is the marketisation of education that’s been orchestrated by both the Labor and Liberal parties over the past ten years. Continue reading →
Why children should be taught to build a positive online presence
Rather than just teaching children about internet safety and reducing their digital footprint, we should also encourage them to curate a positive digital footprint which will be an asset for them in their future.
Today’s children are prolific users of the internet. Concern has been raised about the future impact of the digital footprints they are generating. While much discussion of this issue focuses on keeping children safe, little is known about how children manage their digital footprints.
While digital footprints are considered to be a liability, if managed well they can be an asset. Digital footprints can showcase identity, skills and interests. This is important in an era where employers “google” candidates to check their identity and verify their suitability. In this context, having no digital footprint can be as much of a disadvantage as having a poorly managed one.
The “Best Footprint Forward” project explored what children know about digital footprints. Focus groups were made up of 33 children aged 10-12 years from three schools in regional NSW. Analysis of the focus groups reveals children have strategies to keep safe online, but they need further guidance on how to build a positive digital footprint. Continue reading →