Viable Curriculum Response

In 2008 it was agreed by both State and Territory governments that a National Curriculum should be developed in order to provide common curriculum entitlement to all young Australians. The broad outline of these requirements were detailed in the Melbourne Declaration.

Humans by nature never stop learning; we undertake learning at different stages of our lives and acquire skills and competences in variety of areas. These learning may have been certified (by an academic or educational body) whilst others are not certified learning through work, social and leisure time activities. Recognising

Curriculum is designed to develop successful learners. Confident and creative individuals and active and informed citizens (MCEECDYA, 2008, p.13). In 2008, the Australian Government promised to deliver a fair and equitable curriculum for the national’s educational system, taking the task away from the State and Local Governments. The purpose of this was to create an even level of education throughout the country whether in Hobart of Cape York, and to ensure our nations position into the 21st century. This essay will demonstrate the Nation’s curriculum, its structure and development ready for its initial implementation in 2011.

Trepidations pertaining to young people, being unable to fulfil their educational goals, being involved in antisocial activities, expelled from mainstream schools because of truancy and other disruptive transgressions or out of work, reinforce the obligation to the end child poverty ingenuity implemented by the Coalition Government in 1999. Equally, in their manifesto, the Conservatives avowed to enhance the emphasis on assisting families and vulnerable young people. Subsequently, this is trailed by the government’s enactment of pertinent policies to try and refine the life probabilities of young people who have numerous concerns. Likewise, this has prompted the invention of more initiatives, including the advent of the targeted youth programs.

In exploring the Australian Curriculum, it becomes apparent that this curriculum was developed to encompass a wide range of skills and abilities that will be needed to enable young Australians to become productive and successful members of society of the future. The influence of a range of different curriculum models and education theories has bought together a comprehensive overview of what the Australian education system will deliver and how this can be accomplished.

The Australian Government Department of Education and Training actively encourages parental engagement in their child’s education and is identified as one of the four pillars of the educational reform known as Students First (Australian Government Department of Education and Training 2014; Education.act.gov.au 2016). Not only does the Government’s Students First website convey to parents

Though this policy attempts to achieve a support of diversity and an increase of equity among the Victorian community, its affects are hindered by an education system that favours the middle class and above. As stated by Reid (2013, p. 13), the equity espoused within policy ‘is produced by policy processes which are counterproductive to the achievement of equity.’ This means that, in order to really achieve equity for all students, the education system needs to

Catholic Education Commission Victoria (2012). Catholic schools in Victoria: investing in our future. Retrieved from http://www.cecv.catholic.edu.au/publications/Investing/Investing-in-our-Future.pdf

In Australia, students who want to continue their education can go either to TAFE (Technical and Further Education) institutions or they can finish senior high school level studies (years 11 and 12 of education ) and obtain VCE ( Victorian

CQU graduates unswervingly know their courses choicethan graduates entrancing change Australian schools. The editors of the Good Universities Make known not, stroll'CQU endeavor, things being what they are, in the descry of graduates', and regarded CQU five out of five stars for graduates' judgment ofBackground Resign oneself to. Mix firsthand pay rates were other than advantaged for CQU graduates than for be in movement Queensland schools, composite CQU in the teach regarding 20% of all Australian universities. We pervasive you themeet to grasp, annulus, particularly and after all you survey. Wherever you are moving down , CQU has the learning suffice forto adjust

During the post war era of 1945-1975 the availability of education grew within Australia as it was seen to be “a key means to achieve equality in society” (Welch, 2010, p. 244). In 1973, the Whitlam government’s commitment to this notion was executed through the enlistment of the Interim Committee for the Australian Schools, and the landmark document it produced, known as the Karmel Report (1973). The Karmel Report (1973) was the first significant large scale national report use in Australia to investigate the needs of both government and non government schools, to equalise opportunities in education (McLaren, 2014; Welch, 2010). It identified inequalities in resource distribution, a lack of human

Policy aims to offer a range of studies for those who didn’t get a better quality of education.

Healthy, Safe and Thriving: National Strategic Framework for Child and Youth Health (Australian Health Ministers’ Advisory Council 2015)

An important part of an employee’s skills are learnt on the job (Frazis and Loewenstein 2006). On-the-job training provides employees with valuable skills and

Regardless of the financial costs of education, statistics show in the years from 1983 to 1996 numbers of students in tertiary education doubled and retention rates within secondary schooling reached new heights, rising from 40.6% in 1983 to 71.3% in 1996 (Jamrozik, 2009), clearly placing education as a high value within the Australian society and becoming a lifetime pursuit for many people. However historically, the changes that have occurred over the years, have reinforced Australia’s problem with social inequalities within the education system.