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BSB124 - Diversity In The  Education  Industry
 

BSB124 - Diversity In The Education Industry

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A presentation used for assesment during SEM1, 2009 at QUT in BSB124 - Working in Business

A presentation used for assesment during SEM1, 2009 at QUT in BSB124 - Working in Business

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  • The age of students is increasingly becoming a factor of diversity in the education system today. While in primary and secondary education most of the students are in the same age group, university is open to all ages and people can choose to study at any stage in their life.
  • A census showed that in 2006, people of all ages were undertaking study beyond the formal school years. This was more common for people aged under 30 as 35% of 20–24 year olds and 15% of 25–29 year olds were studying. For those 30 years and over, participation was lower, ranging from 9.6% of 30–34 year olds to 1.4% of 60–64 year olds. Participation in tertiary education increased across all ages between 1986 and 2006. However, the most noticeable change was the increase in the proportion of 20–29 year olds participating in either full or part-time tertiary education. This can be attributed to the trend for students to spend longer periods of time in education because they are combining study and work, or are studying for a double degree or post-graduate qualification.
  • This amount of participation in tertiary studies has not always been so high. Studies have shown that people who have bad memories of school are less likely to continue their formal education because their confidence acts as a barrier to learning. This is slowly changing as more and more adults from all generations are returning to study.
  • Older learners are participating in education for many reasons, most of which are personal reasons such as personal growth and development, the social aspect and gaining self-confidence. In recent times there has been an increasing requirement for high level skills and qualifications in the workforce and this is the most predominant reason for younger people participating in tertiary studies.
  • Further studies have shown that both younger and older students find that having an age diverse classroom is a positive experience. Older learners have found that the younger group respect their opinions and that the age mix in the classroom presents a bulk of ideas and different ways of thinking. Some older students have also found that attending university has changed their opinions of younger people.

BSB124 - Diversity In The  Education  Industry BSB124 - Diversity In The Education Industry Presentation Transcript

  • A Quick Introduction to KEEPAD
    Please DO NOT press ‘GO’
    As this will result in the device being unusable
  • Answering Questions
    Press the key that corresponds with your selections
    For Example:
    Option 1
    Option 2
    Option 3
    Option 4
    ‘Press ‘2/B’ to
    enter this as
    your response’
    ‘This is your
    response’
    Now let’s try a sample question?
  • In your opinion which stage of learning do you think diversity effects the most?
    Primary Education
    High School Education
    Tertiary Institutions
    None, they are all equally affected
  • Diversity in the Education Industry
    Group A
    Tutorial 2: 1pm – 2pm, Thursday
    Tutor: Carol Dalglish
  • Our Team
    David
    ??
    ??
    ??
    ??
  • Introduction
    Australia – Multi-cultural Country
    High Degree of Diversity
    Diversity in many forms
    Affects the schooling system in some way
  • Types of Diversity
    Age
    Gender
    Level of Intelligence
    Ethnicity
    Culture
    Religion and
    Race
  • Diversity - Age
    Age Becoming a factor in the Education Industry
    Identical Age Groups in:
    Primary Schooling
    And High Schools
    School Leavers and Mature Age students in Tertiary Study
    Representation of a Variety of Ages
    Image Source: http://darmano.typepad.com/
    logic_emotion/images/ages.jpg
  • Diversity – Age
    People Under 30 are majority of tertiary students
    9.6% Tertiary student between age of 30-34
    1.4% tertiary students between age of 60-64
  • Diversity – Age
    Tertiary Education participation low due to effected confidence from high school learning
    Confidence acts as barrier to learning
    This trend is slowly changing as people from all generations are returning to study
  • Diversity – Age
    Older learners are
    Returning to study for many different reasons such as
    Personal Growth
    Development
    The social aspect and
    Gaining self-confidence
    Recent Times have seen an increasing requirement for high level skills and qualifications
    This is a predominant reason for younger people participating in tertiary studies
  • Diversity – Age
    Further study shows a diverse age stream in the classroom is a positive experience
    Older learners find that young students respect their opinions and that the age mix presents many more ways of thinking
    Older students found that attending Uni altered their opinions of younger people
  • Diversity – Age
    General age of students broadening
    Adults of all ages are starting to return to study as mature age students
    Although needs and motivations may be different having an age-diverse classroom has proven beneficial to all age groups
  • In your opinion, should schooling be available for adults to complete their senior schooling if they didn’t complete it as a child? Do you think this would benefit society?
    Yes, it would benefit society
    Yes, but it would only benefit them
    No
  • Diversity - Gender
    Proportion of males to females, for example in the workplace
    A workplace of mostly females or males can affect how people interact and behave with one another
    http://wiki.answers.com/Q/What_is_gender_diversity_and_demographic_characteristics_and_it_impact_on_individual_behavior_in_the_workforce
  • Diversity - Gender
    Gender diversity affects the education industry in a positive way
    A member of the opposite sex can have different personality characteristics, a different point of view and overall a difference in behaviour
  • Diversity - Gender
    If properly managed, these differences can provide a vast range of learning opportunities
  • Diversity - Gender
    A school may mange diversity in many ways such as:
    Attracting highly skilled and diverse staff to cater for the diversity of students or by increasing a range of knowledge, skills and experiences avaliable
  • Diversity - Gender
    Gender differences include gender differences in
    Personality
    Attitude and
    Self-esteem
    These factors are also potentially important when predicting academic success
  • Diversity - Gender
    Males being educated more then women
    This is due to education only being available to the wealthy people in society
  • Diversity - Gender
    Due to the women’s movement who fought for equal rights as equal opportunity initiatives and anti-discrimination legislation
  • Do you think women have the same opportunity as men today?
    Yes
    No
  • Diversity – Level of Intelligence
    Australian Schooling System –
    Three Tier System;
    Primary Schooling followedy
    High School and optionally finishing with
    Tertiary Studies (University / TAFE)
  • Diversity – Level of Intelligence
    Difference in the Level of Intelligence can have some impact in the classroom
    This stream of diversity affects the Primary and High schools more the tertiary education
    Tertiary education is more self-paced and specialises more so on what the person actually wants to study
  • Diversity – Level of Intelligence
    This diversity affects people in different ways and can cause issues in the classroom for students with different capabilities.
    Some students will find the work easy and become bored easily whiles others may;
    Struggle and need extra help or explanation
  • Diversity – Level of Intelligence
    Over many years, different measures have been put into place to help combat this issue
    Many schools are trilling a Stage Based Learning System. See NSW Education Website below:
    http://www.schools.nsw.edu.au/studentsupport/programs/classsize/multiage.php
  • Diversity – Level of Intelligence
    Stage Based Learning System
    Three Stages
    Stage 1 – Grades 1 to 3
    Stage 2 – Grades 3 to 5
    Stage 3 – Grades 5 to 7
  • Diversity – Level of Intelligence
    Stage Based Learning System
    Children tested and monitored as they learn
    They must demonstrate both the intelligence level for a grade 3 standard and be socially comfortable
    If they pass stage 1 they move onto stage 2 with older students to learn more difficult work
    If they don’t pass stage 1 they will remain their until they are ready to move up
    This is the process also followed for moving to stage 3
  • Do you think stage based learning systems would be useful and would you be happy to be apart of it, if you had it during your Primary Schooling?
    Yes
    No
    Abstain (No Opinion)
  • Diversity – Level of Intelligence
    Many other school experimenting with different ways. This involves –
    Adding or removing stages
    Splitting up the year levels differently
    Single Stage for Single Grade (IE: Grade 7)
  • Diversity – Level of Intelligence
    Secondary School system has grown
    Allowing students more of a choice and
    Giving a wider rang of classes with different levels of difficulty for the same subject.
  • Diversity – Level of Intelligence
    1940’s only 22% of students complete Year 12
    1980’s, 55% of students complete Year 12
    In 2000 over 75% of students complete year 12
  • Diversity – Level of Intelligence
    Reasons for Dramatic increases:
    Choice and
    Equal Opportunity
    Developed over the years
    Schools are continuing to develop choice and fairness in schools today
  • Diversity - Ethnicity
    culture
    race
    Race Diversity
    Image Source: http://admissions.unc.edu/diversity/images/
    Pic%20-%20Diversity%20Hands.jpg
    Aboriginal Culture
    Image Source: http://www.cairns.com.au/images/2007/12/06/aboriginal-culture.jpg
  • Diversity – Ethnicity
    Australia has a Unique History
    Three Major Contributors
    Indigenous Population
    British colonial pastand
    Extensive immigration from many different countries and cultures
  • Diversity – Ethnicity
    Although majority of population is born in Australia, more then 50% of Australians had ancestry other then Australian
    Approx 2% Australians have Indigenous Backgrounds and about 41% had at least one parent born overseas
    While 22% of the population was born in another country
  • Diversity – Ethnicity
    Of those born overseas, major countries of immigration included:
    England
    New Zealand and
    China
    Approx 14% Australia from non-english speaking backgrounds
  • Diversity – Ethnicity
    Languages other than english spoken by about 16% of Population
    with approx 56, 000 people speaking indigenous language
    Other the English the most common languages spoken today include:
    Chinese;
    Italian;
    Greek and;
    Arabic
    There are more then 50 Indigenous Languages
  • Diversity – Ethnicity
    Professional Requirement of teachers is being able to teach culturally diverse student groups
    Allows students to build an understanding of what it means to be a multicultural society
    Being a multicultural society means that there is more awareness of different ethnic cultures and their cultures
  • Diversity – Ethnicity
    Teachers expected to understand how student ethnicity shapes student learning
    Some teachers fall into trap of assigning fixed and essential characteristics to ethnic groups
    Explain educational achievements of a group of students
    If difference is the only way teachers see students, teachers will not be able to understand students needs and address them
  • Diversity – Ethnicity
    Training of next generation teachers has become increasingly critical in schooling practices, curriculum and policies
    Teacher education requires student teachers to reflect on their beliefs and values
    About teaching and teaching relationships are shaped by their ethnicity, social class, and so on
    However there is still much work to be done in developing teachers understanding of the complexities of ethnic identification and categorisation, especially in relation to themselves
  • Which image does not represent CULTURE?
    2.
    3.
    1.
    4.
  • QUESTIONS?