1) The document discusses remote education in Australian communities and whether current approaches are truly effective or just focus on measuring outputs.
2) It analyzes NAPLAN test results which show attendance weakly correlates with outcomes for remote Indigenous schools, while socioeconomic factors don't correlate at all, questioning current strategies.
3) The author proposes rethinking key concepts like disadvantage, success, teacher quality, and accountability to develop more culturally appropriate and effective remote education systems.
Early childhood as a priority for sustainable education systems in ethiopiaYoung Lives Oxford
Presentation by Martin Woodhead of research on early education programmes and policy in Ethiopia, UKFIET International Conference on Education and Development, 16 Sept 2015
International Rural Network Forum 2012 - Sam OsborneNinti_One
Presentation by Sam Osborne from the Remote Education Systems project of the CRC-REP, 'Learning Vs Education; Leading Learning in Anangu Schools' at the IRN Forum in Whyalla, South Australia, 24-28 September 2012.
Challenges in ensuring quality of preschool education - Jan Peeters, Ghent Un...unicefmne
Podgorica, Montenegro, 27 October, 2015 - Presentation from the international conference "Quality, inclusion and innovations – foundations for the future" organized by UNICEF and the Ministry of Education.
Dorothy Watson delivered this presentation at the Growing Up in Ireland Annual Research Conference on 8th November 2018.
More information about the research is available here: https://www.esri.ie/news/new-growing-up-in-ireland-research-highlights-how-lives-of-9-year-olds-and-their-families-were-affected-by-the-recession/
Early childhood as a priority for sustainable education systems in ethiopiaYoung Lives Oxford
Presentation by Martin Woodhead of research on early education programmes and policy in Ethiopia, UKFIET International Conference on Education and Development, 16 Sept 2015
International Rural Network Forum 2012 - Sam OsborneNinti_One
Presentation by Sam Osborne from the Remote Education Systems project of the CRC-REP, 'Learning Vs Education; Leading Learning in Anangu Schools' at the IRN Forum in Whyalla, South Australia, 24-28 September 2012.
Challenges in ensuring quality of preschool education - Jan Peeters, Ghent Un...unicefmne
Podgorica, Montenegro, 27 October, 2015 - Presentation from the international conference "Quality, inclusion and innovations – foundations for the future" organized by UNICEF and the Ministry of Education.
Dorothy Watson delivered this presentation at the Growing Up in Ireland Annual Research Conference on 8th November 2018.
More information about the research is available here: https://www.esri.ie/news/new-growing-up-in-ireland-research-highlights-how-lives-of-9-year-olds-and-their-families-were-affected-by-the-recession/
27 Facts on the Future of Business in a Digital MarketplaceApp Consultants
Understand how the forces of technology and innovation brought on by the digital, social and mobile web are disrupting existing business models.
In this presentation we have gathered 27 facts that represent the changes taking place today, with your customers, in the digital marketplace. Each fact represents an important insight and suggests where to focus to ensure business success in the digital world.
Talk to App Consultants about implementing digital solutions that deliver a positive return on investment for your business:
Visit our website at http://AppConsultants.com.au
Successful remote schools: what are they?Ninti_One
Number 5 in the Remote Education Systems project's lecture series, this presentation about successful remote schools was delivered on 29 July 2015 at Broome.
Red dirt curriculum and national curriculum: how do they line up?Ninti_One
On 23 September 2015, the Remote Education Systems project presented in Adelaide on the topic of how the red dirt curriculum and national curriculum line up.
Closing the gap: Shared Learnings and Shared ResponsibilitySFI-slides
Mary Jean Gallagher, Chief Student Achievement Officer of Ontario, præsentation fra SFI-konferencen "Skolen og det inkluderende samfund" den 18. november 2013.
Putting Children First: Session 2.4.C Paul Lynch - Exploring the complexities...The Impact Initiative
Putting Children First: Identifying solutions and taking action to tackle poverty and inequality in Africa.
Addis Ababa, Ethiopia, 23-25 October 2017
This three-day international conference aimed to engage policy makers, practitioners and researchers in identifying solutions for fighting child poverty and inequality in Africa, and in inspiring action towards change. The conference offered a platform for bridging divides across sectors, disciplines and policy, practice and research.
Pawan_Sain_Education_NEP_#theindiadialogue Feb 2023.pdfDr. Amit Kapoor
Presentation done by Pawan Sain on "Transforming School Education" at #TheIndiaDialog on February 23 at Stanford University. The #TheIndiaDialog was organised by Institute for Competitiveness and US Asia Technology Management Center at Stanford University.
NAPLAN Practice Test A Necessity For The StudentsTest Champs
The National Assessment Program is the measure through which governments, education authorities, schools and the community can determine whether or not young Australians are meeting important educational outcomes. There must be consistent and well-understood measures of student achievement around the country; NAPLAN practice tests year 9 language conventions is one of them. Enroll Test Champs NAPLAN course online.
African countries are facing the world’s worst teacher shortage. To shore up the deficit and achieve universal primary education by 2030, 6.1 million primary school teachers need to be hired in Africa alone.
As COVID-19 exacerbates pressures placed on education budgets, it is crucial that the allocation of quality teachers in Africa is driven by a quest for equity, effectiveness, and efficiency, since no child should be deprived of learning opportunities because of the school they attend or their area of residence.
UNICEF Innocenti is seeking to expand the evidence base on teacher allocation in Africa in order to identify how the allocation of qualified teachers can be optimized to improve equity in learning outcomes. While the equity of primary school teacher allocation is the intended focus of this research, pre-primary teacher allocation will also be analyzed.
African countries are facing the world’s worst teacher shortage. To shore up the deficit and achieve universal primary education by 2030, 6.1 million primary school teachers need to be hired in Africa alone.
As COVID-19 exacerbates pressures placed on education budgets, it is crucial that the deployment of quality teachers in Africa is driven by a quest for equity, effectiveness, and efficiency, since no child should be deprived of learning opportunities because of the school they attend or their area of residence.
UNICEF Innocenti is seeking to expand the evidence base on teacher deployment in Africa in order to identify how the deployment of qualified teachers can be optimized to improve equity in learning outcomes. While the equity of primary school teacher deployment is the intended focus of this research, pre-primary teacher deployment will also be analyzed.
The interplay between society and the natural environment in remote areas, wi...Ninti_One
In June 2017, Rod Reeve, Managing Director of Ninti One, presented at the International Symposium on Society and Resource Management (ISSRM), which was held 19-22 June, 2017 in Umeå, Sweden.
The role of Indigenous cultures in securing sustainable economic development ...Ninti_One
In January 2017, Dr Boyd Blackwell presented to the ANZSEE Conference in Adelaide on the topic of how Indigenous cultures are affecting enduring community value from mining.
Tourism enterprise co-operation in remote AustraliaNinti_One
In October 2016, CRC-REP Principal Research Leader for the Aboriginal and Torres Strait Islander Tourism Product project Dr Damien Jacobsen presented to the Australian Regional Tourism Convention.
Aboriginal knowledge for the business of tourismNinti_One
In December 2016, CRC-REP Principal Research Leader for the Aboriginal and Torres Strait Islander Tourism Product project presented to the Indigenous Business, Enterprise and Corporations Conference in Perth.
Stronger Communities for Children Knowledge-Sharing Seminar 1-2 November 2016, Katherine, NT.
Ninti One staff delivered a brief outline of the principles of measuring change and the main terminology used in the template developed for a practical exercise. Each group was then asked to discuss and develop indicators that could be used to measure change created through the delivery of activity of their choice. They were also asked to discuss how they would collect the data against these indicators.
Stronger Communities for Children Knowledge-Sharing Seminar 1-2 November 2016, Katherine, NT.
The key steps in the SCfC journey were detailed on large posters displayed around the room. Small cards of each poster were provided to each participating group. Ninti One staff briefly outlined the key steps and then asked participants in their SCfC groupings to discuss the steps and use the cards to outline their SCfC journey.
At the completion of the discussion a representative from each SCfC site was asked to report back on their discussion and where they see their SCfC is currently
Stronger Communities for Children Knowledge-Sharing Seminar 1-2 November 2016, Katherine, NT.
A general meeting of all participants of the seminar was called and the basic steps to conducting a good meeting in which decisions can be made fairly and openly were discussed.
Stronger Communities for Children Knowledge-Sharing Seminar 1-2 November 2016, Katherine, NT.
Presentation about steps involved in good decision-making.
Stronger Communities for Children Knowledge-Sharing Seminar 1-2 November 2016, Katherine, NT.
Participants in their community groupings spent 5 minutes with another community group introducing themselves and sharing contacts for future conversations. After 5 minutes the groups change and move onto another of the groups to repeat the procedure.
Stronger Communities for Children Knowledge-Sharing Seminar 1-2 November 2016, Katherine, NT.
Local Katherine service provider Stongbala spoke about how they work with families dealing with Domestic Violence in the Katherine region.
1. Are we making education count in
remote Australian communities or
just counting education?
John Guenther
October 2012
2. Cooperative Research Centre for Remote Economic
Participation
Goals:
1. To develop new ways to build resilience and strengthen regional
communities and economies across remote Australia.
2. To build new enterprises and strengthen existing industries that,
provide jobs, livelihoods and incomes in remote areas.
3. To improve the education and training pathways in remote areas
so that people have better opportunities to participate in the
range of economies that exist.
3. Cooperative Research Centre for Remote Economic
Participation projects
• Regional economies
• Population Mobility and Labour Markets
• Enduring Community Value from Mining
• Climate Change Adaptation and Energy Futures
• Enterprise development
• Aboriginal Cultural Enterprise
• Aboriginal and Torres Strait Islander Art Economies
• Aboriginal and Torres Strait Islander Tourism Product
• Carbon Economies in Remote Australia
• Plant Business
• Precision Pastoral Management Tools
• Investing in people
• Pathways to Employment
• Interplay Between Health, Wellbeing, Education and Employment
• Remote Education Systems
http://crc-rep.com/research
6. The discourse of remote education
• The rhetoric of ‘disadvantage’
• The rhetoric of poor outcomes
• The rhetoric of remote schooling
6
7. Disadvantage
• Disparity
• Gap, and closing the gap
• Lower school attendance and enrolment rates;
• Poorer teacher quality (though no data are offered on this
one);
• A lack of Indigenous Cultural Studies in school curricula (again
no data to support this);
• Low levels of Year 9 attainment;
• Low levels of Year 10 attainment; and
• Difficulties in the transition from school to work
Overcoming Disadvantage Report
But what of the richness of Aboriginal and Torres Strait Islander
culture?
And where are the celebrations of achievement?
7
8. Poor outcomes
Results for Indigenous students in very remote Australia
are extremely poor. The majority of Indigenous
students in very remote Australia currently do not
meet the national minimum standard in reading,
writing and numeracy. (FaHCSIA 2009:, p. 15)
(ACARA 2011)
But how should we define ‘success’ in remote
schools?
8
9. Remote schooling
• Improving attendance
• Improving teacher quality
• Improving teaching and learning (pedagogical)
quality
• Curriculum and reporting to national standards
• Stronger school-community partnerships
• Stronger accountability and choice
.
9
10. Analysis of NAPLAN results in very remote schools
Year 3 reading in very remote schools
v
School attendance
Year 5 numeracy in very remote schools
v
Index of Community Socio-Educational Advantage
(ICSEA)
10
11. Attendance vs NAPLAN Year 3 Reading Score, 2011
all very remote schools (n=119)
Moderate relationship
11
12. Attendance vs NAPLAN Year 3 Reading Score, 2011
very remote schools >80 per cent Aboriginal or Torres
Strait Islander students (n=70)
Weak relationship
12
13. ICSEA vs NAPLAN Year 5 Numeracy Score, 2011
all very remote schools (n=121)
Strong relationship
13
14. ICSEA vs NAPLAN Year 5 Numeracy Score, 2011
very remote schools >80 per cent Aboriginal or Torres
Strait Islander students (n=73)
No relationship
14
15. What does this then mean?
This analysis suggests that for very remote schools
with mainly Aboriginal and Torres Strait Islander
students:
• Strategies that work to increase attendance will not
necessarily result in improved educational outcomes
(based on NAPLAN).
• Strategies that address disadvantage which are
designed to improve educational outcomes (based on
NAPLAN), will not necessarily work.
15
16. More questions than answers
• Why does the relationship between ICSEA,
attendance and NAPLAN hold true for all remote
schools but not for those with mostly Aboriginal
and Torres Strait Islander students?
16
18. Some propositions
? Measurement meaning
? Culturally laden concepts
? Individuated way of administering NAPLAN
? Unrealistic expectations of ‘progress’
? The supply side drivers of ‘improvement’ vs demand side
motivators for ‘improvement’;
? Definitions of ‘improvement’ differ in supply and demand
side of remote education;
? Socio-cultural factors, language, ontologies,
epistemologies, axiologies and cosmologies
? Coercive (or voluntary) interventions result in resistance
18
19. What could work, what might be abandoned?
× The positioning of remote students as ‘disadvantaged’
× Punitive instruments are not working and should be abandoned;
× Attendance as a proxy for school performance in remote schools
Alternative measures of school performance;
Definitions of success that reflect local aspirations;
Redefinition of a quality teacher and what it means to teach effectively;
× Assessment against national curriculum standards;
? Assumptions about the outcomes of school-community partnerships
The field of remote education is ripe for radical innovation;
× Instruments of accountability.
But NAPLAN still has a place and should not be abandoned
19
20. Contact
John Guenther
john.guenther@flinders.edu.au
0412 125 661
Cooperative Research Centre for Remote Economic Participation
http://www.crc-rep.com
20