Education for the Public Good
Education for the Public Good
Education was the first policy area Gough Whitlam addressed in his celebrated ‘It’s Time’ campaign speech of 1972, after outlining the three great aims of his program. Committing to an increase spending on schools and teachers he said, ‘This must be done, not just because the basic resource of this nation is the skills of its people, but because education is the key to equality of opportunity.’
This public policy work area references the Convention on the Rights of the Child by placing the ‘best interests of the child’ - and education as a public good - at the heart of education policy.
In Charting Uncertainty Professor Sharon Bell sounds an alarm for universities that are missing opportunities to ‘help address those great challenges of our time and tie the higher education sector to an urgent national and global endeavour’.
This 17th Perspectives paper is by Justine Grønbæk Pors, Associate Professor in the Copenhagen Business School. It makes a claim for a deeper conversation about education, which is captured in the paper title: What kind of children will we get out of this?
NAPLAN has taken on a life of its own and is no longer in the best interest of young Australians, according to the latest report commissioned by the Whitlam Institute
This survey of parents, commissioned by the Whitlam Institute within the University of Western Sydney and conducted by Newspoll in the period 24 May to 9 June 2013, asked parents their perceptions of the impact of NAPLAN on their children. It is the latest in a series of reports from the Whitlam Institute on the impact of 'high stakes' testing.
we note the strong concerns we have for the high stakes nature of the NAPLAN testing regime. While literacy and numeracy skills are fundamental and build a strong foundation for further learning, we believe that educational reform should place an emphasis on fostering much broader learning goals and outcomes.
This report by Dulfer, Polesel and Rice seeks the views of Australian educators regarding NAPLAN. This nationwide survey of close to 8,500 educators probes both the impact of NAPLAN on testing, pedagogy and curriculum practice as well as the more difficult (and largely ignored) question of the impact on students’ health and well-being
Federalism, Public Education and the Common Good, was authored by Professor Alan Reid AM, is a call for Australian schooling to reclaim its place as the nursery for citizens and democratic renewal in what might be described as a common endeavour for the public good.
This 2012 review found that in Australia there has been little debate, and a lack of research on the fundamental question of what the impact NAPLAN might have on the wellbeing of students and their families.
Hutchinson delicately weaves a tapestry that draws together the modern University of Western Sydney, Gough’s philosophical roots and his vision for ‘liberating the talents and uplifting the horizons of the Australian people’: none more so than his own constituents across Sydney’s greater west.
Professor Jack Keating, in Secondary schooling and the education revolution: Looking for means towards the end?, argues that a genuine education revolution cannot be achieved without structural reform of schooling in Australia.