Religious education offered in Australian state schools has variations in the quality of delivery and limited provisions for the students who opt out.
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What schools should be doing to deal with the crisis in children’s mental health.
The government is making £200,000 available to train teachers in how to deal with mental health issues in secondary school children.
A new model shows how the Canadian school system can play a healing role - for children traumatized by war, displacement and abuse.
‘Cage-like’ facilities, segregation, and high numbers of exclusions show the concerning ways schools have responded to challenging behaviours by students with disabilities.
If the government is to continue to spend millions toward sending Indigenous children away to boarding school, we need research into how effective this model is, and its impact on communities.
Despite improvements to their content over time, secondary school history textbooks still imply that ‘real’ Australians are white.
Indigenous peoples have very little power when it comes to education policy. Goals, targets and strategies are instead set by the government.
Indigenous students who graduate from university have slightly higher full-time employment prospects than their non-Indigenous peers.
More needs to be done to stop racist attacks and abuse in UK classrooms.
The new program for Catholic schools draws on the same research as Safe Schools (so perhaps it wasn’t part of a ‘Marxist agenda’ after all).
Here’s what the latest funding proposals mean for schools.
The truth about chess playing and intelligence.
Education experts discuss changes to schools and universities following the federal treasurer’s budget speech.
Schooling expert Dr Glenn Savage answers your questions on recent changes to school funding.
‘Per pupil expenditure’ is where the real story lies.
For the first time, Education Minister Simon Birmingham has proposed a credible plan to deliver needs-based funding.
There is no evidence to suggest that vouchers are simpler, fairer and more transparent than current funding models.
The changes required of a textbook that referred to a bakery – an “inappropriate” form of Japanese culture – illustrate how the system falls short of its goals of deliberative and critical education.
By providing a blanket approach to uniform policies, schools risk repressing cultural identity and diversity.
Kontributor teratas
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Adjunct associate professor, Southern Cross University
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Associate Professor of Education Policy and the Future of Schooling, The University of Melbourne
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Associate Professor in Language, Literacy and TESL, University of Canberra
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Senior Lecturer in Educational Leadership, Australian Catholic University
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School Education Program Director, Grattan Institute
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Professor, School of Education, University of Southern Queensland
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Senior Manager, Brisbane Catholic Education & Associate Professor of Education (Adjunct), Charles Sturt University
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Professor of Education and Public Policy, Durham University
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Associate professor, University of Technology Sydney
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Professor Emeritus Melbourne Graduate School of Education, The University of Melbourne
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Honorary Senior Fellow, The University of Melbourne
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Lecturer in Education, University of Newcastle
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Lecturer in Education, Swansea University
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Professor, Melbourne Graduate School of Education, The University of Melbourne
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Laureate Professor of Education, Director Teachers and Teaching Research Centre, University of Newcastle
