Paul Kidson, Australian Catholic University; Herb Marsh, Australian Catholic University, and Theresa Dicke, Australian Catholic University
A major survey of Australian school principals finds they are copping abuse from parents and students on top of huge workloads. Many experienced leaders say they might leave the profession.
Diplomacy and national security rely on expertise in foreign languages and cultures. Australia and New Zealand need to address the looming deficit in university foreign language courses.
Our study suggests the evidence for banning mobile phones in schools is weak when you look at the impact on academic results, student wellbeing and cyberbullying.
A survey of Indigenous people found almost one quarter had not heard of STEM. But more than 80% saw a connection between science, technology, engineering, maths and Indigenous culture.
Enrolling girls will not automatically make a boys school more inclusive. Schools need to look at things such as what is taught, extra-curricular activities and support for students.
The accord calls for meaningful steps to increase the numbers of Indigenous graduates and Indigenous leaders in higher education. In a post-referendum Australia, this is more important than ever.
State and federal education ministers have agreed university offers should not be made to Year 12 students before September this year. Previously they have been made as early as March.
The push to increase enrolments to 1.8 million by 2050 comes at a time when classes are heading online. This makes it harder to foster a vital sense of belonging for students.
The Universities Accord final report makes recommendations that could significantly change what many Australian students pay for their higher education.
The Universities Accord final report proposes Australia adopts a ‘needs-based’ funding model. On top of base funding, there would be extra loadings to support equity students.
The 400-page report is the first broad review of Australian higher education since 2008. It contains 47 recommendations covering ground from course fees, to funding and support for students.
Children are often allowed to freely explore their identities in early childhood services. But when they get to school, they are categorised as ‘boys’ or ‘girls’.
We tend to think when children are using screens, they are passive and sitting still. But they can move in response to what they watch. Or get inspiration for what to play next.
Multiplication facts typically describe the answers to multiplication sums up to 10x10. They are called “facts” as it is expected they can be easily and quickly recalled.