COVID public health measures included school closures and a shift to online learning. This placed immigrant families at a disadvantage as they saw to their children’s emotional and educational needs.
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We must meaningfully include newcomers and refugees in the formulation of policies that address structural constraints that affect them during times of crisis.
Contact languages are widely spoken by many First Nations children. These languages must be recognised and valued in the classroom to better meet students’ learning needs.
Indonesia can serve as an important model for the Taliban of how Muslim nations and faith-based organisations can play a big role in expanding girls’ education.
The ‘multiplier effect’ of literacy empowers people by enabling them to meaningfully participate in society and improve their livelihoods.
There’s no perfect teaching approach guaranteed to prepare student teachers to teach subjects in English in a multilingual environment. But there are things universities can do to prepare them.
Training New Zealand students to be better at tests would probably improve their performance. But, as Finland has shown, there are better (if more expensive) alternatives.
Academic words are useful at school and university – but they can be tricky to learn.
Teachers still hold the key to children’s learning and no keyboard or screen can replace their role.
Schools reopening during the current coronavirus pandemic need to calculate class sizes to prevent the spread of disease and minimize disruptions.
Given what is now known about the mortality rates of COVID-19, the ongoing disruptions to children’s care, education and health are no longer justified.
Families play a vital role in the process of skill formation, which is just as important as the role of schools.
Government schools remain open but many parents are already voluntarily keeping their children home in an effort to ‘flatten the curve’.
When it comes to inclusive education, England has gone backwards, with more and more students placed in segregated provision or excluded from educational opportunities.
It’s easy to report on access and inputs, but much more difficult to achieve educational quality and meaningful outcomes.
Working class parents may be too busy to attend high school events, but they take an active role in their children’s success.
The damning report, released on Monday, says the decline is widespread and “equivalent to a generation of Australian school children falling short of their full learning potential”.
Kontributor teratas
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Research Scientist, African Population and Health Research Center
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Senior Lecturer in Education, Queensland University of Technology
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Senior Lecturer, Monash University
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Associate Professor, Principal Research Fellow, The University of Queensland
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Professor & Director, Institute of Child Protection Studies, Australian Catholic University
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Lecturer in Gender and Cultural Studies, University of Sydney
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Senior Lecturer in Health Education, University of Sydney
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Laureate Professor of Education, Director Teachers and Teaching Research Centre, University of Newcastle
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Professor of Digital Communications and Culture, The University of Sydney, University of Sydney
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Lecturer in Curriculum and Pedagogy with a focus on Educational Psychology, University of Southern Queensland
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Professor of Infectious Diseases, Monash University
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Senior Lecturer and Coordinator, Health and Medical Humanities, University of Sydney
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Professor of Economics and South African Research Chair in the Economics of Social Policy, Stellenbosch University
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Professor of Development Economics, Monash University
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Professorial Fellow, University of Canberra
