Maximising In-country Experiences. The Strategic Context 16 May, 2012 Chris Wardlaw, Deputy Secretary Strategy and Review Group Department of Education.

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Presentation transcript:

Maximising In-country Experiences

The Strategic Context 16 May, 2012 Chris Wardlaw, Deputy Secretary Strategy and Review Group Department of Education and Early Childhood Development

Maximising In-country Experiences We can learn from other education systems (schools) even though the contexts differ

Maximising In-country Experiences

Victoria Top 2 levels (5 & 6) in maths proficiency PISA 2009

Maximising In-country Experiences Aspirational or minimum standards? 85% HK P3 students meet minimum standards in mathematics 96% in Australia (NAPLAN) ?

Maximising In-country Experiences 2 further complacency busters 1. Hong Kong topped PISA in Problem Solving in Shanghai students enjoyed reading more than any other 15 year olds (Shanghai topped reading in PISA) But…

Maximising In-country Experiences Student Attitudinal Factors Confidence in mathematics (Grade 8) (TIMSS)

Maximising In-country Experiences Catching up: Learning from the best school systems in East Asia Provide high quality initial teacher education Provide mentoring that continually improves learning and teaching View teachers as researchers Use classroom observation Promote effective teachers and give them more responsibility for learning and teaching Source: Grattan Institute

Maximising In-country Experiences Victoria as a Learning Community builds on earlier waves of reform 3 non-negotiable principles Local decision-making Engagement through choice Community ownership Underpinning concepts Professional Trust Default Autonomy Developing a learning community – the third wave of reform

Maximising In-country Experiences VLC – Five interrelated reform areas The Goal Student Outcomes Curriculum reform: ‘essential’, Victorian Baccalaureate, industry themed pathways The Foundation Order and Inclusion ‘Orderly environment’, Alternative settings The Driver School innovation Culture, Discipline/Evidence The Facilitator School Partnerships School to school, School to DEECD, School to parent, School to community, School to other partners The Context Internationalising Education Languages, Outlook, Intercultural Understanding

India 56% China 53% South Korea 53% Indonesia 49% Burma 46% Pakistan 42% Iran 38% Afghanistan 37% North Korea 30% COLD WARM New Zealand 83% Canada 80% Germany 68% USA 67% Japan 66%

Indonesians & Australians: main fear? Source: Roy Morgan Research, August 2008 Indon No1 worry: Separatists. (And Aussie “meddling”) Aussie No1 worry: Climate. (Not enough Indons care).

Maximising In-country Experiences Submissions to the White Paper on Australia in the Asian Century Victorian Government SubmissionAEF Submission Internationalising Australian Industry International education Tourism and international travel and the flow of people Food and agriculture Investment attraction and foreign investment approval Government policy settings and strategies required to ensure that Australian primary and secondary schooling adequately equips young Australians – and Australia – for the Asian Century Positioning Australia and Victoria globally Strengthening national dialogue and action on trade, investment and Asia relations Free Trade Agreements and other initiatives Skilled migration Cross-curriculum study of Asia – Asia literate Australian Curriculum Building Strategic Relationships The importance of economic and social links with Asia Asian languages education Developing Knowledge, Intercultural and Linguistic Expertise Enhancing Australians’ and Victorians’ Asia literacy skills Australia's Asia Literacy Action Plan, – a bi-partisan long- term, national action plan for Asia literacy that includes three strategic interventions: Ensure national coordination and collaboration of strategies Build up the Asia capability of Australia's education workforce Increase the value students, parents and the community place on Asia knowledge and Asian languages

Maximising In-country Experiences ‘Asia literacy’ histories, geographies, societies, cultures, literatures and languages