This report outlines actions that schools, government and industry can take to encourage girls to participate equally in engineering, maths and science lessons and discussions, and also promote women as role models in engineering, maths and science.
This strategy will guide action to shape the New Zealand early learning and schooling system to deliver equity and excellence in literacy and communication and maths teaching and learning.
The social and economic rationale of inclusive education: an overview of the outcomes in education for diverse groups of students
This paper reviews the existing evidence on the potential benefits and costs of inclusive education reforms. Specifically, the paper discusses the evidence on the shortcomings of current education settings for diverse groups of students – with specific sections on students with special education needs.
Inclusion of children with disability in early childhood and school age education and care: consultation summary report
This summary report provides a high level snapshot of the results of ACECQA’s consultations, which were subsequently provided to governments to inform their deliberations on the 2020 Review of the Disability Standards.
In this essay, 2020 E.G. Whitlam Fellow, Dr Alexandra Coleman, offers some policy options for consideration about how to ensure a person’s tertiary education experience and academic achievement enriches themselves, their lives and communities.
Drawing upon the insights of behavioural economics, this paper examines how learners access and use information, and what this implies for the design of public study and career choice websites that aim to effectively support student choice.
The COVID-19 pandemic has resulted in an unprecedented disruption to schools and learners in England. This research identifies three areas where the pandemic has the potential to open up new conversations about the future of schooling in England.
This discussion paper expands on the NCSEHE’s recent submission to the 2020 Review of the Disability Standards for Education (2005). It examines issues that the standards were developed to address, including institutional responses to disability, the identification of disability, curriculum development, accreditation and delivery, student...
Motivating students to achieve is one of the major challenges teachers face in the classroom. Teachers provide their students with a plethora of learning opportunities in the hope of spurring enthusiasm, sparking curiosity and capturing and inspiring interest to pursue goals for their future aspirations.
The Community Attitudes Survey examines personally-held and perceived societal attitudes about people with disability. The survey explored dimensions of attitudes including beliefs, feelings, and behaviours. This report presents results thematically based on survey content.
A smaller proportion of Australian teenagers are expecting to go to university or TAFE than they did fifteen years ago, according to this research.
This report describes Australian parents’ beliefs about the capacity of the current education environment to meet the educational needs of their children. The report is based on a survey of Australian ASG members and non-members conducted in May 2017.
The second edition of the ASG Parents Report 2016 investigates the state of education in Australia from parents’ perspective, and to understand how parents feel about the current educational environment in meeting their children’s learning needs. The 2016 report captures a broader snapshot of the...
The educational expectations of Australian children and their mothers: the longitudinal study of Australian children annual statistical report 2014
Provides a profile of mothers' and children's educational expectations and whether these change over time. Summary The research shows that the educational expectations of parents and children are important factors in predicting children's educational achievements and occupational outcomes. This chapter provides a profile of mothers'...
Educational expectations of Bhutanese refugee parents: have they been met post-settlement in Cairns, Far North Queensland
This study reveals that Bhutanese refugee parents held high expectation that their children would attend high school upon resettlement in Australia. The study also reveals that some Bhutanese refugee young people were denied enrolment to high school because of their age.
If there is any one message that can be drawn from the vast body of research and commentary on school education in Australia, it is that tinkering around the edges of schooling will not solve the widening gaps in educational outcomes that limit opportunities for...