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Essay on influences that have shaped early childhood curriculum in australia
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In 1867, the original Department of Education was established to gather helpful information on schools and teaching to establish effective school systems for the States (US Department of Education, 2016). In 1890, the Second Morrill Act was passed establishing the “then-named Office of Education responsibility for administering support for the original system of land-grant colleges and universities” (US Department of Education, 2016). Many additional notable acts were passed throughout the years to facilitate the present US Department of Education. In 1980, the Education Department was established by fusing offices from numerous federal agencies (US Department of Education, 2016). The mission now is focused on establishing policies on federal …show more content…
In 1982, Australia passed the Freedom of Information Act 1982 (the FOI Act) which allows “the Australian community access to information held by the Australian Government” (Department of Education and Training, 2017). The Department of Education and Training establish national policies and accessible quality programs, such as “early child care and childhood education, school education, higher education, vocational education and training, international education and research” (Department of Education and Training, 2017). The Department is structured with two Ministers of Education at the top. Under the Minister’s is the Secretary, then the numerous associate and deputy secretaries, who are all accountable for distributing services provided by the department. “Section 35 of the Public Governance, Performance and Accountability Act 2013” demands that a corporate plan is published annually and include: an “introduction, purpose, environment, performance, capability, and risk oversight and management of the entity” (Department of Education and Training, 2017). The Department collaborates with states, territories and non-government education providers to ensure “quality early learning, schooling, improved student outcomes and transitions to and from school through parent engagement, quality teaching and learning environments” (Department of Education and Training, 2017). The Department has several school programmes, such as Australian Curriculum, Assessment and Reporting Authority (ACARA) and Funding for schools. The Department supports Higher Education through polices, funding, and programs, such as the Higher Education Standards Panel (HESP). Other programs supported by the Department are Higher Education Research, Early Learning, Early Childhood and Child Care, and Parent Information. Diversity is the main goal of the workplace at the Department of
During the 1800s our country was experiencing a significant push for progress and innovation. Businesses were booming as a result of the Industrial Revolution, and the nation was facing the struggles that come with racial controversy. The need for education was considerable; however, higher education was limited to only prestige individuals. Moreover, the only colleges were either private or faith-based, making it even more difficult for working class citizens to be admitted. Justin Smith Morrill, a Republican legislator from Vermont, recognized this demand and initiated a plan to increase accessibility to advanced curriculum. Morrill pushed the idea to organize public institutions that offered agriculture and mechanic education and training. His emphasis on more practical skills instead of the arts was faced with much opposition. Angered legislators feared that creating A&M colleges would deplete the budget and jeopardize the integrity of established universities. They also expressed their view that the government should not make decisions regarding higher education. Among those who resisted Morrill’s proposal was President James Buchanan, who vetoed Morrill’s original plans in 1857. Fortunately, Justin Morrill would gain another supporter during the following presidential election.
In the year of 1862, Abraham Lincoln signed the Morrill Land Grant Act providing funds for the creation of land-grant schools in each state in the United States of America. Specifically, this act gave each state “30,000 acres…to establish a college that would promote education in agriculture, mechanics, classical studies and military tactics” (Morrill Act). The act provided each state with government funds to purchase the land, but the state itself was required to find the capital to erect the buildings. The Morrill Act was initially introduced to President Buchanan, but he vetoed it based on his belief that it was “financially draining for the Treasury, a threat to existing colleges, and unconstitutional” (Morrill, J.). On the second occasion
The Australian Curriculum is organised in a few different ways. There are two main design elements, Curriculum content (what the teacher is to teach) and Achievement standards (what the student is to learn). There is also Reporting Framework which incorporates elements of both areas. These elements were designed to provide guidelines as to what would be included in the Australian Curriculum. The Curriculum Content is organised into categories (strands), and are presented with descriptions to report and describe what is to be taught at each year level. Together, these descriptions form the scope and sequence across all covered years of schooling (Foundation to Year Ten). The areas of study covered in each year build upon the previou...
The Australian Curriculum is fluid, ever-changing and highly politicised. There is constant debate surrounding what should, and should not be taught in Australian schools. The Humanities and Social Sciences (HASS) Curriculum in particular, has undergone dramatic changes over the last few years. This essay will critically analyse two provocations relating to the HASS 7-10 curriculum, and some of the surrounding issues that HASS teachers contend with on a day to day basis. The first provocation, the purpose of Civics and Citizenship teaching is to teach about democracy, not for democracy, will be examined in relation to opinions regarding left-wing bias in the Civics and Citizenship curriculum, and the idea that the course teaches too much ‘for’
Adults who work in schools must be up to date and aware of the current curriculums in the countries they live in. Children and young people must have a well balanced curriculum that adheres to the outcomes of the Every Child Matters
The public’s education is mostly provided by state and local government public policies. These policies are especially important to the distribution and redistribution of opportunity. Several policies and organizations have ameliorated the education process by changing the schooling system to educate more individuals. After Sputnik, America heightened its science and mathematics programs to compete with the Soviet Union. The federal government has also used education to promote equality of opportunity (through its support of racial desegregation). During the Reagan administration, the government focused on the pursuit of higher standards, rather than equality of opportunity. The government has also funded higher education and opened more doors to Americans to achieve a plethora of educational
The National Education Association began in 1857 when 43 educators gathered after there was a national call to unite as one voice in the cause of the public education. Nearly one hundred years before the NEA was formed the requirements for teaching were to read, write, and stay out of trouble. This lead to a reform that transformed to the education system we see today, including public schools and professional training for teachers. Even after these changes, many teachers made less than $100 a year, and worked in a one-room schoolhouse. Although education associations existed at the state levels, including 15 of the 31 states in the Union, there was no national organization to serve as a voice for teachers in America. At this time an invitation to the nation’s educators would be sent out to unite and form, as we call it today, the National Education Association.
The development of a national curriculum for Australia is not a new endeavour (Marsh, 2010). The ideal is that national curriculum across Australia would mean that students are provided with a quality education that helps to shape the lives of the nations citizens and continue developing the productivity and quality of life within Australia. The Australian Curriculum Assessment and Reporting Authority [ACARA] have the task of developing and implementing a nationwide curriculum. ACARA (n.d.-c) claims have addressed needs of young Australians while considering that changing ways in learning and challenges will continue to shape students education in the future. A look at what the Australian Curriculum is, its purpose, structure and scope, learning theories and teaching processes and whether the curriculum has the capacity to meet the needs of 21st century learners will show that the initial construction of a national curriculum appears to be successful. However, the effectiveness of the Australian Curriculum will only be able to be evaluated in the future after implementation across the country.
In Australia, the Australian Curriculum and Reporting authority (ACARA) has developed national curriculum and guidelines to be adhered to by all educational entities and teachers from years K – 12.
The Australian curriculum has been designed for children in their schooling years from foundation to year twelve. Currently the curriculum has covered four learning areas (English, Mathematics, Science and History) from kindergarten to year ten. “The Australian Curriculum describes knowledge, skills and understanding organised by learning areas.” (ACARA, 2010 d). Each learning area contains a: rationale – describing the nature of learning, aims – the intended result of learning from the curriculum, year level description, strands – interrelated broad organisers for the content in each learning area, content descriptions – describe what teachers are expected to teach, content elaborations – content description sup...
Goodchild, Lester F. "History of Higher Education in the United States," The History of Higher Education, Eds. Harold Wechsler, Lester F. Goodchild, and Linda Eisenmann, 2007 (90)
It was during a time when the workforce was slow from the aftermath of the war and higher education was becoming a need in order to pursue more knowledge in hopes of finding successful, stable careers. Many families went into debt in order to pay for their children to attend college. With the exception of its military academies, the U.S. federal government does not directly support higher education. Instead it offers loans and grants, dating back to the Morrill Act during the U.S. Civil War and the "G.I. Bill" programs applied after World War II.
On February 17, 2009, the American Recovery and Reinvestment Act was signed into law (US Dept of Education). According to the Executive Summary of the US Department of Education’s website the purpose of this act was to stimulate the economy, create jobs, and provide funding for education. To encourage education reform at the state level, the competitive grant program, “Race to the Top,” was implemented. This allowed states to apply for grants, provided that certain education reform was taking place within states’ schools. One particular condition under this campaign has led to much debate within our education system, implementing a pay system based on a teacher’s academic performance and the methods used to determine this (US Dept of Education).
Keating, J. 1998. Australian Training Reform: Implications for Schools (Revised Edition). Curriculum Corporation, Melbourne, Victoria.
All throughout the United States for the past several years, states are “hurting because of falling state revenues,” (Emeagwali), and schools are trying to cope with tremendous budget cuts that are resulting in less funds provided for educational services. These cuts are putting pressure on everyone invested in the education system, including students, teachers and any other administration within them (qtd. in Johnson 2), and the reduced budget is not solely affecting any particular level of schooling either. All levels of education, ranging from primary learning to advanced, have been affected (Emeagwali). Additionally, it is not just one or two states having to adjust their budgets; by 2002, “at least 40 states [had] been forced to consider budget cuts,” and these cuts have taken their toll on the amount of funding designated towards educational opportunities (Feldman). As pressures hit hard on state governments, a rise in educational budget cuts has resulted in deleterious effects on the level of education provided to students. As a result, researchers and infuriated teachers and parents have begun supporting education as it is ignored by government administration.