Australia

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Australia: Primary schools are losing more and more male teachers, so how can we retain them?

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Oceanía/Australia/Agosto del 2017/Noticias/https://theconversation.com/

The percentage of male primary school teachers in Australia has decreased in recent decades, from 30.24% in 1983 to 18.26% in 2016. Education authorities have responded to this with recruitment-focused initiatives, such as scholarships and quota systems.

But the continuing decline suggests more attention needs to be given to retaining those already in the profession.

Why the decline?

Men often leave teaching because of the gender-related challenges they face.

My PhD research has found the biggest challenges male primary school teachers face are:

  • uncertainty about physical contact with students;
  • an increased workload due to expectations to take on masculine roles; and
  • social isolation caused by difficulties in developing positive professional relationships with colleagues.

If male primary teachers have more effective coping strategies they might be able to deal better with these challenges, and consequently persist in the profession.

What are some coping strategies?

Participants in this study detailed several coping strategies and supports that enabled them to deal with these challenges and persist with teaching.

Some men described how they dealt with their fear and uncertainty about physical contact by employing a strict no-contact policy for their own self-protection. They used humour and playing sport with students at break times to build relationships with their students in ways that did not involve the physical contact strategies that their female colleagues used.

Other strategies they described included:

  • setting up their classrooms to minimise incidental physical contact;
  • never being one-on-one with students; and
  • moving to a public location to talk with students.

Many indicated they were happy to give an upset child a hug. However, they were fearful of other people perceiving the contact as inappropriate and making a career-ending accusation.

Those men who were prepared to make the same physical contact as their female colleagues were generally older, more experienced and had worked in their schools for many years. This had allowed them to develop trust and rapport within their school community.

Several participants discussed the gendered double standards on physical contact. They noted the media sensationalising of inappropriate behaviour by male teachers, with much less attention when accusations were later proved false.

Teaching has intensified

Although the substantial intensification of workload in recent decades has affected all teachers, previous research has noted that male primary school teachers report higher workloads than their female colleagues. This is because of expectations to perform roles such as behaviour management, manual labour, sports coaching, and being responsible for subjects such as science and ICT.

Participants reported they were expected to perform these roles, and seemed to have accepted this as a part of their job.

Men primarily employed strategies such as arriving early at school and recycling lessons from previous years to use their time more effectively, and cope when additional behaviour issues arose. They also sought help from other men working at the school, such as the groundsman to help with manual labour.

Many said strong support from their principal was a vital component of their ability to cope with this challenge.

Participants said they generally got on well with their female colleagues. But they felt socially isolated because they did not have many colleagues, particularly male ones, with common interests. This isolation was particularly evident in the staff room at break times.

Men coped with this challenge by using strategies such as being proactive in identifying common interests for conversation topics, developing positive professional relationships with trusted female colleagues they could rely on for support, and pursuing out-of-school hobbies such as clubs and sport. There they could interact with more men and “balance” their female-dominated work environment.

Men also described self-isolating behaviours such as reading the paper and going back to their office to do work.

Several themes emerged as participants described their strategies for dealing with these gender-related challenges. These included the influence of traditional constructions of how men should and shouldn’t act, schools perpetuating these societal constructions, and the importance of having strong support from colleagues and school leaders.

These factors all need to be considered if more men are to be retained in teaching.

Fuente: https://theconversation.com/primary-schools-are-losing-more-and-more-male-teachers-so-how-can-we-retain-them-82017

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Australia: Reward or punishment: finding the best match for your child’s personality

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Oceanía/Australia/Agosto del 2017/Noticias/https://theconversation.com

One of the more frustrating assumptions in the mix of modern parenting advice is the “tabula rasa” idea that all kids are born as identical clean slates.

I suspect the increase in this attitude is partly due to the loss of large families. With the total fertility rate in Australia down to 1.88 children per woman, the acceptance that some people are lucky enough to get a “beginner’s baby”, compared with one who takes them straight to advanced level, has very much diminished.

Somewhere along the line we have lost the appreciation of intrinsic personality differences, which has led to a frustratingly common belief that a one-size-fits-all approach to shaping behaviour and discipline will always work.

Further reading: How to discipline your children without rewards or punishment

Someone frequently will preach intervention X, which you try, and it doesn’t work. What’s the typical response? “Oh you mustn’t have done it properly” rather than “oh, your kid mustn’t share the same motivations as my kid, let’s figure out what drives them and work with that”.

One size doesn’t fit all

Yet research tells us that babies differ wildly in their natural temperaments, as early as in the womb.

Here’s a pair of babies I prepared earlier, in the same womb, at the same time. What does this picture below tell you about their temperament and subsequent personality as they’ve aged?

The Sharman twins have very different personalities. Rachael Sharman, Author provided (No reuse)

If you guessed the boy on the right is now an extroverted, adventurous, sociable young man – you guessed right. And if you guessed the girl on the left is a highly cautious introvert (despite 21 years of relentless CBT from her mother) – spot on.

So how could these two children possibly be expected to respond favourably to the same discipline techniques? Can you imagine Anxious Baby Girl knowingly breaking a rule; can you imagine Novelty-Seeking Boy being able to stick to one?

This is where modern-day parenting advice regarding “appropriate” disciplinary techniques typically falls apart. The assumption is that all children are alike, but what happens if you don’t have angel-baby who is interested in pleasing others or responds positively to praise?

What if your child gets excited by pushing boundaries and breaking rules, is aggressive and angry, morose and difficult, even downright anti-social? All of these are possible personality styles – so how can you best manage problematic behaviour in the context of such different temperaments?

Tailoring the response to each child

The answer lies in understanding your child and what makes them tick.

An easy mistake to make is trying to apply a punishment (a response designed to reduce or extinguish a behaviour) but in doing so, inadvertently supplying a reward (which reinforces and increases the behaviour).

If your child loves attention for example, any form of attention (including yelling or a smack) may well act as reward. For example, my attention-seeking adult boy now invests a substantial amount of energy winding up his grandmother to earn himself a “smack” – which he finds hysterically funny.

Time-out, on the other hand, especially if it removed his audience, was a very effective punishment for him.

Conversely, imagine what happened when I put my scaredy-cat daughter in time-out. She loved it. Her quiet nature craves alone time, so what was intended as a form of punishment in her case would act as a reward.

In fact, allowing someone with a naturally anxious disposition to “withdraw” or “avoid” (for example, not going to a party, getting extensions on a deadline) may actually reinforce or enable poor coping strategies. It’s a tricky balance.

Children differ cognitively, too. A child with a poor attention span and limited working memory will need an immediate reward or punishmentrather than delayed for it to work.

This is where a short sharp smack can become a very seductive technique for some parents; in contrast to other children who have highly developed verbal skills and memory, where parents can wax lyrical to negotiate future expected behaviours.

Children with serious behaviour problems

When we delve into the really complicated cases, University of Sydney professor Mark Dadds has been working with a fascinating group of an estimated 0.5% of children who, despite loving parents and a good upbringing, don’t respond to disciplinary approaches at all.

While these children are few and far between, they highlight an unpalatable possibility – that no standard disciplinary technique will work for these difficult little characters. These children and their parents require highly specialised neuro-psychological training to edge them towards more effective approaches.

In debating the pros and cons of all the available disciplinary approaches out there, don’t fall into the trap of believing that just because an intervention worked for your child, it will automatically work for everyone else’s.

In fact, the same technique applied to a different child might even exacerbate the problem. When it comes to effective discipline, what works well or even what works at all will depend on the child.

Fuente: https://theconversation.com/reward-or-punishment-finding-the-best-match-for-your-childs-personality-81894

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Australia: NAPLAN is ten years old – so how is the nation faring?

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Oceanía/Australia/Agosto 2017/Noticias/https://theconversation.com/

 

The NAPLAN 2017 summary results have been released with the usual mix of criticism, high hopes and panic that marks the yearly unveiling of data.

This year’s results will generate particular interest, as 2017 is the tenth time NAPLAN has been conducted since it was first introduced in 2008.

The final report is not due until December, but the summary results provide a useful opportunity to reflect not only on how young Australians have fared over the past year, but also over the past decade.

What does NAPLAN test?

NAPLAN takes place every year and assesses Australian school students in years 3, 5, 7 and 9 across four domains: reading, writing, language conventions (spelling, and grammar and punctuation), and numeracy.

NAPLAN is a “census assessment”. This means it tests all young people in all schools (government and non-government) across Australia.

NAPLAN uses an assessment scale divided into ten bands to report student progress through Years 3, 5, 7 and 9. Band 1 is the lowest and 10 is the highest.

Each year, NAPLAN data for every school in the nation is published on the publicly accessible My School website.

The Australian Curriculum, Assessment and Reporting Authority (ACARA), which manages NAPLAN and My School, suggests the test and website increase transparency, and allow for fair and meaningful comparisons between schools.

Others, however, argue the website has transformed NAPLAN into a “high-stakes” test with perverse consequences.

How do 2017 data compare to 2016 data?

Compared to 2016 results, 2017 data show:

  • no statistically significant difference in achievement in any domain or year level at the national level;
  • South Australia had the only statistically significant change out of any state or territory, with a decline in Year 3 writing achievement;
  • New South Wales, Victoria and the Australian Capital Territory continue to be the highest-performing jurisdictions, scoring above the national average across the majority of domains and year levels; and
  • the Northern Territory continues to significantly underperform on all measures when compared with other jurisdictions (see, for example, Year 3 reading trends below).

How do 2017 data compare to 2008 data?

Compared to 2008, 2017 data show:

  • no statistically significant difference in achievement across the majority of domains and year levels at the national level;
  • statistically significant improvements at the national level in: spelling (years 3 and 5); reading (years 3 and 5); numeracy (year 5); and grammar and punctuation (year 3);
Year 3 Reading results: 2008-2017.
  • Year 7 writing is the only area to show a statistically significant decline in achievement at the national level (based on data from 2011 to 2017);
  • Queensland and Western Australia stand out positively, showing statistically significant improvements across a number of domains and year levels;
  • despite high mean achievement overall, there has been a plateauing of results in New South Wales, Victoria and the Australian Capital Territory; and
  • students have moved from lower to higher bands of achievement across most domains over the past ten years. This is illustrated in the following graph that shows band shifts in Year 3 reading (green) and Year 9 numeracy (blue).
From 2008-2017 there has been a gradual redistribution of students from lower bands of achievement to higher ones in many domains.

How many students meet the National Minimum Standards?

Another important NAPLAN indicator is the percentage of students meeting the National Minimum Standards (NMS).

NMS provide a measure of how many students are performing above or below the minimum expected level for their age across the domains.

The 2017 national portrait remains positive in relation to the NMS, with percentages over 90% for the majority of domains and year levels.

Year 9 numeracy has the highest NMS percentage of 95.8% at the national level.

Year 9 writing has the lowest NMS percentage of 81.5% at the national level.

The Northern Territory continues to lag significantly behind the rest of the nation across all domains and years, with NMS percentages falling distressingly low in some cases. For example, only 50% of Year 9 students in the Northern Territory meet the NMS for writing.

What are the implications moving forward?

It is safe to say the nation is standing still compared to last year and has not made any amazing leaps or bounds since the test was first introduced.

This will be of concern to many, given one of the main justifications for introducing NAPLAN (and committing major investments and resources to it) was to improve student achievement in literacy and numeracy.

The general lack of improvement in NAPLAN is also put into stark relief by steadily declining results by Australian students on the OECD’s Programme for International Student Assessment (PISA).

Those committed to NAPLAN see improving the test as the best way forward, along with improving the ways data are used by system leaders, policymakers, educators, parents and students.

One major change in 2018 is that schools will begin transitioning away from the current pen and paper version to NAPLAN online. ACARA hopes this will produce better assessment, more precise results and a faster turnaround of information.

Schools will initially move to NAPLAN online on an opt-in basis, with the aim of all schools being online by 2019.

Only time will tell as to whether NAPLAN online has the desired effects and whether the current cycle of stagnating results will continue.

 

Fuente :

https://theconversation.com/naplan-is-ten-years-old-so-how-is-the-nation-faring-81565

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Australia:To empower students with effective writing skills, handwriting matters

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Oceanía/Australia/Agosto del 2017/Noticias/https://theconversation.com/

Writing is virtually part of everything we do. It is one of the most powerful tools used to communicate our knowledge, emotions and beliefs, across distance and time. Writing is also a fundamental part of the school curriculum as an outcome and as a means to demonstrate learning across subjects and grades.

However, the writing performance of school-age children is a matter of considerable concern. Educators and researchers from around the world have highlighted the challenges students face to master writing.

In Australia, NAPLAN results show a decline since 2011 in the writing scores of secondary school students (Grades 7 and 9). Recently released NAPLAN summary results show a decline in the writing scores of Grade 7 students at a national level. It also showed the lowest scores across the four domains assessed – reading, writing, language conventions and numeracy – in Grade 9.

These findings about the quality of writing in high schools are concerning. They stress the importance of understanding what may be hindering students’ writing development and performance.

Research suggests this may be related to the difficulties students exhibit in writing in the primary school years.

How much do we know about what predicts effective writing?

Historically, writing has received less attention than reading in empirical research.

But, in the last ten years, a solid body of research has shown that effective writing depends on the development of lower-order skills, such as handwriting and spelling, and of higher-order skills, such as planning and revising.

And there is a strong relationship between handwriting automaticity (often called fluency) and written composition. The ability to write quickly and effortlessly allows children to focus on translating ideas into writing, thinking about what they want to say about the topic at hand.

Poor handwriting may conceal the writing potential of primary school children. And teaching handwriting improves both automaticity and the writing quality of texts produced by students in primary and secondary schools.

However, little is known about the handwriting automaticity of pre-primary children, when formal writing instruction typically begins.

What is happening in classrooms?

We have an incomplete picture of what is going on in classrooms to teach writing across the world.

Most research on the teaching of writing has been developed in the US. Several national surveys there have examined the practices of primary and secondary school teachers. These surveys showed little time is devoted to writing instruction.

Research developed in the US and the UK also indicates that explicit handwriting instruction is not a daily practice, and that teachers may lack knowledge of evidence-based practices to teach handwriting.

Our research examined 177 children on their level of handwriting automaticity at the end of their pre-primary year; these children were enrolled in 23 classrooms from seven primary schools in Western Australia. The ABC task was used to measure students’ ability to access, retrieve and write letter forms automatically and accurately.

We also assessed teachers’ practices for writing instruction and the time allocated to teach specific writing skills.

Results indicate that 20% of the difference in children’s level of handwriting automaticity could be attributed to teaching practices, even when accounting for children’s gender and reading skills.

Our study findings also indicate the time devoted to teaching writing is highly variable, ranging from 20 minutes to five hours per week. This is worrisome. It suggests children may be spending less than the recommended 30-45 minutes of daily writing practice in pre-primary schools.

What’s next?

The large variability in writing instruction across classrooms in this Australian study highlights the need to develop more research to understand specific factors that predict writing development.

Unquestionably, understanding the multidimensional nature of writing is a challenge.

But it is one that needs to be pursued if we want to learn more about how to teach writing to substantiate teacher training programs and government policies to foster students’ effective writing developmen.

Fuente:

https://theconversation.com/to-empower-students-with-effective-writing-skills-handwriting-matters-81949

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Australia: Scant return for billions spent on education

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Australia/Agosto de 2017/Fuente: The Australian

Resumen: Una vez más, un nuevo conjunto de resultados del Programa Nacional de Evaluación – Alfabetización y Numeración demuestra que gastar miles de millones de dólares extra no es garantía de elevar el desempeño de las clases, especialmente en habilidades básicas como la escritura que son la base de la educación. La falta de un corolario de este tipo no es una novedad; hemos hecho muchas veces lo mismo en la última década. Sin embargo, es más pertinente que nunca en la actualidad, dado el compromiso del gobierno de Turnbull de gastar otros 23.500 millones de dólares en sus llamadas reformas de Gonski 2.0 desde el próximo año.

Yet again, a fresh set of results from the National Assessment Program — Literacy and Numeracy proves that spending billions of extra dollars is no guarantee of lifting classroom performance, especially in basic skills such as writing that are the foundation of further education. The lack of such a corollary is not new — we’ve made the same point many times over the past decade. It is more pertinent than ever at present, however, given the Turnbull government’s commitment to spend another $23.5 billion on its so-called Gonski 2.0 reforms from next year.

The slowest learners of all, unfortunately, are politicians. Faced with the news that South Australian students’ results in writing had gone backwards and that the state was last or second last in 16 out of 20 NAPLAN categories, yesterday’s knee-jerk response by the Weatherill government was predictable. It will spend another $70 million. How it spends it could make or break the academic, career and life chances of countless children. Federal opposition education spokeswoman Tanya Plibersek showed the same utilitarian thinking that has created the current malaise. Her spokesman claimed the Coalition was “holding Australian schools back — they are giving schools less funding and have no plan to improve them”. Not true. But Labor has promised to spend even more, another $17bn on top of the government’s needs-based reforms. In the real world, however, the vast sums already spent, $5bn over six years, have brought patchy improvements at best in reading and writing.

What has been well established by the most rigorous educational research is that the quality of classroom teaching is the greatest influence on student achievement. For that reason, the focus of reform and further investment should be on improving the expertise of trainee and qualified teachers in “the basics’’ of reading, writing and numeracy, especially in early years when foundations are set down for life.

The NAPLAN scores, and the reactions of different stakeholders, raise interesting issues. Yet again, the Australian Education Union showed how far removed it is from parents’ expectations when it claimed that placing excessive emphasis on the results was “simply a waste of time’’. We disagree, as do most parents, especially if their children can’t read, write or add up proficiently. Independent Education Union federal secretary Chris Watt was more constructive, raising legitimate concerns about non-academic learning crowding the school day such as “bike education, pet education … bushfire awareness’’ and much else. The Safe Schools and Respectful Relationships programs should be chopped for a start.

On the positive side, the progress (from a low base) of Year 3 and Year 5 children in the Northern Territory in reading, spelling, grammar and numeracy is encouraging and needs to be maintained as they progress through school. The fact that only half of the Territory’s Year 9 students meet minimum writing standards, however, demands urgent attention if the students’ chances of avoiding severe disadvantage in adult life are to be cut.

Across all states, the slump in writing scores at a time when children are texting and tapping more, from a young age, and handwriting less, raises questions about whether the move away from pencil and paper has impacted on their ability to put together sentences, paragraphs, a simple story or argument. Research is limited. But US studies show that handwriting in the early years helps in developing communication skills.

Education Minister Simon Birmingham is right to urge educators to look at what can be learned from high-achieving schools and applied in others. That goal should drive the government’s review into academic standards that will determine how the next $23.5bn in extra funding will be spent. Kevin Donnelly nailed the issue recently when he wrote: “It’s rare that a private business will invest billions without an idea of where or how the money will be spent. Not so with Gonski 2.0.’’ Australia cannot afford a re-run of the costly educational failures of recent years.

Fuente: http://www.theaustralian.com.au/opinion/editorials/scant-return-for-billions-spent-on-education/news-story/25f3212974dc17e8b012a664c6744ee1

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Más de la mitad de los universitarios en Australia sufrió acoso sexual en 2016

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Australia/01 de Agosto de 2017/Autor: EFE/Fuente: http://www.publico.es

La Comisión Australiana de Derechos Humanos ha dado a conocer por primera vez los datos que evidencian «la prevalencia y la naturaleza de este problema en las universidades».

Más de la mitad de los estudiantes de universidades de Australia sufrieron acoso sexual al menos en una ocasión durante el año pasado, ha informado hoy la Comisión Australiana de Derechos Humanos.

El informe de ámbito nacional basado en 30.000 entrevistas y publicado por primera vez por el organismo ha cifrado que el 51% de los estudiantes universitarios fue objeto de acoso sexual durante 2016.

De estos, un 21% fueron acosados en un «escenario universitario», lo que incluye el campus, actividades organizadas dentro o fuera del campus y en empleos en estas instituciones.

En el documento también se asegura que unos 2.100 estudiantes, el 6,9% del total, sufrió una agresión sexual al menos una vez en 2015 o 2016.

«Hoy, por primera vez, tenemos estadísticamente datos nacionales significativos sobre la prevalencia y la naturaleza de este problema en las universidades de Australia«, dijo la comisionada de Discriminación Sexual, Kate Jenkins, al presentar el informe.

El estudio definió acoso como «cualquier conducta no deseada de naturaleza sexual» y determinó que los casos más frecuentes fueron miradas (14 por ciento) y comentarios o bromas (11 por ciento).

También señaló a los estudiantes transgénero y de género diverso como más propensos a los ataques que los heterosexuales y a las mujeres, más vulnerables que los hombres.

En el documento se indica que de forma «abrumadora» los varones fueron generalmente los que perpetraron acoso y asalto sexual en ese período y que un gran número de víctimas no informa formalmente de estos incidentes a las autoridades de sus centros de estudios.

En estudiantes de postgrado, el acoso fue cometido en muchas ocasiones por profesores

«Un número significativo de estudiantes que fueron sexualmente acosados o asaltados conocían al agresor, que generalmente era un compañero de la universidad», se indica en el informe.

En el caso de estudiantes de postgrado, el acoso o agresiones fueron cometidos en muchos casos por sus profesores o tutores, añadió.

Nuevas medidas: Mejorar la respuesta institucional

La comisión incluyó en el informe nueve recomendaciones dirigidas a lograr un mayor compromiso para actuar de los líderes universitarios, mejorar la respuesta institucional a las denuncias e involucrar a órganos independientes para revisar las denuncias.

Universidades de Australia, organismo que representa al sector universitario del país, se comprometió a adoptar un plan de diez medidas, incluida la creación de una línea de apoyo de 24 horas operada por el servicio público contra violaciones y violencia doméstica.

«Enviamos hoy un claro mensaje de que estos comportamientos no son aceptables. Ni en nuestros campus ni en la sociedad australiana», dijo la presidenta de Universidades de Australia, Margaret Gardner.

El ministro de Educación, Simon Birmingham, ha solicitado a todas las universidades una respuesta al informe y a las recomendaciones dadas por la Comisión, indicó en un comunicado.

Fuente de la Noticia:

http://www.publico.es/internacional/mas-mitad-universitarios-australia-sufrio-acoso-sexual-2016.html

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Australia: Ministro ataca a oposición «alarmista» ante propuesta de reformas de la Educación Universitaria

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Simon Birmingham afirma que las universidades pueden lograr «economías de escala» para hacer frente a los recortes presupuestarios

Oceania/Australia/iStock
El ministro de Educación de Australia ha caracterizado como «retórica vacía» a los argumentos de quienes se oponen a los recortes de financiación propuestos a las universidades , e insiste que las instituciones pueden simplemente ser más eficientes para hacer frente a una pérdida de ingresos de aproximadamente $ 2.8 mil millones, lo que equivale a una reducción del 2,5 por ciento, por lo que las tasas de matrícula aumentará en un 7,5 por ciento bajo la nueva legislación elaborada por el gobierno.

Los vicecancilleres del país se han opuesto unánimemente a las propuestas, que también incluyen un nuevo modelo de financiamiento basado en el desempeño para la enseñanza y menores umbrales de repago de préstamos estudiantiles.

Pero Simon Birmingham, el ministro de Educación, golpeó de nuevo en las universidades, a pesar de divulgar datos que revelan que las universidades tendrán el financiamiento más bajo por estudiante en más de una década.

Un análisis del Departamento de Educación muestra que en 2009, cuando el financiamiento fue de $ 17,623 por estudiante, ninguna universidad estaba en el rojo. Pero en 2016, cuando la financiación per cápita había aumentado a 19.632 dólares australianos, al menos cuatro universidades estaban en déficit, según The Australian . Al mismo tiempo, la matrícula de estudiantes creció de 469.000 a 616.800.

«A pesar de algunas de las afirmaciones alarmistas, este análisis muestra que las declaraciones del juicio final son simplemente retórica vacía, porque las eficiencias claramente existen», dijo Birmingham, según el periódico.

«Seguramente hay economías de escala que nuestras universidades pueden lograr y reducciones en el gasto discrecional innecesario que pueden aplicar para satisfacer una modesta disminución en la tasa de crecimiento de la financiación de los contribuyentes».

Representantes de las Universidades de Australia se dirigieron el 25 de julio al Comité Senatorial de Educación y Legislación de Empleo para alertar que un componente del proyecto de ley, el dividendo de eficiencia, reducirá la financiación total de la base a las universidades en unos A $ 300 millones al año para 2021. «Esto equivale a quitar una universidad del sistema», dice en un comunicado.

«Sin un financiamiento adecuado, sostenible y predecible, las universidades no pueden abrir sus puertas para apoyar adecuadamente, o proporcionar la calidad de la educación esperada por todos aquellos con la capacidad necesaria para completar una educación universitaria. No pueden emprender la investigación líder en el mundo que salva vidas y transforma industrias o asegura la transición exitosa de Australia a un futuro basado en la tecnología muy diferente donde el aprendizaje permanente, el perfeccionamiento y la renovación de conocimientos son las nuevas normas «, agrega el comunicado.

Fuente: https://www.timeshighereducation.com/news/australia-minister-attacks-alarmist-opposition-he-reforms

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