Australian schools

Asylum seekers have a right to higher education and academics can be powerful advocates

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Oceania/ Australia/ 15.10.2019/ Source: theconversation.com.

 

Australia’s refugee policy has led to a two-track education system. Those processed offshore, and deemed refugees by the time they have arrived in Australia, are entitled to fee support for university. But the almost 30,000 boat arrivals, considered illegal entrants, can only access temporary visas. This means a degree has to be paid in full, making it the impossible dream for most.

Policies limiting education follow a political narrative that labels boat arrivals “illegal”. This narrative is difficult to change without widespread community support.

Groups like the Asylum Seeker Resource Centre are training members of the public in how to talk about people who escape harm, rather than debating the legalities of seeking asylum (“It’s not illegal to seek asylum”). These efforts require a range of community leaders, not just stereotypical activists, to rewrite the narrative.

My PhD research on advocacy communications indicated many academics are unsure of how to support people seeking asylum. Advocacy is often seen as an activity for seasoned activists. But like the campaign to get kids off Nauru, led by Australian doctors, academics can play an important role as thought leaders who can influence the hearts and minds of a younger generation.

The right to education

Education is often interrupted for children in conflict situations and when escaping harm such as war or ethnic persecution.

Children who have arrived by boat and sought asylum in Australia will have experienced even longer periods of education disruption in detention centres. In terms of education, these are suitable only as transitory environments, as they lack adequate teaching staff or resources for longer-term schooling.

Children’s education is interrupted when they flee conflict and spend long periods in detention. Eoin Blackwell/AAP

Australia has no law specifying how long children may be kept in detention. One report estimated this was an average of eight months in 2014, though it can be as long as two to three years.

The Research Council of Australia commissioned research in 2015 to capture the human cost of disrupted and limited education for these children. One Iraqi teen said:

I lost my dad, I lost my brother and I couldn’t stay anymore. I came to be safe here. I came here in 2012. I’m not allowed to work, there are no funds for me to study. When I arrived I was 17. Imagine if you are 17 and you are not allowed to go to school. There are not funds for you to go to school. Now I’m almost 20 […] When can I go to school? When can I go to college? When can I have an education?

An estimated 4,000 children recognised as asylum seekers were in Australian schools in 2015. Under current legislation, they would be denied fee support for university.

Asylum seekers are only entitled to temporary three-to-five-year visas, which require them to pay A$30,000 on average for a degree. This is because Commonwealth-supported degrees are given to citizens or permanent visa holders only.

Improving access to higher education can improve social inclusion and resilience, and help people seeking asylum make a positive contribution to society.

Working migrants are thought to balance an ageing Australian population and shrinking tax base. This is particularly true for recent arrivals from Africa and the Middle East with a high number of children, or second-generation refugees, who will be schooled in Australia.

One study found 80% of these children would be employed in white-collar professions if they earned a bachelor degree or higher. They would also be twice as likely to be employed than if they had only a diploma.

Academics can be activists

Several Australian universities clearly support people seeking asylum. For example, there are 21 full-fee-paying scholarships available to asylum seekers to offset the otherwise impossible costs of a university education.

Other initiatives include Academics for Refugees, with representatives from a number of universities, who want to add their voice to campaign issues. Many academics are using research and teaching to question assumptions and influence students as well as decision-makers.

Academics may not feel confident being advocates, but the potential of a professional voice is clear. #KidsOffNauru was initiated by a group of doctors with access to children in detention. They called on the government to release children on the grounds that long periods of detention were detrimental to their health.

The campaign to get kids off Nauru started with an open letter written by over 5,000 Australian doctors. Lukas Coch/AAP

Medics may be unlikely lobbyists, but they added a credible voice on childrens’ physical and mental safety. Advocacy groups credited the campaign with the release of more than 100 children from detention in 2018, though the Australian government claimed it had already been reducing these numbers.

 

Universities have championed significant improvements for migrants in the past through narratives that challenged dominant political discourse. For example, the 1960s DREAMers movement led to the tabling of the DREAM (Development, Relief and Education for Alien Minors) Act. This would have granted legal status to certain undocumented immigrants who were brought to the US as children and went to school there.

These teens had grown up in the US without permanency. They told stories about their American dream and initiated sit-ins and pray-ins across college campuses. The DREAMers campaign transformed the immigration debate in the US, keeping the plight of undocumented migrant youth on the radar.

There are clear parallels between the Australian and US debates around who deserves a permanent visa, with the education rights that come with it. However, an Australian narrative around the ethics of education access is yet to emerge.

Australian academics can help write this narrative through coordinated advocacy and existing research networks, or creative campus initiatives that give a voice to students impacted by immigration policy.

Academics are well placed to shine a spotlight on the human and economic costs of limiting higher education pathways for people seeking asylum.

Source of the notice: http://theconversation.com/asylum-seekers-have-a-right-to-higher-education-and-academics-can-be-powerful-advocates-121753

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Australia must fix school inequity to create a top education system

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Oceania/Australia/ 20.08.2019/ Source: www.abc.net.au.

About a year ago my life turned upside down, literally.

My wife and I, with our two school-aged children, moved to Sydney from Helsinki.

We soon realised that Australians do not walk upside down. But there were some things that we were not prepared for.

Ever since we arrived in our new hometown, people were curious to know how we chose a school for our sons.

For us it was no-brainer — the neighbourhood public school.

But most parents in our shoes, we’ve been told, would explore the vast school market in Sydney to find the best available school, and the best value for money, for their children.

Education is a human right

Where to find the best school for your children sounded like a strange question to us.

Back in our old home, just like most other Nordic countries, the best school for our children and everyone else’s is the local public school.

This privilege is not a lucky coincidence but the result of deliberate public policies that view education as a human right rather than a commodity.

Interestingly, in some countries parents can be quite confident that any public school is a good school. At the same time, in some other places finding a school for your child can be a major headache.

It doesn’t have to be this way.

It all starts from an understanding that the importance of education to a society can be judged not just by how much is spent on education but by how public money is invested to serve everyone’s individual needs and desires in as fair way as possible.

Rich countries vary greatly regarding how much of their national wealth is invested in schools.

Nordic countries typically cover about 99 per cent of their total education expenditure from taxpayers compared with 81 per cent in Australia.

Furthermore, in OECD countries, on average, four out of five children attend public schools.

In Australia it is three out of five children.

The relationship between funding and excellence

Again, this is not by accident. It is a result of the public view about the importance of education as a common good.

During my work for and with a number of senior politicians, I have learnt that a government’s budget is not just a financial document, it is also a moral one.

What policy-makers need to understand better is this: How schools are funded is a fundamental question for those wishing to achieve educational excellence in schools. Here is why.

About a decade ago the Organisation for Economic Cooperation and Development (OECD) discovered that the most successful school systems are those that combine excellence and equity in their education priorities.

Equity in education, as defined by David Gonski’s Review panel, is to «ensure that differences in educational outcomes are not the result of differences in wealth, income, power or possessions».

The OECD’s data from its PISA (Programme for International Student Assessment) studies since 2000 suggested that, indeed, those education systems that had established systematic mechanisms to finance schools based on schools’ socio-economic makeup and children’s educational needs tend to do better overall.

The OECD went even further in its policy advice to governments.

In its 2012 publication titled Quality and Equity in Education: Supporting disadvantaged students and schools, it stated:

«School choice advocates often argue that the introduction of market mechanisms in education allows equal access to high-quality schooling for all. Expanding school choice opportunities, it is said, would allow all students — including disadvantaged ones and the ones attending low performing schools — to opt for higher quality schools, as the introduction of choice in education can foster efficiency, spur innovation and raise quality overall. However, evidence does not support these perceptions, as choice and associated market mechanisms can enhance segregation.» (p64)

Instead of increasing school choice, the OECD suggests that governments should invest more systematically in equity in education.

For many OECD countries that has meant a faster, smarter, and fairer way to achieve educational excellence.

The OECD suggests that school choice should be managed to balance parental choice while limiting its negative impact on equity.

Competition between schools delivers bad outcomes

In this subject Australia has not been a very good pupil in the class of OECD countries.

And we should know better.

Parental choice is an idea that became commonly known as a consequence of Milton Friedman’s economic theories in the 1950s. Friedman stated that parents must be given the freedom to choose their children’s education and encourage competition among schools to better serve families’ diverse needs.

Friedman’s school choice theory has been tested in large- and small-scale settings around the world since then.

School voucher systems in Chile and Sweden, charter schools in the US, and academies in England, are examples of mechanisms to advance parental choice and private schools.

Results over the past half a century have not been what Friedman expected.

In 2013 the Grattan Institute in Australia concluded:

«By increasing competition, government policies have increased the effectiveness of many sectors of the economy. But school education is not one of them.» (p35)

Instead of asking schools to race against one another for better outcomes, state and federal strategies should introduce incentives that would encourage collaboration between schools and guarantee that all schools have sufficient resources to cope with inequalities that children bring with them to school every day.

So what do I think of Australian schools?

Now, after almost a year here, friends overseas ask my opinion about Australian schools.

I tell them that based on what I have seen here, we have one of the best education systems anywhere. World class.

Then, I pause and say: But only for some children.

I believe I am right.

Some of the most interesting and innovative schools I have ever visited are right here, throughout this magnificent land.

Teachers and principals are advanced professionals akin to their peers in Finland, Singapore, or any other country.

But, as I have noticed, and what was well reported in recent ABC reportage, this world-class educational excellence is very unevenly distributed around this country and its communities.

Frankly speaking, «Rich school, poor school: Australia’s great education divide» is a depressing read.

Having world-class schools is not the same as having a high-performing school system.

David Gonski’s Review Panel in its 2011 report got it to the point:

«Funding for schooling must not be seen simply as a financial matter. Rather, it is about investing to strengthen and secure Australia’s future. Investment and high expectations must go hand in hand. Every school must be appropriately resourced to support every child and every teacher must expect the most from every child.»

In other words, we need to fix current inequalities in and out of schools before educational excellence can truly be achieved.

It is that simple. The evidence is clear and so should be the road ahead.

Source of the notice: https://www.abc.net.au/news/2019-08-14/australia-must-fix-school-inequity-for-top-education-system/11412438

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Why we need to take food education in Australian schools more seriously

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Oceania/ Australia/ 07.01.2018/ Source: theconversation.com.

Schools are expected to do a lot of important things. We frequently hear calls for schools to make children job-ready, help drive economic innovation, provide them with greater literacy and numeracy skills, maintain social cohesion and fairness through anti-bullying and gender equity programs, prevent obesity and promote students’ mental health. And much more. So what is happening about food in secondary schools?

The renewal of interest in food issues

In recent years, there has been a renewal of interest in food education, particularly in secondary schools. This is partly encouraged by celebrity chef television shows, the surge in obesity, growing unease about our environmental impacts, and the diverse, multicultural nature of contemporary Australian food. This range of interests is reflected in what is being taught in Australian schools.

The renewed interest is seen among various international innovations. One example is compulsory cooking programs in English and Welsh schools. These programs require students to develop an enjoyable meal repertoire consistent with the UK dietary recommendations, and sustainably source school food.

An associated venture is the Food Teachers’ Centre in London. This provides in-school professional development for food teachers.

How is food education taught in Australian secondary schools?

The current Australian curriculum splits food education into two streams: the health and physical education (HPE) stream and the design and technologies stream. Nutrition principles are taught in the HPE stream and food skills (such as cooking) are taught in the technologies stream. If a school is fortunate enough to have a year 7 or year 8 home economics course, the two streams may be combined in the one course.

The duration of food education courses in secondary schools varies a lot, from none to one or two hours a week, often for a year or less. At senior levels (years 11 and 12) elective subjects are offered in the various states and territories such as Food Technology or the new food studies curriculum in Victoria.

Research with home economics teachers in Queensland and elsewhere in Australia suggests time and resources are often inadequate for teaching the diverse knowledge and skills associated with food.

 

Aspects of food may be taught in science (such as food chemistry) or in humanities (such as cultural foods and environmental issues) or in PE. But most food education happens in home economics, and contrary to many people’s opinions, it is alive and well in many parts of Australia.

Food education takes place in preschools, primary schools and secondary schools, though in different ways and to different degrees. Programs like the kitchen garden scheme have been well received.

Many teachers deal with food, in all its aspects, across the school years. These include activities like growing food in school gardens, cooking it, analysing its nutritional properties and environmental impacts, exploring local farms, shops and food markets, taking part in BBQ or Masterchef style competitions and catering for schools and Fair Food Universities.

Research in secondary food education

A growing evidence base, mainly in the US, Canada, western Europe and Australia suggests food literacy and skills education programs lead to greater confidence in performing practical food skills, such as planning and preparing meals, interpreting food labels, basic food safety, food regulations. This, in turn, is associated with healthier dietary choices.

Australian research in this area has grown strongly over the past ten years. It has provided evidence for the establishment of several food literacy frameworks with focuses on food gatekeepers and families as well as broader environmental aspects of food systems.

Understanding how to read food labels can help people make healthier choices. from www.shutterstock.com

Recent research has shown many secondary school food teachers tend to favour practical domestic skills and associated knowledge. They express less interest in broader historic, social, environmental and ethical issues. Food and health professionals remain strongly supportive of food education – especially for acquiring practical skills – as does the general public.

Our recent work has also examined the views of parents and recent school leavers who live independently. Although they hold a broad spectrum of opinions, around two thirds see food education as an important life skills subject. Most think it should be compulsory for between one and three hours per week in each of years 7 to 10. These views contrast sharply with the priorities of most secondary schools.

Current and future challenges

Food education in Australian secondary schools is now facing several challenges. These challenges are related to changes in population health status, changing food patterns, food technologies, food and beverage marketing and environmental impacts.

The fundamental question is: Does it meet the present and future life needs of students and their families? At present, food education tends to be patchy, with some emphasis on students’ acquisition of food preparation skills but lesser coverage of environmental and social issues, marketing practices or family dynamics.

Possible solutions include providing more intensive education about food in university teacher education programs and continuing professional education for food teachers. These teachers also need more adequate timetable allocations and resources.

A comprehensive food education framework from pre-school to senior secondary school is required to prevent repetition and reinforce skills learned in the early years. This has begun in the UK and in the RefreshED program in Western Australia. A more focused curriculum across all years of education is required. This should be accompanied by continuing evaluation of the impact of food education on students, their families and the wider population.

Source of the notice: https://theconversation.com/why-we-need-to-take-food-education-in-australian-schools-more-seriously-106849

 

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