Wednesday, July 19, 2017

Review into Australian regional, rural and remote education calls for submissions

Submissions to the Independent review into regional, rural and remote education, close 29 August 2017. The 59 page discussion paper by the review chair, Emeritus Professor John Halsey, of Flinders University, has nine themes:
  1. Curriculum and assessment 
  2. Teachers and teaching 
  3. Leaders and leadership 
  4. School and community 
  5. Information and communication technology
  6. Entrepreneurship and schools
  7. Improving access – enrolments, clusters, distance education and boarding
  8. Diversity
  9. Transitioning beyond school 
From page 9 

Questions asked:
6.1.1 Is the Australian Curriculum meeting the learning needs and interest of regional, rural and remote students?
6.1.2 Do current assessment processes help to improve the achievements of regional, rural and remote students?
6.1.3 How can schools be supported to deliver the Australian Curriculum in a flexible way to meet local needs?
6.1.4 Are there other examples of innovative ways in which curriculum is being delivered in regional, rural and remote schools?
From Page 23.
6.2.1 What key initiatives are helping to attract ‘top teachers’ to regional, rural and remote schools?
6.2.2 How can we improve retention of ‘top teachers’ in regional, rural and remote schools?
6.2.3 What professional development should be available for teachers, schools and communities?
6.2.4 What innovative approaches could be taken to support a high quality teaching workforce for regional, rural and remote school communities?
From page 26.
6.3.1 What needs to occur so regional, rural remote principals can devote most of their time and attention to student achievements in and beyond school?
6.3.2 What changes could be made to attract and retain experienced educational leaders for country schools?
6.3.3 What innovative approaches could be taken to support high quality leadership for regional, rural and remote school communities?
From page 28.
6.4.1 What new and innovative approaches are you aware of that improve the connection between schools and the broader community?
6.4.2 What motivates regional, rural and remote students to succeed and how can they be supported to realise their aspirations?
6.4.3 Are there untapped priorities in rural and remote settings which, if utilised, could help students realise their potential?
6.4.4 What role does/could the philanthropic sector play in improving outcomes for regional, rural and remote students in relation to school achievement and post-school transition?
From page 33.
6.5.1 What has to be done to ensure ICT supports education in regional, rural and remote schools and communities like it does in the ‘best of the best' city schools?
6.5.2 How could ICT be used to improve educational outcomes for regional, rural, remote students?
6.5.3 What are the main barriers to regional, rural and remote schools realising the full potential benefits of ICT?

From page 34.
6.6.1 What kinds of support would be needed for a school or group of schools to specialise in entrepreneurial education?
6.6.2 What other entrepreneurial education opportunities exist for regional, rural and remote schools?
6.6.3 Are there other examples where entrepreneurial education has improved outcomes for regional, rural and remote students?
6.6.4 What gaps need to be addressed to help students transition successfully to further study, training or work?

From page 37.
6.7.1 Are there changes that could be made to the ways schools are organised and function that would improve opportunities for regional, rural and remote students?
  
6.7.2  What could be done to expand the opportunities available to regional, rural and remote students to access high quality education?
From page 39.
6.8.1 Noting the findings of the Red dirt education project, what do you consider to be the purpose/role of education in remote communities?
6.8.2 What does educational success look like in remote communities?
6.8.3 How can schools/teachers in regional, rural and remote areas be supported to meet the individual learning needs of all students?
6.8.4 How can we create and sustain vibrant, high quality learning environments in regional, rural and remote schools?
6.8.5 What can be done to address the directional flow of regional, rural and remote students towards cities?
From page 45.
6.9.1 Are there changes that should be made to education, training and employment policies and practices which would improve post school opportunities for regional, rural and remote young people?
  
6.9.2 Are there innovative models of accommodation delivery that could benefit regional, rural and remote tertiary students studying away from home?
  
6.9.3 What can be done to address the directional flow of regional, rural and remote students moving to cities for further education and/or training?

From page 50.