This is a submission to the
Inquiry into the United Nations Sustainable Development Goals1, reference b. “the potential costs,
benefits and opportunities for Australia in the domestic implementation of the
SDG”.
These are some thoughts on how Australia's education system can assist
implementation of the SDGs in the countries in the Indo-Pacific and how this will
benefit Australia. In particular, Australia can use digital networks to engage,
educate and influence sustainable development in the region. This can help "... end
poverty ... protect the planet ... ensure prosperity for all ... foster peaceful,
just and inclusive societies ... based on a spirit of strengthened global solidarity
..."
2. Australian education can
assist implementing Goal 4 "
Ensure inclusive and equitable quality education and
promote lifelong learning opportunities for all" and Goal 17: "Enhance
North-South, South-South and triangular regional and international cooperation on and
access to science, technology and innovation and enhance knowledge sharing
..."
3.
Apart from the original Colombo Plan, where Australia funded students from
developing nations to study in Australia, there has been the
Virtual Colombo
Plan (2001) to provide $230M to support of distance education programs in
developing countries. The most notable scheme funded under the virtual plan was the
African Virtual
University4. More recently, in
2015, the Australian Academic Research Network (AARnet) proposed a fiber-optic link
to the region's educational institutions to Australia in a
Digital Colombo Plan5.
However such plans have been uncoordinated and lacking in a clear benefit to
Australia.
Australian higher education is currently experiencing a boom in international
enrolments. However, the fees changed do not allow more than a few students in the
region to benefit from Australian education. Educational delivery at Australia's
universities has
flipped, from being predominately classroom-based delivery to
a blended mode which relies on e-learning. A
survey at
the Australian National University6
(ANU) found "... attendance declines over semester to around 30% of original signup
...". This allows for most university tuition to be undertaken remotely, by the
student in their home country, reducing the cost and widening availability.
Areas in which Australia can specialise:
Teacher's computing skills: The
National Australian Digital Technologies Curriculum for all Australian
schools was endorsed 18 September 2015. The University of Adelaide pioneered a
Free
Digital Curriculum Course for Teachers. This could be packaged and offered
at low cost to the region.
Address real-world issues: Australia can provide project-based
work addressing issues such as
climate
change7.
Innovation
and hacking competitions8 can help make make STEM look exciting for
students.
Soft skills can be addressed online. Soft skills figure
prominently in the
ANU's
"TechLauncher9 program of group
project work for STEM students. Techlauncher students undertake team building
exercises and have mentors, tutors and clients with industry experience. Some of this
looks like fun, where
students play with Lego10,
but there is also a lot of hard work on team and client relationship skills.
Australian university academics are currently trained to produce bespoke courses
for small groups of a few hundred students. Producing courses for thousands of
students in the region will take new skills and more advanced
formal teaching qualifications11.
A by-product of this will be improved courses and teachers for Australian students.
Provision of online courses to a wider market will also help insulate the Australian
education industry against possible shocks should the supply of Indian and Chinese
students decline suddenly, due to a domestic or international incident.
Biography: Tom Worthington is a computer professional,
who advises on using technology for teaching and also does some part time teaching of
computing at tertiary institutions. A Certified Professional
12 member of the Australian Computer Society, in 2015
Tom received a national gold Digital Disruptors Award for "ICT Education" and in 2010
was Canberra ICT Educator of the Year. He previously worked on IT policy for the
Australian Government and in 1999 was elected a Fellow of the Australian Computer
Society for his contribution to the development of public Internet policy. He is a
Past President, Honorary Life Member, Certified Professional and a Certified Computer
Professional of the society as well as a Fellow of the Higher Education Academy, a
voting member of the Association for Computing Machinery and a member of the
Institute of Electrical and Electronics Engineers.
Tom has a Masters of Education (specializing in Distance
Education) from Athabasca University, a Graduate Certificate in Higher Education from
the Australian National University and a Certificate IV in Training and Assessment
from the Canberra Institute of Technology. He blogs as the
Higher Education Whisperer and is the
author of
Digital Teaching In
Higher Education. While an Honorary Senior Lecturer in Computer Science at the
Australian National University and a member of the Professional Education Governance
Committee of the Australian Computer Society, his views here do not necessarily
reflect those of either organization.
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