Policy continuity is what is needed to improve Australian students’ maths capability.
Articles on School policy
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If we want excellence in our schools, we have to provide a system with the incentives, enablers and rewards for improvement built in.
Any new approach to linking welfare payments to attendance must address the flaws of previous trials. It will require the cooperation of schools and the availability of accurate, real-time data.
Australia needs a new approach to solve the rural staffing churn. The solution might be found in better preparing those who teach the teachers.
Teachers in South Africa need far more high quality professional development, policy direction and support to take social cohesion from concept to classroom
Students with disability are experiencing a range of harms in schools, and teachers are struggling to support students with increasingly complex needs.
Drawing can help us to think creatively and develop hand-eye coordination. But an insecurity around ‘not being able to draw’ is preventing many high-school students from using this skill.
Mixed messages from the Coalition government around schools policy are not only confusing, but also raise deeper questions about whether they have a firm position on schooling at all.
With the current demands from industry for STEM graduates, how many are going to give up high paying jobs in industry for the short term sugar-hit of $15,000 and the stress of the classroom?
Both parties are proposing to spend more on education, yet there is no guarantee that either will lift outcomes substantially.
Research shows linking teachers’ pay to performance has little impact on student achievement. Similar tests to the ones the government proposes for young children now face a backlash in the UK and US.
Some believe children who are first-generation learners with illiterate parents are not capable of greatness. But some of the cleverest, most committed and most creative children come from slum areas.
While Labor’s policy proposals for schools are all mapped out, the Coalition has yet to specify its plans for education.
The federal government has argued consistently that more money does not lead to better educational outcomes. But is that right?
International education tests reveal Australia has either stagnated or declined in many subject areas, including maths and science, while other countries have made big improvements. Why is this?
It is not a question about whether to invest in bold and meaningful education policy, but how to invest, where it is needed, and in the areas that are proven to have impact.
We need a major revamp of teacher education from the inside out that changes the model to provide all children with the education that is right for them.
The prime minister’s proposal to cease federal funding for public schools is a response to a budgetary problem, not a way to improve educational outcomes.
There are many layers of complexity at play in the way that South African schools use and teach languages.
The Grattan Institute’s new report, Widening Gaps, invites us to think differently about how to measure student progress and tackle entrenched inequalities in achievement.
Top contributors
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Professor of Education Futures, The University of Melbourne
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School Education Program Director, Grattan Institute
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Honorary Senior Fellow, The University of Melbourne
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Policy Analyst, Mitchell Institute, Victoria University
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Professor, School of Education, University of Southern Queensland
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Deputy Program Director, School Education, Grattan Institute
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Senior Lecturer, Education Policy and Leadership, The University of Melbourne
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Associate Professor of Education, Charles Sturt University
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Research Fellow, The University of Melbourne
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Vice Chancellor, Sheffield Hallam University
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Dean, Werklund School of Education, University of Calgary, University of Calgary
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Professor, Leadership and School Transformation, School of Education, University of Newcastle, University of Newcastle
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Professor of Indigenous Education, The University of Melbourne
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Associate professor, The University of Melbourne
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Professor, Disability and Community Inclusion, Flinders University