Research

Partnerships for Social Inclusion - Conference 15 - 16 October, 2008

Participation in social, economic and civic life should be open to everybody. It is important to the wellbeing and prosperity of individuals, families and communities. Exclusion can mean loss of access to services, to supportive networks and to opportunities for skills and jobs, leading to poverty, poor health status, and low productivity. Social exclusion is not only a social issue but an economic issue as well. Increasing social inclusion requires a joined-up approach that cuts across policy departments. The public sector should re-think the way it operates, moving from a traditional hierarchical model to one characterised by multi-sectoral partnerships and flexibility in policy delivery. These topics will be discussed at this conference co-organised by the Centre for Public Policy at the University of Melbourne, the Victorian Department of Planning and Community Development and the OECD LEED Programme within the framework of the OECD LEED Forum on Partnerships and Local Governance. Confirmed Keynote Speakers and Panelists include: The Honourable Steve Maharey, Vice-Chancellor of Massey University; The Honourable Joan Kirner, Former Victorian Premier, Victorian Communities Ambassador; Sylvain Giguere, Deputy Head, Local Economic and Employment Development, OECD; Professor Mark Considine, Dean, Faculty of Arts, University of Melbourne; Monsignor David Cappo, Vice-Chair, Australian Social Inclusion Board; Cath Smith, CEO, Victorian Council of Social Service; David Waterford, Executive Director, Social Inclusion Unit South Australia. For more information go straight to the conference website: http://www.public-policy.unimelb.edu.au/conference08/ For any further question, please do not hesitate to contact Dr Lauren Rosewarne lrose@unimelb.edu.au Centre Manager / Lecturer in Policy Studies Centre for Public Policy, University of Melbourne 3010 Phone : 03 8344 9482 / Fax : 03 9349 4442 / 0422 484 593 Posted by Bill Coppinger on 26 September 2008; 3:24:25 AM from the Research dept. Discuss

Early Development Index goes National

As all LLEN stakeholders would know, key community level data is one of the highest priorities for the Board. A recent announcement regarding the Australian Early Development Index will add a key piece of the puzzle and help improve our understanding of the needs of young people. Every community will soon know how their local children are developing at the time they start school. This vital information about children's development will be gathered to assist communities plan the best future for their children. The Australian Early Development Index (AEDI) will be implemented nationally by the Centre for Community Child Health in partnership with the Telethon Institute for Child Health Research. Starting in 2009 the Australian Government has provided $15.9 million for this important investment. Why it's important The years prior to school entry are particularly important; good health, social and emotional awareness, and language skills all contribute to children's brain development. Research shows that children need loving families, and supporting and caring communities to thrive into adulthood and beyond. [ more... ] The story so far - what the AEDI has told us about young Australian children Between 2004 and 2007, 60 communities across Australia completed the Australian Early Development Index on over 37,000 children in their first full-time year of school. While the majority (66.6%) of children surveyed were 'performing well' on one or more of the following domains, nearly a quarter of our children were found to be developmentally 'at risk' by the time they reached primary school. Related Links Australian Early Development Index [AEDI] Frequently asked Questions   Posted by Bill Coppinger on 12 September 2008; 11:06:58 AM from the Research dept. Discuss

Lies, Damn Lies and Statistics....

Education at a Glance 2008: OECD Indicators. The 2008 edition of 'Education at a Glance: OECD Indicators' provides a comparable and up-to-date array of indicators on the performance of education systems and represents the consensus of professional thinking on how to measure the current state of education internationally. Children's use of computers and the Internet at home. For children, playing games and school-related or educational purposes are the most common uses for a computer at home. In its 2006 survey, the Australian Bureau of Statistics found around 80 per cent of people aged 14 years or under took part in these activities. Half the children surveyed used a computer at home for Internet-based activities, in which school-related or educational activities also dominated. A growing proportion accessed the Internet daily, with usage up from 14 per cent in 2003 to 25 per cent in 2006. However, it was most common for children to access the Internet 2–6 days a week. Related Links Environmental Scan 2008-2011 Posted by Bill Coppinger on 10 September 2008; 11:23:17 PM from the Research dept. Discuss

Integrated, Placed-Based Planning - More Research

The latest edition [August 1] of the Curriculum Leadership Journal contains a review of a paper Authored by Glynis Jones writing in Independent Education: The recently published report Dropping off the Edge examines the disadvantage experienced by a wide range of communities across Australia. The report, commissioned by Jesuit Social Services in conjunction with Catholic Social Services Australia, considered over 20 different indicators of disadvantage. It found a consistent pattern in communities with low levels of educational attainment, revealing strong links between high unemployment, low wages, poor health, crime, imprisonment and child mistreatment.The pattern was evident in metropolitan, rural and regional communities. The report comes approximately forty years after the first report on poverty in Australia, Commission of Enquiry into Poverty. This 1975 publication reported that most of the Australians living in poverty were elderly. A 1998 report, Australian Poverty, Then and Now, found that the situation had not improved for pensioners, and that there was now a new class of low-waged and unemployed people of working age living below the poverty line. The report provides government with recommendations for policy changes to arrest the cycle. Educational policy measures to improve early childhood education programs and attendance at preschool should be implemented alongside financial incentives to attract high-quality teachers to disadvantaged schools. Three- and four-year-olds in the most disadvantaged areas should be guaranteed 18 hours of free preschool weekly, and increased attention and funding should be given to projects for disengaged young people. More generally, policy should be targeted to the most disadvantaged communities and should be created through integrated planning between government departments at all levels. Funding pools that are flexible and funded by all levels of government could be introduced to assist innovative local projects, and a broadening of policy to address the interrelated factors behind disadvantage is recommended. Related Links Curriculum Leadership Journal Independent Education Dropping off the Edge Community Indicators Victoria New CRLLEN Environmental Scan Hume Region Youth Commitment Loddon-Mallee Region Youth Commitment Mitchell South Pathways Posted by Bill Coppinger on 2 August 2008; 9:40:55 AM from the Research dept. Discuss

The State of Victoria's Young People

The state of Victoria's young people reports on how young people aged 12-24 are faring against the whole-of-government government outcomes framework, focusing on young people's health, economic wellbeing, learning, safety and community engagement. With its systematic review of the evidence, the report highlights progress towards Future Directions policy goals and provides an important resource to guide planning for young people, within and outside government. The state of Victoria's young people has been produced by the Statewide Outcomes for Children Division in the Department of Education and Early Childhood Development, together with the Office for Youth, in the Department of Planning and Community Development. It follows on from the 2006 report, the state of Victoria's children, which offers a comprehensive overview of the health, development, learning, safety and wellbeing of children and young people aged 0-18 years. Full details can be found at: www.education.vic.gov.au/statewideoutcomes   * Note. The Central Ranges LLEN is also finalising its new environmental scan. This will be made available to all members and stakeholders in July. Posted by Bill Coppinger on 25 June 2008; 6:55:22 PM from the Research dept. Discuss

SEIFA Indexes Released

The Australian Bureau of Statistics (ABS) released today a series of four measures, called Socio-Economic Indexes for Areas (SEIFA), which compare the relative social and economic conditions of cities, towns and suburbs across Australia. According to the ABS the most disadvantaged areas of Australia are located in remote areas of Northern Territory and Queensland, while the most advantaged areas are located in capital cities such as Canberra, Sydney, Brisbane, Perth and Melbourne (ranked using the Index of Relative Socio-economic Advantage and Disadvantage). SEIFA is calculated on a range of variables from the 2006 Census. Each index summarises a different aspect of the socio-economic conditions of people living in an area. The indexes broadly compare areas and therefore areas ranked at the top and bottom are likely to show similar levels of advantage or disadvantage. The four indexes in SEIFA 2006 are: The Index of Relative Socio-economic Advantage and Disadvantage: is a continuum of advantage (high values) to disadvantage (low values), and is derived from Census variables related to both advantage and disadvantage. Media are recommended to use this index. The Index of Relative Socio-economic Disadvantage: focuses primarily on disadvantage, and is derived from Census variables like low income, low educational attainment, unemployment, and dwellings without motor vehicles. Note: This index cannot be reversed to show advantaged areas. The Index of Economic Resources: focuses on the financial aspects of advantage and disadvantage, using Census variables relating to residents' incomes, housing expenditure and assets. The Index of Education and Occupation: includes Census variables relating to educational attainment, employment and vocational skills. Related Links: Socio-Economic Indexes for Areas Australian Bureau of Statistics  Central Ranges LLEN Environmental Scan 2008-2011    Posted by Bill Coppinger on 26 March 2008; 8:35:35 PM from the Research dept. Discuss (7 responses)

More Kids - Bigger Houses - Greener.....

The Australian Bureau of Statistics says: We are having more kids, living in bigger houses, but are environmentally more conservative, according to the snapshot of the nation released today by the Australian Bureau of Statistics (ABS) in its 2008 Year Book Australia. The 2008 Year Book Australia was launched by the Governor-General of the Commonwealth of Australia, His Excellency Major General Michael Jeffery AC CVO MC (Retd) at a function in Canberra. At the launch the Australian Statistician, Brian Pink announced that all 90 volumes of the Year Book Australia, going back to the first edition published in 1908, are now available free of charge from the ABS website. "The Year Book Australia is a magnificent window into Australia showing where we have come from and where we are going", said Brian Pink. "Now with all historical Year Books freely available in digital format on the ABS website for prosperity, the community can easily chart the course of the nation."   The Central Ranges LLEN Environmental Scan for 2008-2011 will also be paublished later this year, using the newly acquired results of the recent census. This will be completed with our long-time partner, the National Institute of Economic and Industry Research. Related Links: ABS Snapshot - 2008 CRLLEN Environmental Scan 2008-2011   Posted by Bill Coppinger on 7 February 2008; 7:29:25 PM from the Research dept. Discuss

Future of Schooling in Australia

The members and stakeholders of the Central Ranges LLEN were represented today at the Future of Schools in Australia Conference. Today, the Premier of Victoria, The Hon. John Brumby, launched the Federalist Paper No 2, The Future of Schooling in Australia. This is a report by the council for Australian Federation. Professor Peter Dawkins is the Chair of the review committee. Following the release of the report on The Future of Schooling in Australia in April this year, there has been extensive discussion of its contents, especially the commitment by the States and Territories to work together on the development of core national curriculum standards in Maths, Science and English, and the idea that the time is ripe to renew and refresh the 1999 Adelaide Declaration on National Goals for Schooling. Ministers for Education, senior officials from State and Territory education departments and the Catholic and Independent education sectors, business and selected education stakeholders were invited to hear a range of Australian and international speakers at this one-day event, discussing the future of schooling in Australia. During his speech to launch the report, The Premier indicated his interest in looking for further ways to link schools and their communities, with such things as shared community facilities, also indicating that key infrastructure initiatives, combined with improvement in teaching and learning outcomes, were central to the future prosperity of not only Victorians, but all Australians. The Premier remarked that a series of public-private partnerships have proven beneficial to securing future infrastructure needs for the state [such as the new Royal Children's Hospital]. Mr. Brumby indicated that he was interested to what degree such arrangements may benefit schools and their communities in the future. The Premier outlined that he had asked Treasurer Lenders and Minister Pike to report on such possibilities by the end of this year. Full details of the report and conference can be found at:   www.education.vic.gov.au/futureofschooling Update: 26th Sept. The Editor-at-Large of The Australian Newspaper, Paul Kelly, attended the conference yesterday and has published an opinion piece in The Australian newspaper. Labor plan is modest progress on education The Age Newspaper also reports: State looks to school partnerships   Posted by Bill Coppinger on 25 September 2007; 7:04:04 PM from the Research dept. Discuss

It's Crunch Time

It's Crunch Time: Raising youth engagement and attainment. This discussion paper from the Australian Industry Group and the Dusseldorp Skills Forum [DSF] updates the picture and aims to stimulate debate and ideas on how young Australians can be better skilled and engaged. Drawing on what we know works, the paper urges more integrated policy and thinking in education and training. The paper argues that because of Australia’s sustained economic achievements over more than a decade the country has a unique opportunity to invest in young people. Australia’s long-term capacity to compete successfully in the global economy will depend on the depth of skills we nurture and the stake our young people have in the future. It is crunch time right now to make the investments and reforms needed to open the doors to greater youth engagement in learning, in the economy and in the society. This discussion paper recommends three key areas for policy focus – ENGAGEMENT ATTAINMENT DEVELOPMENT The key initiatives raised by Ai Group and DSF include: Establishing AQF Certificate III (Australian Qualification Framework) qualifications as the vocational equivalent of Year 12 completion; Lifting our Year 12 or vocational equivalent completion rates for young adults to 85% by 2011, then to 90% by 2015; Ensuring that more than 90% of teenagers (15-19 year olds) are participating in full-time study, or full-time work, or a combination; Guaranteeing young adults second chance options to complete Year 12 or its equivalent; Ensuring all students make a successful transition from primary to secondary schooling; Providing high quality vocational education in schools and in structured learning in the workplace; Reviewing the purpose and scope of traineeships; and Ensuring every potential early school leaver has access to personal guidance or mentoring. There are also 10 related videos that the DSF have released on their "myspace" website featuring clips of young people and comments on the paper from leading social policy organisations. This can be found at : myspace.com/dusseldorpskillsforum The full report can be downloaded from the Dusseldorp Skills Forum Website Posted by Bill Coppinger on 8 August 2007; 3:05:09 PM from the Research dept. Discuss

How Australian Families Spend their Time..

How Australian Families spend their time - A Snapshot In celebration of National Families Week 2007, the Australian Institute of Family Studies has produced this Facts Sheet about how families spend their time. Social, economic and technological change has altered the way in which families spend time together. Important changes include increases in maternal employment, part-time employment and the number of people living alone. There have also been higher levels of geographic mobility, lower fertility rates and the development of affordable communication technology such as the mobile phone, email and the internet. To support the 2007 National Families Week, the Australian Institute of Family Studies has prepared this Facts Sheet about the time that families spend together. The aim of the 2007 National Families Week is to encourage families to take the time to do things together that will improve their physical and emotional wellbeing.   Download 'How familiies spend their time' Facts Sheet [PDF, 357K] Posted by Bill Coppinger on 22 May 2007; 9:33:54 AM from the Research dept. Discuss

Estimating Teacher Effectiveness

Dr. Andrew Leigh is an economist in the Research School of Social Sciences at the Australian National University and publishes widely on a range of issues relevant to the membership of our network. We were hoping to have Dr. Leigh as one of the contributors to our Future Minds Forum [with Prof. Howard Gardner] in July, but unfortunately he will be out of the country for the entire month of July. As Dr. Leigh also points out, such studies are open to interpretation, with two obvious examples from this weeks headlines; Best teachers push up pupils’ scores, The Age Study confirms poor teaching drags down kids, The Australian In his latest paper, titled Estimating Teacher Effectiveness From Two-Year Changes in Students Test Scores, Dr. Leigh says that " as far as I know, it's the first ‘value-added’ study to be conducted outside the United States." From his "web-log", Dr. Leigh says: The results imply that a 75th percentile teacher can achieve in three-quarters of a year what a 25th percentile teacher can achieve in a full year; and that a teacher at the 90th percentile can achieve in half a year what a teacher at the 10th percentile can achieve in a full year. For what it' worth, I don't think this dispersion is wider than what one would find among plumbers, dentist, architects or bricklayers. But it does indicate that - at least as measured by test score gains - all teachers are not created equal. One context in which this might especially matter is with regard to Indigenous children. In the paper, I estimate that Indigenous primary school students perform approximately two grades below their non-Indigenous counterparts. Assuming that the impact of having a more effective teacher persists over time, and that Indigenous children typically get teachers at the 25th percentile, these results imply suggests the black-white test score gap in Australia could be closed in seven years by giving all Indigenous pupils teachers at the 75th percentile. Abstract: Using a dataset covering over 10,000 Australian primary school teachers and over 90,000 pupils, I estimate how effective teachers are in raising students? test scores from one exam to the next. Since the exams are conducted only every two years, it is necessary to take account of the work of the teacher in the intervening year. Even after adjusting for measurement error, the resulting teacher fixed effects are widely dispersed across teachers, and there is a strong positive correlation between a teacher?s gains in literacy and numeracy. Teacher fixed effects show a significant association with some, though not all, observable teacher characteristics. Experience has the strongest effect, with a large effect in the early years of a teacher?s career. Female teachers do better at teaching literacy. Teachers with a masters degree or some other form of further qualification do not appear to achieve significantly larger test score gains. Overall, teacher characteristics found in the departmental payroll database can explain only a small fraction of the variance in teacher performance. Related Links: Estimating Teacher Effectiveness From Two-Year Changes in Students Test Scores [PDF 800KB] Andrew Leigh ANU Economics Programme Best teachers push up pupils’ scores, The Age Study confirms poor teaching drags down kids, The Australian     Posted by Bill Coppinger on 21 May 2007; 5:16:03 PM from the Research dept. Discuss (1 response)

Pathways and Barriers

Pathways and barriers: Indigenous schooling and vocational education and training participation in the Goulburn Valley region School and vocational education opportunities are explored for Indigenous people in the Victorian Goulburn Valley region, where educational participation and completion rates are poor. Strategies that could boost successful vocational education and training (VET) participation include an education entitlement fund, stronger early literacy and numeracy programs, individual case management and greater involvement of the community in planning education programs. As part of the Central Ranges LLEN 2007 data projects, we do aniticpate commissioning a similar project on indigenous schooling and participation in the CRLLEN district after consultation with stakeholders. Related Links NCVER Publications Website    Download the full report [879KB]   Posted by Bill Coppinger on 19 March 2007; 8:36:45 PM from the Research dept. Discuss

Schools Australia - ABS 2007

The Schools Australia report was published by the Australian Bureau of Statistics yesterday. The report details the national school "picture" and provides much information for those interested in planing for edcuation and training. This report, along with many other data sources, will inform the 2007 Central Ranges LLEN Environmental Scan, due for publication in the second half of 2007. The "scan" will be a detailed and enhanced version of the highly successful 2004 Scan. The LLEN is also looking to develop key district-wide "real-time" or "near-real time" indicators that will give planners, school councils, parents, students and community members access to key information. This may include edcuation courses, employment opportunities and population statictics about our towns and districts. The Age Newspaper reports today that: In Victoria, the number of children at government schools increased by 3.7 per cent in the 10 years to 2006, while non-government school attendance surged by 13.2 per cent. The dominance of women in teaching is growing, with male representation on teaching staff falling to just over 39 per cent last year. Retention rates have fallen in Victoria, with the number of students staying at school to complete Year 12 dropping from 81.1 per cent in 2004 to 79.9 per cent last year. The number of full-time indigenous students enrolled in Victoria was up last year to 8110, compared to 7677 in 2005. The figures show that despite the growth in non-government schools, public school attendance has not gone backwards in Victoria, contrary to other states and territories. The full report and a copy of the report can be found by following this link. Related Links www.centralrangesllen.org.au/schoolsaustralia0607 Australian Bureau of Statistics   Posted by Bill Coppinger on 27 February 2007; 9:38:15 AM from the Research dept. Discuss

Growing Up in Australia annual report available

"Growing up in Australia: the Longitudinal Study of Australian Children" is the first comprehensive study of children in Australia. The study is providing researchers and policy makers with data on a range of issues relating to children and families including childcare, children's health and development, parenting and work-family balance. The newly released 2005-06 Annual Report highlights the findings of Wave 1.5 and provides extracts from a number of papers based on Wave 1 data. It is available online from the Australian Institute of Family Studies website. [Source: Edna] Posted by Bill Coppinger on 17 December 2006; 9:52:54 PM from the Research dept. Discuss

A Framework for Understanding Poverty

Seymour Special School, through the organisation of Principal Julie Atkins, hosted over 80 participants at the Seymour Racecourse today for a full day workshop on a Framework for Understanding Poverty. Principals, Teachers, Youth Agency Workers and community members from across the district attended the day-long workshop. The workshop is provided by Social Solutions, based in Tasmania. The outline of their programme states: A Framework for Understanding Poverty is based on the work of Dr Ruby Payne, who has spent 25 years as a teacher, principal, consultant, and administrator. Her first book, A Framework for Understanding Poverty, and subsequent library of resources are powerful tools for educators dealing with children from different social classes. A Framework for Understanding Poverty discusses the hidden rules that govern how each of us behaves in our social class. These rules, because they are hidden and only known to those within the group, prove to be a major stumbling block for individuals trying to move to a new social class. Students from poverty often languish in classrooms because middle class rules are those that govern, and many of us don't recognise these different rules. Children of different classes need not suffer through an educational system oblivious to their needs. Judges, social workers, ministers, community leaders and health professionals as well as educators are all learning from Ruby's work. Attendees all agreed the day provided a worthwhile and thought provoking perspective that will no doubt be the focus of further planning and debate over the coming months. Related Links  www.socialsolutions.com.au  Dr. Ruby K. Payne Posted by Bill Coppinger on 22 November 2006; 11:57:50 PM from the Research dept. Discuss

The Teen and Expert Brain....

The August-September edition of Scientific American Mind magazine has an intriguing report on the TEEN BRAIN by Leslie Sabbagh. Understanding the capabilities and limitations of the brain at different developmental stages is crucial for education and psychological assessment. Ironically, although the teenage years are widely recognized as a period of tremendous growth and change, the mental capabilities of teens have been less studied than those of children or adults. As more work is completed, it is becoming apparent that society should not be fooled into thinking that a teen has the mental prowess of an adult just because he or she looks and, most of the time, behaves like one. Brain processes that support cognitive control of behavior are not yet mature. Add stressors to the mix—like a sudden highway jam—and a teen can be an accident waiting to happen. When teenagers perform certain tasks, their prefrontal cortex, which handles decision making, is working much harder than the same region in adults facing the same circumstances. The teen brain also makes less use of other regions that could help out. Under challenging conditions, adolescents may assess and react less efficiently than adults. [Source: Scientific American Mind] Also, the August edition of Scientific American suggests studies of the mental processes of chess grandmasters have revealed clues to how people become experts in other fields. The article suggests EFFORTFUL STUDY is the key to achieving success in chess, classical music, soccer and many other fields. New research has indicated that motivation is a more important factor than innate ability. Scientific American: The Expert Mind [ PSYCHOLOGY AND BRAIN SCIENCE ] Related Links: Scientific American Mind Scientific American Scientific Amercian Podcast - August 30 2006 - The Teen Brain     Posted by Bill Coppinger on 4 September 2006; 3:49:53 PM from the Research dept. Discuss

VCAL Changing Lanes - A Case Study

The Dusseldorp Skills Forum has made available a case study report that details the ways in which many schools are developing applied learning initiatives to address the needs of students. The report states: The introduction of VCAL has provided a challenge to schools and teachers to rethink how schools are placed in their communities and how to deliver a curriculum that meets the needs of all students in the community. To deliver VCAL teachers have had to engage in activities that transcend the boundaries of the classroom and draw on the resources of the local community, agencies, Adult Community Education (ACE), TAFE, parents and local business. We recommend this to members and stakeholders that have an interest in VCAL or more generally in applied learning. A copy of the report can be downloaded from here [1.2MB] Related Links: Central Ranges Applied Learning Network [CRALN]  Discussion Forum for CRALN [Login required] Community Based VCAL School Based New Apprenticeship Alliance Posted by Bill Coppinger on 23 August 2006; 9:20:22 PM from the Research dept. Discuss

Guiding School Change CD Launched

Mr. Andrew Hocking, Central Ranges LLEN Board Member and Manager, Corporate Community Relations for IBM Australia, along with Rita Ellul, from the learning Technologies Branch of the the Department of Education and Training, staged the launch of the Guiding School Change CD this evening, Wednesday, March 1st at the J J Clark Room in the Old Treasury Building at Spring Street, Melbourne. Approximately 50 invited guests and project participants attended, including Mr.John Sullivan, newly appointed General Manager from the Department of Education and Training and Ms. Julie Coyne, IBM Manager for Corporate Community Relations, Asia Pacific. The Reinventing Education (RE) Program is a partnership program between the Department of Education and Training and IBM which began in the year 2000.  The program targeted schools in low socio-economic areas and had a specific focus of technology and educational change in the Early and Middle Years of Schooling. During 2005, key learnings and experiences from the RE Program were collected from teachers and principals who had participated.  The CD-ROM entitled Guiding School Change provides snapshots of educator experiences, teaching and learning resources and professional development materials which can be adopted and adapted to bring change at the classroom and whole school level. Guiding School Change is a valuable resource for all Victorian principals and teachers.  It provides a framework in which teachers can work collaboratively as a community of learners and uses Action Research as a strategy to continuously improve their classroom practice. Posted by Bill Coppinger on 1 March 2006; 8:09:15 PM from the Research dept. Discuss (4 responses)

ABS School Stats Available

Statistics on schools, students and teaching staff involved in the provision or administration of primary and secondary education, in government and non-government schools for all states and territories is now available. This publication contains statistics of government and non-government schools, students and staff as at August 2005. It helps place the work of the LLEN in both the State and National context. In August 2005, there were 9,623 schools in Australia, of which 6,929 (72.0%) were government schools and 2,694 (28.0%) were non-government schools. Schools -Australia In 2005 71.5% of all non-special schools were primary only, 15.9% were secondary only and 12.6% were combined primary/secondary schools. In 1995 these proportions were 73.7%, 16.6% and 9.7% respectively. Over the decade this equates to a decrease of 305 in the number of primary or secondary schools, and an increase of 266 in the number of combined primary/secondary schools. Participation Rates. Only the ACT exceeds Victorian rates of participation. Students - Australia In 2005 there were 3,348,139 full-time school students. The proportion of these students attending government schools was 67.1%, down from 71.0% in 1995. From 1995 to 2005, the number of full-time students attending government schools grew by 1.7% (from 2,207,853 to 2,246,087), while the number attending non-government schools increased by 22.2% (from 901,484 to 1,102,052). Download detailed data-sets here. [Source: ABS]   Posted by Bill Coppinger on 25 February 2006; 10:38:47 AM from the Research dept. Discuss (3 responses)

Research: Informing policy; supporting practice

Research: Informing policy; supporting practice The Office of Learning and Teaching’s Research Highlights Conference was held at the Dallas Brooks Centre in Melbourne on 25 November, 2005. The Central Ranges LLEN attended the day and commends the findings of the conference to all it members. The conference was based on the theme Research: Informing policy; supporting practice, and provided an opportunity for policy makers and practitioners to share knowledge about current evidence-based research, including examples of innovative school programs and practice.  Two regional directors, Ron Lake and Glenda Strong, identified research-based projects that are being undertaken in their regions. These projects are supported through partnership arrangements with the Research and Development Branch and were of great interest to conference participants. The conference presenters are well-regarded researchers in education and training and their projects reflect the diversity of educational research being undertaken by Universities, community organisations and the Department. Abstracts and presentations from the conference 21st Century Education, Leadership, and Schools - Nicholas Abbey Digital innovation and teaching practice - Grace Lynch Hidden Rules – Relationships & Results - Leonie Saundry Learning Behaviours that Lead to Success - Sandra Mahar Learning opportunities for older Victorians - John Fischer & Sue Foster Painting a Picture of the Power and Potential of ICT - Lynn Davie The Future of the Internet: Schools of thought - Trevor Barr, Darren Sharp & Alex Burns The P-12 Education Research Project - Kerryn Swann The School to Work Transition - Rob Simons Theory, Practice and Policy: How teacher research can help bridge the divides - Ian Mitchell What are the elearning possibilities in today's classroom? - Georgina Pazzi Working into training: Learning and training needs of mature age workers - Phoebe Palmieri & Sandra Poppins Full details and downloads can be found here. Posted by Bill Coppinger on 15 February 2006; 5:15:40 PM from the Research dept. Discuss

High Demand Government Schools

A report summarising the key factors identified as influencing parents’ decisions to enrol their children at 20 government schools for which there was high demand for enrolments is now available from the Department of Education Science and Training's Web Site.   The Age newspaper has also covered the publication of this report in an article today. It can be read here. This report is based on the 2004 DEST project, High Demand Government Schools, which was prompted by the Department’s priority policy interest in quality schooling and ‘choices in schooling’.  Twenty government schools for which there was high demand for enrolments were selected from across Australia, using the local knowledge of State Education Departments and the Australian Council of State School Organisations (ACSSO).  Consultants Phillips KPA Pty Ltd conducted focus groups with parents and senior staff at each of the twenty schools.  The factors drawn out of these discussions suggest that there is no single formula to create a high demand school.   While the majority of schools were from metropolitan locations, their profiles varied when it came to size, schooling level, organisational and curricular arrangements.  Some emphasised the academic achievement of their students, while others highlighted the range of alternate pathways offered.  The research did, however, identify a number of overlapping factors as important in creating a well-rounded learning environment, including: A respectful, caring and inclusive culture; High quality and committed school leaders and teachers; High levels of parental and community involvement; Good communication between the school and parents; and Effective timetabling and unique structure or organisational features. Related Links Summary Report: [767.9 KB] Appendix 1 - School Leadership Reports [780.0 KB] Appendix 2 - Parents Reports [381.0 KB]   Posted by Bill Coppinger on 20 October 2005; 7:08:41 PM from the Research dept. Discuss (1 response)

Schooling vs Learning: Future Challenges now!

Foundation Dean, Professor Allan Fels, AO, and the the Australia and New Zealand School of Government [ANZSOG] conducted a two-day forum on the 27th and 28th of September at the University of Sydney, to identify and propose the major policy challenges for schooling in the 21st Century. Four members of the Central Ranges LLEN Board attended this forum. It is also a decade since a controversial class photo from Mt Druit High in New South Wales over a headline "Class We Failed" caused outrage, consternation and eventual upheaval in the NSW School System. The students sued for defamation, and the educational upheavals that followed reverberated across Australia. ABC Radio National's Background Briefing has published a review of this event, 10 years on. This anniversary comes on the heals of the thought- provoking and wide ranging conference conducted ANZSOG. We have assembled links and resources in our discussion forums that relate to the debate around the challenges facing schooling for the 21st Century. Related Links: Discussion Forum, [Login required] Radio National Podcast Programme Download MP3 File of programme Discussion papers from ANZSOG Conference - Schools for the 21st Century Member Discussions Posted by Bill Coppinger on 15 October 2005; 2:44:11 PM from the Research dept. Discuss (1 response)

What do students know about work?

Senior Secondary School Students Perceptions of the World of Work. A new report into the perceptions of work held by senior secondary school students provides a valuable insight into the current skills shortage and youth unemployment rate by uncovering a significant mismatch between student career aspirations and the reality of the labour market. The study of 3,018 year 10, 11 and 12 students from financially disadvantaged backgrounds, funded by the AMP Foundation and conducted by the Australian Council for Educational Research (ACER) for The Smith Family, found that a majority of students are identifying preferred career paths based on their skills and personal interests with little to no understanding of the availability of these jobs in the current labour market. It also found that a quarter of students were planning insufficient education for their preferred job. [Source: Edna] Related links: Download the report [2.9MB] ACER The Smith Family   Posted by Bill Coppinger on 15 September 2005; 9:57:45 AM from the Research dept. Discuss

Data to support Learning Conference

Proceedings: ACER Research Conference 2005 - Using Data to Support Learning. The conference was held in Melbourne, 7-9 August 2005 and Included: From accounting to accountability: Harnessing data for school improvement; John Hattie. What is the nature of evidence that makes a difference to learning?; Gabrielle Matters. Good data, bad news, good policy making; Lynn Tozer, Marilyn Holmes. Moving on from Count Me In Too: Evidence-based teaching and learning in numeracy in the early and middle years of schooling; Max Smith. Download the full conference proceedings here.  [2.7MB] Posted by Bill Coppinger on 30 August 2005; 8:55:30 AM from the Research dept. Discuss

What can schools do?

In the current edition of Curriculum Leadership, Professor Lyn Yates outlines a range of issues facing curriculum researchers, policy makers and leaders within schools. Challenges are posed by the changing forms of knowledge, work, and social identities; by schools' role as 'social fixers'; by demands that schools achieve equal outcomes for all students while also ranking and selecting them for higher study or work; and by demands that schools prepare flexible, autonomous lifelong learners. Some of the key problems being faced in schools, according to Professor Yates, are: The enormous gap between rhetoric and reality Too much emphasis on hardware, too little on professional space to work well with the technology Lack of adequate attention to inequalities The struggle with what to emphasize and how to be systematic with curriculum. Professor Lyn Yates is the newly appointed Chair of Curriculum at the University of Melbourne. This article is an edited extract from her inaugural professorial lecture for the Faculty of Education Dean's lecture series To view the first article in the two part series, follow the link to the Curriculum Leadership Website.   Posted by Bill Coppinger on 25 July 2005; 6:51:26 PM from the Research dept. Discuss (2 responses)

Best of Australian Flexible Learning 2001-2004.

An archive of resources drawn from member contributions, collaborations and other content developed in the Australian Flexible Learning Community between 2001-04. http://flexiblelearning.net.au/community/ Posted by Bill Coppinger on 21 July 2005; 9:18:07 PM from the Research dept. Discuss (1 response)

ABS Publishes Youth Social Trends

YOUNG PEOPLE AT RISK IN THE TRANSITION FROM EDUCATION TO WORK EDUCATION AND WORK In 2004, 14% of young people aged 15-19 years (193,800 young people) were not engaged in full-time education or full-time employment, or in a combination of part-time education and part-time employment. For young people, the decisions made during the transition from school to continued study or full-time employment can have long-term implications. These can be for the young people themselves and their community, as well as for industry and governments, with significant health, welfare, and national productivity implications. During this period of transition, continued participation in formal skill development, learning and employment can be particularly important. In competitive national and international labour markets there are premiums on skills derived from continued formal learning. For example, among OECD countries, male labour force participants aged 25-64 years with educational qualifications below upper secondary education are around 1.5 times as likely to be unemployed as those who have completed upper secondary education.(endnote 1) For such reasons, most OECD and European Union economies are attempting to maximise the productive economic participation of their young people, either through skills development or work. In Australia, governments have developed new post-compulsory education and training arrangements to strengthen the attractiveness of schooling, offer equivalent vocational pathways in non-school settings, and ensure an increasing proportion of teenagers remain connected to learning or work. (endnote 2) Related Links:   ABS Social Trends - Transitions from School to Work Central Ranges LLEN Environmental Scan 2004 Download Environmental Scan 2004 [809Kb] OnTrack - Student Destinations For the full story, follow this link   Posted by Bill Coppinger on 14 July 2005; 7:08:24 PM from the Research dept. Discuss

Report from BCA and DSF published

Anyone interested in the question of youth participation in education and training is sure to be interested in this latest report from Access Economics, jointly commissioned by the Business Council of Australia (BCA) and the Dusseldorp Skills Forum (DSF). The Dusseldorp Skills Forum commissioned Access Economics to test the merits of the economic case for increased policy emphasis on youth participation specifically in relation to the Government's own work on inter-generational issues. Their findings are documented in The Economic Benefit of Increased Participation in Education and Training. While the study is based on detailed economic modeling, the report itself is very accessible. Its clear language and explanations open the door to some very important findings. By way of example, the research found that the effect of increasing school and training retention rates among 15-24 year-olds from the current 80 per cent mark to 90 per cent would: have the same positive impact on the economy as increasing Australia's total migrant intake by 180,000 over the period to 2040; have a similar economic impact as increasing the workforce participation rates of older workers by 6.6 percentage points - from nearly 53 percent to 59.5 percent; and boost annual GDP by 1.1 per cent (equivalent to $9.2 billion in today's money) by 2040 - representing an extra $500 a year per Australian in today's money. This report advances the analysis and modeling of the information used in the Treasury Working Paper: A Note on Educational Attainment and Labour Force Participation in Australia and The Intergenerational Report 2002-03. Accompanying the Access report is a brief policy paper from the BCA and the Forum putting several suggestions forward in the light of the report's findings. The Economic Benefit of Increased Participation in Education and Training and the accompanying policy paper are both available online at http://www.dsf.org.au or http://www.bca.com.au. [Source: DSF] Posted by Bill Coppinger on 17 June 2005; 12:48:09 PM from the Research dept. Discuss

ARC Linkage Project: LLEN's and Governance

The third occasional paper in the ARC Linkage Project about Local Learning and Employment Networks has been published by the Educational Outcomes Research Unit at the University of Melbourne. The purpose of this report is to discuss the Local Learning and Employment Networks (LLENs) in Victoria as an instance of the use of networks within the context of what many political scientists see as a worldwide shift from government to governance. LLENs are an illustration of the movement by governments to using networks and partnerships to improve the processes of policy formulation and service delivery. Informed by the literature about governance and networks, the report will examine the experiences of LLENs since their establishment, but with a focus on trends during 2004, as they exemplify the change that is occurring in Victoria and elsewhere. It can be viewed in full from here.   Posted by Bill Coppinger on 18 April 2005; 12:20:12 PM from the Research dept. Discuss

Education Scan launched 2004-2005

In keeping with the Board of Directors commitment to establish the most detailed and accurate evidence base for education and training issues in the Shires of Macedon, Mitchell and Murrindindi, the CRLLEN is pleased to make available on limited release, the Education Scan Update [ESU] for 2004-2005. This twenty-nine page document outlines the key educational statistics and issues across each of the communities within the CRLLEN region. This data has been made available for education planners and school councils/governing boards. The release of the Education Scan Update [ESU] compliments the existing 'Environmental Scan' published in March of 2004. The communities across the three local government areas we serve have unique needs and strengths, yet as our research shows, some similar challenges. This report not only provides a wonderful insight in to the opportunities and barriers facing our communities, but gives all of us, a very detailed, independent and local view that is easily and openly shared with all. Education Scan Update 2004-2005 Environmental Scan 2004   Posted by Bill Coppinger on 10 February 2005; 1:01:05 AM from the Research dept. Discuss

Aust. Government Services Report 2005

The Report on Australian Government Services 2005 was released on 28 January 2005. It has been produced by the Steering Committee for the Review of Government Service Provision (SCRGSP) Education Preface [PDF 0.2 MB] School education [PDF 0.3 MB] Vocational education and training [PDF 0.3 MB] [Source: Review of Government Provision] Posted by Bill Coppinger on 28 January 2005; 12:27:41 PM from the Research dept. Discuss

New Teaching, New Learning - A Vision for Australian Education

New Learning has been prepared by the Australian Council of Deans of Education (ACDE). The ACDE is the peak organisation representing the deans of faculties of education and heads of schools of education in Australian universities and other higher education institutions. The report asserts Commonwealth expenditure on education has declined as a percentage of GDP over the last three decades and as a result, the Council argues that, despite rhetoric to the contrary, education is presently viewed as a cost rather than an investment by Australian politicians. The report can be downloaded here [328KB] Posted by Bill Coppinger on 22 January 2005; 1:55:15 PM from the Research dept. Discuss

C.E.P Roundtable Report now available

The provision of post compulsory education within rural communities is the second priority area for the Country Education Project. As part of the Projects desire to support rural schools in providing a comprehensive post-compulsory education provision, it held a “round table ” forum in November. The day, facilitated by CEP, provided a valuable opportunity for representatives from a range of organisations and backgrounds to explore and discuss the provision of rural post compulsory learning in rural communities. The report is now available for download from the Country Education Project Website  Download CEP Roundatble Report [235KB] CEP Roundtable Story - CRLLEN   Posted by Bill Coppinger on 16 December 2004; 9:50:43 PM from the Research dept. Discuss

Public Schools - Corporate Money, the debate..

Professor Brian Caldwell, from Melbourne University's Department of Education Policy and Management has co-authored a report on private sector funding for public schools and extends the debate over the most appropriate way to fund and deliver high-quality schooling and social well-being. As always, controversial and challenging thoughts. Professor Caldwell asserts that ..Australia is starting to slip behind other countries in terms of the way it involves the private sector in the support of its public schools, and this was an opportunity to first of all draw attention to the problem and secondly to identify some of the very impressive things that are happening in other countries that we could well adapt to our own setting here in Australia. The ABC's 'The World Today' programme is broadcast around Australia at 12:10pm on ABC Local Radio and interviewed him yesterday, Monday 15th of November. Links to the full text and audio transcript of the interview can be found in our discussion forums. I encourage LLEN members to leave a comment! Posted by Bill Coppinger on 16 November 2004; 10:10:24 AM from the Research dept. Discuss (3 responses)

DEST - Annual Report 2003-2004.

The Department of Education Science and Training Annual Report 2003-2004 is now available online Posted by Bill Coppinger on 12 November 2004; 8:47:38 AM from the Research dept. Discuss

The Housing Crunch !

The fifth issue of The Housing Crunch, a bulletin of Loddon Mallee Region housing and homelessness statistics is now available. It is produced twice a year by the Loddon Mallee Accommodation Network. The Loddon Mallee Accommodation Network [ LOMA] is a network of 18 agencies covering the Loddon Mallee region of Victoria. These agencies offer homelessness and domestic violence services and work together as a network to achieve better services for the people in the region. The purpose of the bulletin is to keep workers and people who are interested in housing and related areas up to date with information relevant to homelessness and housing in Loddon Mallee. The authors welcome suggestions from readers about topics they can include in future issues. The first section of September 2004 issue presents a profile of homeless people drawn from the Loddon Mallee Client Referral System (LOMA CRS). The following four sections focus on unemployment, social disadvantage, public housing and regional statistics. This is a highly valuable and timely publication, of considerable value to all communities concerned about the issues being faced by community members in rural and regional areas. [Ed.] Statistics of Note: Almost half (49%) of people requiring transitional housing had children. 15-24 yrs was the most common age-group requiring transitional housing. The most common target group for people requiring transitional housing was 'youth', followed by 'domestic violence, 'young pregnant/parenting', 'psychiatric illness' & 'Indigenous' Among young people, the educational outcomes were lower and level of disengagement higher in Loddon Mallee compared to the whole of Victoria. Related Links Download a copy of 'The Housing Crunch' Sept 2004 [ 2.6Mb] Contact The Loddon Mallee Accommodation Network [ LOMA] here: info@loma.net.au [Source: The Loddon Mallee Accommodation Network [ LOMA] -With permission] Posted by Bill Coppinger on 4 November 2004; 5:35:24 PM from the Research dept. Discuss

School non-attendance -ACER Research

Non-attendance at school is a key issue. Failure to be in school long enough (early leaving) or often enough (truancy) to gain basic skills and knowledge has personal and social costs. Unemployment, poverty, homelessness and criminal activity can often be linked to this basic failure. This paper, prepared by ACER, is to update and comment on the statistics on school non-attendance in schools of the Australian States and Territories gathered for DEST by Ainley and Lonsdale (2000), and supplement it with information from other international sources where available. It explores recent initiatives, both within Australia and overseas, by systems or schools to reduce wilful student absenteeism, for whatever reason it might occur. [Source:ACER 1 October 2004 ] Posted by Bill Coppinger on 1 October 2004; 7:37:36 PM from the Research dept. Discuss (1 response)

DSF Release Report: How Young People are Faring?

DSF-Dusseldorp Skills Forum has just released 'How Young People are Faring 2004'. It is the latest in a six-year series documenting changes in the learning and work circumstances of young Australians. [ Source: Dusseldorp Skills Forum ] Posted by Bill Coppinger on 29 September 2004; 8:58:50 PM from the Research dept. Discuss

The Global Education Digest 2004: Implications for Aust?

The Global Education Digest 2004: Comparing Education Statistics Across the World is the second in an annual series of UNESCO Institute for Statistics global statistical reports that provides the latest key education indicators from early childhood to higher education. It is a fundamental reference work for a general readership interested in comparing education systems and trends across nations. This report also provides an additional analysis of school life expectancy, progress towards education goals and a survey of national compulsory education standards. [Source: Edna] Interestingly, the schools editor for the Weekend Australian, Jennifer Buckingham, wrote a piece on Saturday, September 18th, titled 'Set our schools free'. In this piece, Buckingham points out that; Only 24 per cent of educational decisions are made at the school level in Australia, on average, putting us 20th out of 24 nations surveyed. Our 24per cent compares with 100 per cent in the Netherlands, 85 per cent in England and 75 per cent in New Zealand. Considering the work and role of the LLEN's across Victoria, the G.E.D 2004 report makes interesting reading. Related links: The Global Education Digest 2004 'Set our Schools free' -The Weekend Australian     Posted by Bill Coppinger on 20 September 2004; 3:58:40 PM from the Research dept. Discuss

Minister Kosky responds to OnTrack Data

In an article entitled There's a lot more to a school's success than tertiary entrance rates, the State Minister for education and Training, The Honourable Lynne Kosky, details her response to the debate around the OnTrack data. [Follow the headline link] Posted by Bill Coppinger on 13 August 2004; 6:31:59 PM from the Research dept. Discuss

Dusseldorp releases Newspoll on Education

A national Newspoll survey of Australian adults, commissioned by the Dusseldorp Skills Forum, was conducted in June 2004, with the aim of measuring community opinion on issues such as the level of government support for education, the role of schooling, and education, training and employment opportunities for young people. Newspoll surveyed 1,200 respondents aged 18 years and over nationally over the period 25-27 June. The poll confirmed that nine out of ten Australians want education to be a higher priority for governments. Community concern is particularly high in relation to schools, especially public schools, which are generally viewed as being in need of increased funding and resources. Affordability and access to education also ranked highly as concerns. Half of all Australian adults say it is most important that governments do more for schools. Significantly fewer, only one in ten adults for each, say universities, pre-schools or TAFE colleges are most in need of government attention. Calls for more government attention to schools were higher among women (54 per cent) than men (47 per cent), and higher than other states in NSW (56 per cent) and lower than other states in Victoria (41 per cent). Putting a greater priority on assisting teenagers to get an apprenticeship or a traineeship and providing job opportunities for school leavers were supported by more than 70 per cent of adults. Only one in five feel the priority that governments currently place on these areas is about right. Two thirds of adults also say that assisting young people to complete year 12 should be a higher government priority. By contrast significantly less people are unhappy with current levels of assistance to get into TAFE and into university - more than a third of adults feel the priorities in these areas are about right. Giving young people knowledge and skills for adulthood is the most important thing schools should doing according to one in two adults. Nearly a quarter said preparing young people for work was the most important task for schools. According to Newspoll, "a good education is viewed by many as an asset at both individual level and for the greater Australian community." To find out more download: the Summary Report from the Dusseldorp Skills Forum web site here, [532K] or download the Full Report for all the Tables and data from the Dusseldorp Skills Forum web site here. [374K] [Source: Dusseldorp Skills Forum] Posted by Bill Coppinger on 3 August 2004; 5:24:19 PM from the Research dept. Discuss

Australian Social Trends 2004

The Australian Bureau of Statistics has made available the Australian Social Trends 2004 . 3.3 million students attended 9,607 Australian schools in 2003..... Posted by Bill Coppinger on 15 July 2004; 8:00:44 PM from the Research dept. Discuss (1 response)

Research: What can LLEN's achieve?

ARC Linkages Project Occasional Paper No 2 has been published by the Univeristy of Mebourne's Educational Outcomes Research Unit [EORU]. The co-authors of the report titled Education and training and regional networks: the implications for outcomes and governance are Lyn Robinson and Jack Keating. Posted by Bill Coppinger on 8 July 2004; 6:21:10 PM from the Research dept. Discuss

OECD Programme for Student Assessment

A new three-year survey of the knowledge and skills of 15-year-olds in the principal industrialised countries. The survey, conducted first in 2000, will be repeated every three years. 265,000 students from 32 countries took part. Students sat pencil and paper assessments in their schools. Students and their principals also answered questionnaires about themselves and their schools. This allowed PISA to identify what factors are associated with better and worse performance. A new way of looking at student performance. PISA assessed young people's capacity to use their knowledge and skills in order to meet real-life challenges, rather than merely looking at how well they had mastered a specific school curriculum. PISA assessed literacy in reading, mathematics and science. Students had to understand key concepts, to master certain processes and to apply knowledge and skills in different situations. Information was also collected on student attitudes and approaches to learning. A unique collaboration between countries to monitor education outcomes. PISA was co-ordinated by governments of participating countries, through the Organisation for Economic Co-operation and Development (OECD). Leading international experts worked to develop an assessment whose results are comparable across different national and cultural contexts. PISA improves international information on student outcomes, giving countries benchmarks and regular updates on how students perform against them. Posted by Bill Coppinger on 16 April 2004; 11:28:53 AM from the Research dept. Discuss (2 responses)