Australia's Education System: Preparing Students for Future Jobs

This essay examines the Australian education system's capacity to prepare students for the future workforce, considering the rapid advancements in technology and societal changes. It highlights the gap between current educational practices and the skills required for future jobs, emphasizing the need for a curriculum that incorporates digital skills, science, design technology, and personalized learning experiences. The essay advocates for schools to function as community hubs, offering comprehensive services beyond basic education and promoting outdoor learning spaces to foster a better understanding of the world. Ultimately, it concludes that while the Australian education system has made strides in equipping students with essential knowledge and skills, there are still opportunities for improvement, such as integrating advanced technology courses, inclusive education programs, and tailored curricula to achieve better outcomes and meet the evolving needs of the future.

Running head: EDUCATION SYSTEM IN AUSTRALIA
Education System in Australia
Name of the Student:
Name of University:
Author Note

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EDUCATION SYSTEM IN AUSTRALIA
Students of the future need to be taught how to think creatively. They should be equipped
so that they can adapt with the changing needs of the society. The world is changing with the
advancement of technology. In order to take up jobs of future, they need to learn about the new
ways, rather than just focusing on the ways of the past. The schools of the future need to include
courses which enable the minds of children with skills and ideas to adjust with the modern
workforce.
The modern workforce should have knowledge of science and technology to solve the
modern problems of the future. Critical thinkers are more likely to solve them confidently and
efficiently. The current education system in Australia tend to create gap between the students’
skills and understanding, when they face the transition from school to work. The enterprising
skills which are required to take up a particular job after the students graduate from school, prove
to be inadequate in many instances. Therefore, there has been rise in demand for digital and
technological skills. The world is been taken over by innovation and societal changes which
demand new curriculum which include drama, science, design technology and other tailored
spaces (Burke 2018). The most significant drivers of change historically support newer forms of
leaning experiences and activity. Therefore, learning settings which are personalized to suit the
needs of the students as well as the changing needs of the society which is advancing, is very
essential.
The schools should develop curricula which include have new learning and teaching
practices. The students should also be engaged in activities which will allow them to evaluate
their skills and understanding. Design spaces which are more inclusive in nature will cater to the
needs of the students as no two students have similar abilities. This will provide special
educational support to those who need, in order to develop effective learning spaces (Slemp et al.

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EDUCATION SYSTEM IN AUSTRALIA
2017). Schools should be built like community hubs which will also provide services and
programs in addition to the ones which are part of the curriculum. The objective of the schools
should be to provide services and education which goes beyond the basic learning programs.
Outdoor learning spaces encourage the students to learn about society and community (Foster
2018). This enable the students with clearer ideas about the ways of the world. The influence of
naturalistic environment yield better outcomes and create better opportunities to learn and thrive.
Artificial Intelligence, automation and advanced technology are not elements of fiction and
future. These are a part of the present world and is witnessing rapid change. The future is stacked
with opportunities of development and growth. The schools must be able to educate students in
order to suit the needs of future.
Thus, it can be concluded that the schools of future are enabling minds with proper
knowledge, skills and expertise. However, there are still abundant opportunities to address by the
educational sector in Australia. The Schools can include newer ways to address the changing
needs of the world by including advanced courses on technology, inclusive education programs
and personalized courses in order to achieve better outcomes.

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Reference
Burke, C., 2018. Humanism, modernism and designing education: exploring progressive
relations between Australia, New Zealand and the West Riding of Yorkshire 1930s–1970s.
History of Education, 47(2), pp.257-268.
Foster, G., 2018. Education Policy Reforms to Boost Productivity in Australia. Australian
Economic Review, 51(2), pp.253-261.
Slemp, G.R., Chin, T.C., Kern, M.L., Siokou, C., Loton, D., Oades, L.G., Vella-Brodrick, D. and
Waters, L., 2017. Positive education in Australia: Practice, measurement, and future directions.
In Social and emotional learning in Australia and the Asia-Pacific (pp. 101-122). Springer,
Singapore.