Australian Education System, Society, and Policies Research Report

This report provides a comprehensive overview of the Australian education system, examining its structure, frameworks, and underlying policies. It begins with an introduction to the national standards and the stages of education, from primary to tertiary levels. The report then details the Australian Education Framework, highlighting key capabilities and the roles of different educational institutions. It delves into the theoretical underpinnings, focusing on inclusive education and the Australian Qualifications Framework (AQF). An evaluation of the framework assesses its strengths and weaknesses, including challenges and potential improvements. The report concludes by summarizing the key findings and emphasizing the ongoing efforts to achieve high-quality education, referencing relevant sources throughout.

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Title: Australian System, Society, and Policies
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Table of Contents
Introduction......................................................................................................................................3
Australian Education Framework....................................................................................................3
Theoretical Underpinnings..............................................................................................................6
Evaluation of Framework................................................................................................................7
Conclusion.......................................................................................................................................8
References........................................................................................................................................9
Image References...........................................................................................................................10

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Introduction
In Australia, the students are taught on the basis of a national standard that sets out the
whole curriculum. The students have to study the same content which makes it easier to judge
their achievements. The process of schooling begins with the foundation, primary, secondary and
tertiary (higher) education. The Senior Secondary Certificate of Education is mandatory to enter
the Universities of Australia. Every state and territory has independent pre-school and primary
schools. The education is delivered via these states and territories. These can be owned by either
government or non-government authorities.
Australian Education Framework

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The schools have to be registered with the state or territory education authorities. They have
to follow the regulations and infrastructural standards set by the government (Anderson & Boyle,
2015). The existing curriculum focuses on seven basic capabilities that are considered as crucial.
These capabilities are listed as follows-
 Literacy capability
 Numeracy capability
 Information and communication capability
 Creative and critical thinking
 Personal and social capability
 Understanding of ethics
 Intercultural Understanding
The primary, secondary, and senior secondary education takes place from ages 6 to 16. The
framework can be divided as:
Primary school- the duration is 7-8 years. It basically starts at kindergarten or prep.
Secondary school- the duration is 3-4 years. 7 to 10 or 8 to 10.
Senior secondary school- the duration is two years, i.e 11 and 12.
The medium of instruction in the Australian education system is English. However, there
are several bi-lingual and multi-lingual programs offered by several schools (ESA, 2011).

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Source- www.westglobal.com.au

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Theoretical Underpinnings
Inclusive education (IE) is a vital part of Australia’s education system for twenty years. It
focuses on providing high-quality education to every student in the country. The aim is to reduce
inequalities in the education sector (Goradia, 2018). The IE provides assistance to teachers as
well as the students in enhancing the level of their tolerance and understanding. This type of
system enables teachers to use a variety of pedagogies and methods to fulfill several learning
requirements and needs. Several studies have shown that the results from IE have been
significantly positive (Grieshaber, 2010). The standard of education has changed all over the
globe and it requires constant upgrading. With the emergence of IE, the system of Education has
gained new heights. Also, it has provided schools with accountability.
The Australian Qualifications Framework (AQF) is the national policy. It is meant for
regulated qualifications in the Australian education system. The policy was introduced in
January 1995 (AES, 2017). The policy was initiated to underpin the national qualification
system in Australia. It mainly covers vocational education, higher education, training, and
schools. However, the full implementation took place in 2000. The Australian Qualifications
Framework (AQF) has levels 1 to 10 with a complexity level low to high respectively. In
addition, it has 16 qualification types in every training and education sector except for the Senior
Secondary Certificate of Education (Hoskin, Boyle & Anderson, 2015). There are many
advantages to AQF such as lifelong learning, ease of understanding and levels of education by
all, recognition of qualification, and many more.

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Evaluation of Framework
In Australia, the national goals for education are clear and set that is supported by
authorities and educators all over the country. The framework is well-conceptualized and
sophisticated. Moreover, the establishment of evidence-based policy is proper. The basis of
education is good, and knowledge management is fair. The framework for student learning
assessment is well established (Partridge & Yates, 2012). Several tools and policies are used to
support the assessment have delivered credible results. Furthermore, secondary school
qualification frameworks are also enhanced.
One of the major developments in the Australian education framework is in standards of
teaching. They are processes in place for teacher’s registration. The performance management
processes have formulated the basis for teacher appraisal (OECD, 2011). Furthermore, the
identification of skills and competencies provides opportunities for the positions of advanced
skill teaching. As far as the schools are concerned, qualities like transparency and accountability.
In addition, external school reviews and audits are also conducted. The use and publishing of
performance data are also a key part.
With an establishment of any policy, framework or curriculum comes challenges. Some
common challenges faced with the establishment of the Australian education system are-
 The association of classroom practices is joined clearly.
 The challenge to meet local needs and to balance between national policies is
present.

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 The non-governmental sector can also be enhanced in the framework.
 Some inadequacies are observed in the teacher skill assessment.
 Teacher appraisal is not systematic and it is also rarely considered as important.
 Implementing teacher registration process is also somewhat problematic.
 The national direction concerning school reviews is not adequate.
 Some gaps are identified in the national monitoring system.
These challenges can be overcome with continual and prioritized efforts to meet the
national system of monitoring, developing consistency in national policies and giving space to
local diversity as well, by making efforts in enhancing the evaluation and assessment capacity,
supporting and promoting a high level of monitoring in the non-government sector (OECD,
2011).
Conclusion
The Australian curriculum has improved with time and it has been successful in attaining
national consistency in determining the needs and requirements of the students as per the global
education standards. The efforts of teachers, authorities, educators, schools, etc. have been
profound in the process of development. However, the implementation of the curriculum is
rather improper. The conceptualization and design are not up to the mark as they claim it to be.
The efforts to achieve the ‘best quality education’ persists and it will succeed to the level of
commitment shown by the schools, teachers and other authorities.

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References
AES. (2017). The Australian education system | Australian Education Technology. Retrieved
from https://www.austrade.gov.au/edtech/the-australian-education-system/
Anderson, J., & Boyle, C. (2015). Inclusive education in Australia: rhetoric, reality and the road
ahead. Support For Learning, 30(1), 4-22.
ESA. (2011). Education System Australia. Retrieved from
https://docs.education.gov.au/system/files/doc/other/review_of_the_national_curriculum_fin
al_report.pdf
Goradia, T. (2018). Role of Educational Technologies Utilizing the TPACK Framework and 21st
Century Pedagogies: Academics’ Perspectives. IAFOR Journal Of Education, 6(3), 43-61.
Grieshaber, S. (2010). Departures from Tradition: The Early Years Learning Framework for
Australia. International Journal Of Child Care And Education Policy, 4(2), 33-44.
Hoskin, J., Boyle, C., & Anderson, J. (2015). Inclusive education in pre-schools: predictors of
pre-service teacher attitudes in Australia. Teachers And Teaching, 21(8), 974-989.
OECD. (2011). Educational Evaluation and Assessment in Australia. Retrieved from
http://www.oecd.org/education/school/48519924.pdf

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Partridge, H., & Yates, C. (2012). A Framework for the Education of the Information Professions
in Australia. The Australian Library Journal, 61(2), 81-94.
Image References
(2019). Retrieved from https://www.westglobal.com.au/education/study-english-courses