Contextual Application of Large-Scale Educational Initiatives Report

This report provides a detailed analysis of the application of large-scale educational initiatives within a learning environment, specifically focusing on the Higher Education Standards Framework (HESF) and its second domain concerning the learning environment. The report identifies the problem of inclusivity in multicultural settings and examines how the HESF addresses issues such as facilities, diversity, student grievances, and wellbeing. It evaluates the suitability of the HESF for implementation, emphasizing its relevance to the identified context and its potential for improving inclusivity. The report outlines criteria for evaluating the initiative's success, including improvements in classroom inclusivity, the resolution of student issues, and the effectiveness of classroom resources. The analysis is supported by references to relevant research and frameworks, offering recommendations for practical application in educational settings. This report is designed to aid students in understanding the importance of inclusivity and how to apply educational frameworks in real-world situations.

Contextual application of Large
Scale educational initiatives.
Name of the Student
Name of the university
Author note

Introduction
• The educational context that is addressed here is that of learning
environment.
• A learning environment is the environment in which learning happens
(Spaulding, 2014). It can be anything ranging from normal classrooms
to an opening in the middle of the forest, if the course plan demands
so.
• Within this context, the problem that is identified is that of inclusion,
or the lack of it. In multicultural society, inclusion of learners from all
sociocultural backgrounds irrespective of diversity, should be one of
the primary objectives to accomplish

Initiative/Programme
• The initiative that has been identified specifically for the context of learning
environment is the second domain of the Higher Education Standards Framework
(HESF) under the Tertiary Education Quality Standards Agency (TEQSA).
• The domain is titled learning environment and is one among seven distinct
domains identified under the HES Framework.
• The domain is divided into four sections and these sections attempt to address
the following:
1. The nature of the learning environment, and its access and purpose under
the control of the provider, without any presupposition of any particular model of
delivery or participation, diversity of participants, and wellbeing of staff and
students involved. ( (HESF, 2015).
2. Access to efficient provisions to address any student grievance that may
arise (HESF, 2015).

Evaluation
• The key problem identified in the context identified above is in the
promotion of inclusivity in the classroom. There are many aspects like
cultural discrimination, in-class conflict, grievances etc. that can hamper a
student’s experience of education (Griffin, 2014).
• Domain 2 of the HESF identifies and elaborates upon these specific
problems under the following four heads:
2.1 Facilities and infrastructure
2.2 Diversity and Equity
2.3 Wellbeing and safety
2.4 Student Grievances and complaints

Evaluation
• Each of the four sections critically discuss the needs and requirements
for a holistic and inclusive education for all.
• While 2.1 discusses the facilities and infrastructure that an
educational centre should possess, the sections 2.2 through 2.4
specifically address all the problems that have been identified in
relation to the educational context.

Recommendation
• This initiative is perfectly suitable for implementing in my educational
context.
• Firstly, the domain specifically identifies itself with learning
environment as its focal point.
• Secondly, the sections in the domain correlate with and demonstrate
a perfect fit with the problem that has been identified.
• Socio-cultural inclusivity in learning is a matter that should be given
paramount importance. The domain identifies all the aspects in
connection with inclusivity in its content.

Criteria for success
• Implementing and evaluating the success of this initiative would not
be very difficult to accomplish. The results would be highly
perceptible.
• The first criteria would be to evaluate the level of inclusivity in the
classroom and how it has improved over time.
• Secondly, the issues that a particular student is facing, should be
addressed based on sections 2.3 and 2.4 of the domain. How
accurately they are followed determines the success of the initiative.
• Finally, the effectiveness of the classroom resources and facilities in
teaching and learning would be a key indicator if success/failure.

References
• Griffin, D. (2014). Policy development in education and schooling in Australia. In
D. Griffin, Education reform: The unwinding of intelligence and
creativity. Retrieved
from http://ebookcentral.proquest.com/lib/think/detail.action?docID=1636472
• Higher Education Standards Framework (2015). Higher Education Standards
Framework (Threshold Standards) 2015. Tertiary Education Quality and
Standards Agency Act 2011. Department of Education. Australian Government.
• Spaulding, D. T. (2014). Program evaluation in practice: core concepts and
examples for discussion and analysis. Retrieved from https://ebookcentral-
proquest-com.ezproxy.laureate.net.au/lib/think/detail.action?docID=1634264