Student Equity in Higher Education in Australia
Equality is about sameness, and the major focus of equality is to ensure every individual has the access of same resources (Gilbert & Heller, 2013). The term equity is about fairness ensuring that each person receives what that person needs. It is important to distinguish between the two terms, especially in Education where there are wide vivid existing gaps in opportunities as well as outcomes for the large number of students. History proves the injustice occurred to the low-income students, students of different color than majority and students differing from the majority in any aspect. Even in today’s policies the expectations and unspoken prejudice rules continue to exits and perpetuate the problem. To educate students effectively in this 21st century, higher education need to emphasis on equity as well as quality. This factor initiates me in to write the report that aims to analyze Equity in higher education in Australia and make recommendation for Bhutan on the wisdom of borrowing policy from Australia. The aim of the report is to analyses one of the following policy issues in Australia as a basis to making recommendations to Bhutan. The report includes an introduction of an Australian policy, philosophical understanding of education and the way it influences apparent in the dominant policy discourse. The report includes recommendation based on the policy and the policy discourse considering Bhutan’s education system.
Australia have emphasized on student equity in higher education from twenty-five years. It believes every children should have a fair chance (James & Beckett, 2013). Focusing on equity and quality, the policies of Australia focuses on the following education perspectives:
- Positive indicators in equity
- Fair and inclusive policies
- School choice
- Rural and indigenous students (Larkins et al., 2015)
It is a hard journey of brining the practice of equity in the Australian culture. The major challenge that arises in this particular filed of practice is the continuous attempt of reducing inequities between students who belong from different socio-economic and ethnic backgrounds. The issues are managed by the Australian government by implementing several problem specific policies. Some of the recent policies and practices are:
- Investing in the early years- a national early childhood development strategy (2009)
- Smarter schools national partnership for low socio-economic status school communities (2008-09 to 2014-15)
- Aboriginal and Torres Strait Islander Education Action Plan (2010-14) (OECD, 2013)
Policy borrowing in education is a process that can be used to achieve the goal of comparative education. The early comparativists have found the process of comparing a cultural method that can help other countries to be better. The theory is simply to study, compare and understand other countries (Steiner-Khamsi, 2014). Lately, the developing countries have become the subject of policy borrowing research. In the similar attempt, Australia’s policy will be analyzed in order to borrow it for Bhutan. Therefore, considering the educational policies of Australia, the policy that is would be analyzed in this report is policy that declare to invest adequate resources in the early years, Investing in the Early Years- a National Early Childhood Development Strategy (2009). It is an approach that focuses majorly on the early childhood development. The Investing in the early years- a national early childhood development strategy is to support greater equity by providing schoolchildren a premature start in education. The policy was applied in 2009 to support all points of government. In order to create a better coordinated and more effective national early childhood development system, diverse needs of Australian children and their families should be supported, and improvement of their health, safety, early learning and well-being. The initiative includes children that ranges from the time they are born up to the age of 8 specifically the children who are socio-economically disadvantaged (Black et al., 2017).
Policy Borrowing in Education
The policy has six primary strategy that is set out according to priority areas that requires the most attention. The priorities have relevantly considered the amount resources allowed, recognized at the diverse initial territories and points.
- Strengthening of worldwide maternal, child and family health services
- Providing assistance for weak children
- Engaging mother, father and the community in the understating the significance of early childhood development
- Improving early childhood infrastructure
- Strengthening of the workforce for development for early childhood and family support services build better information and a firm evidence base.
The initiatives that are included in the strategy:
- The National Partnership on Early Childhood Education aiming to ensure universal access to quality early childhood education, delivered by university-trained early childhood teachers, for 15 hours a week, 40 weeks a year.
- The National Quality Framework for Early Childhood Education and Care (NQF) (2009) aims to increase consistency and quality in education and care services. The NQF now applies to long-day care, family day care, care outside of school hours, and preschools/kindergartens.
- The National Partnership Agreement for Indigenous Early Childhood Development aims early learning, proved health for mothers and their children and support for Indigenous families.
Education is the process of facilitating learning, it is a way one gain knowledge, skills, values, beliefs and habits. There are various way individual go through the process of education (Gay, 2013). In the formal setting, education works under the guidance of educators however, learners can also educate themselves. It is essential for the educators to ensure that the learners are gaining the right knowledge and therefore, the educators carry a big responsibility in society (Bunch, 2013). Education is important for it is medium of having a promising future. It is a method that shapes and support our future.
Education can be understood in various ways, people understand the concept of education differently in various perspective. Understating education from philosophical perspective is the main focus in this section.
The term ‘philosophy’ is understood as ‘love of wisdom’ and that is the major reason for the existence of perspective in education. The Australian policy of Investing in the Early Years- a National Early Childhood Development Strategy, when analyzed which the philosophical perspective, it explains why this is the most suitable policy that can be used by Bhutan in policy borrowing. The Philosophy helps the educators reflectors on key issues and concepts in education. In the similar way it helps comparing the policy that would meet the requirement for the idea education. The help educator gets are often understood when questions are asked such as ‘What is being educated? What is knowledge? Why one seek knowledge? What knowledge can do for humankind and society? The main function of philosophy of education involves critical evaluation of aims, ideas and education, analysis of human education, educational values, the theory of knowledge and most importantly the relationship of education and social progress. It is important that the Australian’s policy answers the questions that are raised or even help satisfying the requirements. There are four major educational philosophies and each educational philosophical approaches focuses on ’What’ should be taught in the curriculum aspect.
Perennialism: For Perennialism, to ensure that students gain understanding about western civilization is the aim of education. According to them the ideas of western civilization have the potential for solving problems in any era (Silalahi, 2016). To teach everlasting ideas that seek enduring truths that are constant similar to the natural and human worlds at their most essential is the main focus. Also, teaching these philosophies are critical for human being are rational and development of their mind is needed.
Investing in the Early Years- a National Early Childhood Development Strategy is the foreign policy that to some extent represents the western civilization. Although understanding the western civilization is not the appropriate word that would be endorsed here for every country is civilized in their cultural way. Therefore, it is not the characteristic of the western civilization that is needed in Bhutan but the good characteristic that make Australia one of the best country in the world in term of education. Australia highly believes in Equity when it is about education (Gurría, 2009). Bhutan is one of the promising country of the world that is aiming to achieve the best of education system. Therefore, adapting the characteristic of equity specifically focusing on gender, disadvantaged and disabled students. This Australian policy prioritize giving strengths to the vulnerable students and it is the characteristic that western civilization promotes. This is the part Bhutan needs to adapt.
Investing in the Early Years- a National Early Childhood Development Strategy
Essentialism: According to essentialism there is a shared core of knowledge that in a disciplined systematic, way should be transmitted to students. The perspective focus on intellectual as well as good standards that should be taught by schools. Essential knowledge and skills and academic rigor are the core curriculum (Sin, 2014).
Investing in the Early Years- a National Early Childhood Development Strategy focuses mainly on the childhood which is usually the most impactful years of humans. Through the help of this policy aspects of equity can be seen from this perspective as a core of the knowledge. Knowledge is surely gained throughout life however, in the early years when the concept of equity in the policy it will help the children grow with broader mind.
Progressivism: This perspective believes that the whole child should be the focus instead of the content that the children are taught. Students should test ideas through active investigation for learning is deeply enrooted in the learner’s queries that arises while experiencing different experiences of world (Dinham, 2013).
The policy Investing in the Early Years- a National Early Childhood Development Strategy is the best example that satisfies the policy. As the philosophy suggests that the focus should be on the whole child and not just the content, this policy is specifically aiming for the same goal. When Bhutan has a long term goal of achieving world class education they should also emphasis on children’s early years and the child as a whole. It involves child’s thinking, behavior and way of looking at the world. Shaping their views during this period is easy as well as important. Developing the equity in this period will help the nation eliminating any discrimination in the future.
Reconstruction: This philosophy focuses on addressing social questions and crave of creating a better society as well as worldwide democracy. Social reform is the main ideas underlining the philosophy (Lehtola & Ståhle, 2014).
Investing in the Early Years- a National Early Childhood Development is a way that would be as reconstruction asks a medium of change. The policy is investing on children who would be the future of nation. Similarly, there is need for Bhutan to implement the policy that would help Bhutan be a country with social equity.
The Investing in the Early Years- a National Early Childhood policy is certainly for the benefit of the nation. It targets one of the major issue of its nation. Australia is one of the most preferred country for students and parents all around the world for its education system. Australia with its best of resources have developed its education system that is known across the world. The policy that is chosen as policy borrowing is certainly a good policy that aims to achieve long term goals. However, there are several gaps that needs to be addressed in order to make is visible for Bhutan. Bhutan should be able to take care of the gaps while implementation (O’Connell Megan & Smith Charlene, 2018).
Australia has some real problems with their education system. The problem that is highlighted by researchers is the skill of solving problem in real life will continue to slip behind if government do not call for any urgent call. Teenagers in Australia are declining the in the field of science, math and reading. In global standards students have begun to lag behind. It is the existing inequity in education system and teaching as a career in Australia have become a very unattractive job. The problem is instead of providing opportunities to schools it argues on market-based reforms in education. Australian market despite having policies for the future development fail to produce inequity (Munro Kelsey, 2016).
Analysis
Excellence and equity is a broad term that may include many things, however the meaning has being narrowed down. ‘Excellence’ is explained as student’s achievement in high-stake global tests such as PISA and NAPLAN and ‘equity’ as socio-economic and other background factors that have no relevance on student’s performance. Australia being one of the best countries have not followed the highly performing nations instead it followed the market based reforms such as USA and UK. The major mistakes that Australian policy makes when accumulated is found as the result. There are policies that are for the benefit of the nation however, the nation has primarily shifted the major responsibilities to the schools who are for self-management. High-stakes tests that promotes competition between schools.
Bhutan is making the attempt of shifting from agrarian societal framework that existed from 1800s. The demands for such a transition needs politicians and educators the role of schooling and what is the importance of education with equity (Gordon, 2013). Since 1960s Bhutan has begun its modernization journey. The country has come up with best of ways such as sustainable development, cultural heritage and gross national happiness. For education, the country has shifted its education policy from elite monasticism to secular ‘education for al’. This has particularly encouraged education for heterogeneous population. Alike Australia, Bhutan has begun to understand the importance of pedagogy in development of the nation. Investing in the Early Years- a National Early Childhood Development is the policy that Bhutan can use in order to achieve its education goal. The reason Australia is faced with certain issues regarding the social equity in education system is for there is a strong role of economy. Bhutan have been showing constant growth and concern for the problem which even promotes social inclusion. Therefore, it is only the policy that will be used by Bhutan (Schleicher, 2014).
With all the negative parts, the policy have several benefits that Australia has found. Considering the possibilities, the policy is capable of eliminating the gap in knowledge between the disadvantaged children’s and the advantaged students. It will improve the economy, strengthen the middle class. Children will learn to open up long before they step into kindergarten, children will growing up with the notion of social equity. With the help of the policy, the children who are the future of a nation will develop interdependence and role of relationships identities.
Borrowing the policy from Australia and copying the practice will certainly not be beneficial. The Investing in the Early Years- a National Early Childhood is a policy that is created in accordance to Australia’s socio-economic factors and by copying and practicing it will merely not help. There is need of amendments as per the countries cultural, social and economic factors. Therefore, practices in accordance with Bhutan’s social, political and economic factors the policy needs to be adjusted to avoid social inequity. It is the policy that has been suggested and it is important that educators, sociologists, politician and other important people understand the impact it can have on Bhutan as well as the changes that would be required in order to achieve the goal of impeccable education system.
Philosophy of Education
The Ministry of Education in Bhutan has initiated some special education services to empower the children will special needs. 3.4 percent of total population contributes in the number of total people with disability. Institution such as Muenselling Institute, Kwinnliga Mission Arbetare and other are taking some significant initiation to improve the implementation procedure and success factor of the Policy “Education for all”. However, there are some critical issues that causing enough hindrances in the educational empowerment. In 2013, Special Education Needs Unit, a Changangkha LSS based institution has found that more than 45% of disable population considering both child and adult are not getting enough support and facility due to lack of workforce and volunteer participation (Gilbert & Heller, 2013). Excellence and equity is a broad term that may include many things, however the meaning has being narrowed down. ‘Excellence’ is explained as student’s achievement in high-stake global tests. Therefore, the government policies need some amendments in order to make the current framework of implementing the policy “Education for all” with more success rate. At the same time, these policies should also take the Lower Secondary Schools into account. Currently there are only two special schools for the children with visual and hearing impairment. With better recruitment policy for education system more public school can be made with proper supportive workforce and facilities.
In Teaching and Vocational Education Program some effective policies from Australian education system for aboriginal communities can be borrowed as well. At the same time the unemployment rate of youth is 7.3 percent that is more than three times greater than the overall unemployment rate (Gilbert & Heller, 2013). Ministry of Education should take more initiatives to develop enough policies to implement the Vocational Skill Development Curriculum based activities across the nation. Currently, the enrolment system is not enough to support the wider group of students in Traditional art, Craft, Tourism, and other courses. However, some private organisations are taking some significant actions in order to improve the current scenario. Some new policies that can allow the Government subsidised organisations to work with these private organisations will be beneficial to offer more advance courses like Computer programming, Busness Management, Technical utility and others. Australian’s policy answers the questions that are raised or even help satisfying the requirements.
Currently two Collages of Education (CoE) are providing the teacher’s training for the eligible candidates. At the same time the Bachelor of Education System are not clearly segregated into three crucial sections namely primary education, Secondary Education and Higher education. In order to increase the number of effective workforce in the education system the Government of Education System should offer more strategic policies that could be beneficial for both the youth educated generation as well as the distribution of educational facilities. Excellence and equity is a broad term that may include many things, however the meaning has being narrowed down. ‘Excellence’ is explained as student’s achievement in high-stake global tests. Post Gradual Diploma in education can be incorporated as a part of main stream education system rather than a service oriented training can increase the range of labour pool significantly (Gay, 2013). However, initiation of School Based In-service Program has made some effective changes within the Civil Service Labour Market. With more policies like this School Based In-service Program will allow the young generation to take part in a educational training process through their academic development path.
Recommendations for Bhutan
Enhancing the access to basic and higher secondary technical and vocational education can improve the overall quality of education system aiming towards the equity and distribution. The policies could be more focused on universal education system for pre-primary schools. Along with that, providing adequate learning materials and facilities will also encourage the children to learn. The learning environment has huge impact on the learning system and acceptation of the students. With more interesting teaching approach the average learning quality as well as teaching quality can be improved. Facilitating the primary and secondary level schools though cooperating with multi-sectoral government and industry will be highly beneficial. Region with lower income rate can be facilitated with residential learning technique where the students can live and learn in a particular premise. NSW education system has already promoted this type of educational system for regional aboriginal people (Bunch, 2013). There are four major educational philosophies and each educational philosophical approaches focuses on ’What’ should be taught in the curriculum aspect. The Ministry of Education in Bhutan can develop this policy, which can significantly contribute to the education empowerment in more remote places.
Bhutan Qualification Authority has proposed tertiary education system in 2015. However, the implementation of this procedure of tertiary education has lack of effective and tangible framework. These tertiary education system can improve the diversification, expansion of existing institutions and establishment. The policy should be aligned with the national students mobility issues it order to ensure the acceptability and feasibility. It will also allow the national student to pursue tertiary education outside of the Bhutan. The Authority of Education System should offer more strategic policies that could be beneficial for both the youth educated generation as well as the distribution of educational facilities. In order to increase the number of effective workforce in the education system the Government of Education System should offer more strategic policies that could be beneficial for both the youth educated generation as well as the distribution of educational facilities.
As a student of education I should make space in my career to serve for the education system of Bhutan taking the educational approaches of Australian Education System as an inspiration. I have to remember that the term equity is about fairness ensuring that each person receives what that person needs. Therefore, it is important for me to distinguish between the two terms, especially in Education where there are wide vivid existing gaps in opportunities as well as outcomes for the large number of students. As per my knowledge I have found that Australia have emphasized on student equity in higher education from twenty-five years. At the same time, Policy borrowing in education for Bhutan can be a process that can be used to achieve the goal of comparative education. I have to analyse the Australia’s policy in order to borrow it for Bhutan. In order to create a better coordinated and more effective National Early Childhood Development System, I should diverse need of children should be supported by me in Bhutan and their families, and improve their health as well as safety, early learning and well-being. Excellence and equity is a broad term that may include many things, however the meaning has being narrowed down. ‘Excellence’ is explained as student’s achievement in high-stake global tests.
From my academic experiences, I have learnt that education is the process of facilitating learning, it is a way one gain knowledge, skills, values, beliefs and habits. There are various way individual go through the process of education. In the formal setting, education takes place under the guidance of educators however, learners can also educate themselves. Through this Philosophy I can reflect on key issues and concepts in education. In the similar way it helps comparing the policy that would meet the requirement for the idea education. There are policies that are for the benefit of the nation however, the nation has primarily shifted the major responsibilities to the schools who are for self-management. High-stakes tests that promotes competition between schools. I should also ensure that the philosophy of education involves critical evaluation of aims, ideas and education, analysis of human education, educational values, the theory of knowledge and most importantly the relationship of education and social progress. I should also believe the common core of knowledge that in a systematic, disciplined way should be transmitted to students. . It involves child’s thinking, behavior and way of looking at the world. Shaping their views during this period is easy as well as important. Developing the equity in this period will help the nation eliminating any discrimination in the future. The policy that is chosen as policy borrowing is certainly a good policy that aims to achieve long-term goals. However, there are several gaps that needs to be addressed in order to make is visible for Bhutan. Bhutan should be able to take care of the gaps while implementation. I have to come up with best of ways such as sustainable development, cultural heritage and gross national happiness. Considering the possibilities, the policy is capable of eliminating the gap in knowledge between the disadvantaged children’s and the advantaged students. It will improve the economy, strengthen the middle class.
Conclusion:
From the above discussion, it can be said that history proves the injustice occurred to the low-income students, students of different color than majority and students differing from the majority in any aspect. Even in today’s policies the expectations and unspoken prejudice rules continue to exits and perpetuate the problem. It has been also found that the Ministry of Education in Bhutan has initiated some special education services to empower the children with special needs and the children who do not have enough accessibility to the proper education system. At the same time, some teaching courses and vocational courses have been already started in Bhutan. From the discussion and recommendations, it can be concluded that the government of Bhutan has too adopt many strategic empowerment policy to improve the equity in their education system.
References:
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