The paper "Australian Education System" is a perfect example of a case study on education. This paper seeks to explore how the Australian Education system has contributed to inequality of educational outcomes for a specific group of students. The discussion begins by giving a summary of variables that Rebecca Leech, in her Literacy Levels article, beliefs to contribute to varied educational results. To narrow down the essay, the discussion proceeds with intense analysis of how gender affects educational outcomes. In a bid to counter inequality, proposed strategies to improve student’ s outcomes will be thrashed out at the end. Rebecca Leech’ s arguments Leech (2011) draws our attention to the declining literacy levels among Australian students as compared with other countries.
According to Leech, Australia’ s Asian neighbors have shown rapid improvement in education. In 2009, Shanghai displayed exemplary performance in the Program for International Student Assessment, PISA as compared with Australian students. This dismal performance can be attributed to the inability of Australian schools to provide equitable education that would enable learners to function well in their immediate society. Leech notes that the lowest-performing learners are from indigenous communities, geographically remote areas, and low socioeconomic backgrounds.
As compared with learners from metropolitan schools, students from remote locations registered poor performance. Additionally, the researcher identified gender as an impediment to high school performance. In a subject like Math, boys outperformed girls but the opposite is also true in reading. Gender and education in Australia Gender equality is based on the impact of sexes on expectations, interests, and behaviors. Normally, gender disparity creates constraints and limits instead of expanding options and possibilities for students. There have been particular concerns about gender issues in Science, Math, and Technology based on the varying outcomes of education for both genders.
The students have demonstrated differences in three fundamental areas with reference to their gender: subject interest and choices confidence in their capacity to handle Science and Math achievement Even though some people believe that differences in sex no longer exists, there are still culturally based stereotypes on gender achievements in science-based subjects. Regardless of the disparity in subject choices, confidence, and achievement of boys and girls can be deduced by analyzing performance in the Program for International Student Achievement (OECD, 2006). Achievement and attitude of Students in Australia Table to illustrate the assessment of scientific literacy for both genders PISA Scales Effect size, +male mean – female mean Combined Science Science competence identifying scientific issues explaining the phenomenon Scientifically use of scientific evidence knowledge of science physical systems living systems Earth and space systems Science knowledge 0 -. 21* . 13* -. 03 . 26* . 01 . 16* -. 10* Source: PISA (2006) * indicates statistically significant In a study done by OECD (2006), over 14,000, 15-year-old students in Australia took part in PISA investigations.
The result of the study reveals the minimum gender disparity in the combined science scores. Nevertheless, males performed substantially well on the following subscales: scientific explanation of a phenomenon, physical systems, and earth and space systems.
On the other hand, the assessment discloses the exemplary performance of girls in the identification of scientific issues and science knowledge. PISA (2006) also presented data in relation to science attributes and is tabulated in the table below: PISA Scales Effect size, +male mean – female mean Self concept in science value of science interest in science Enjoyment of science Environmental awareness Concern for environmental issues Optimism on environmental issues Responsibility for environmental sustainability +. 22* +. 13* -. 02 +. 09* +. 18* -. 22* +. 21* -. 20* Source: PISA (2006) There is clear evidence of a minimum but statistically significant difference in scores for both boys and girls.
As compared to females, boys appear to be more confident, appreciate science, enjoy science, and are more aware of environmental issues. On the other hand, females are moved by the environment and tend to accept steps to sustain the environment than the male gender. All these variables are stereotypes and vividly explain why sex differences in achievement and attitude prevail in society.