Australian Education System - Case Study Example

Running Head: Culture and Curriculum Your name Course name Professors’ name Date Introduction This paper seeks to explore how Australian Education system has contributed to inequality of educational outcome 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 an 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 neighbours have shown rapid improvement in education. In 2009, Shanghai displayed exemplary performance in Program for International Student Assessment, PISA as compared with Australian students. This dismal performance can be attributed to inability of Australian schools to provide equitable education that would enable learners 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 behaviours. 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 varying outcome of education for both gender. 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 belief 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 Program for International Student Achievement (OECD, 2006). Achievement and attitude of Students in Australia Table to illustrate assessment of scientific literacy for both genders PISA Scales Effect size, +male mean –female mean Combined Science Science competence identifying scientific issues explaining 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 minimum gender disparity in the combined science scores. Nevertheless, males performed substantially well on the following subscales: scientific explanation of phenomenon, physical systems, and earth and space systems. On the other hand, the assessment discloses exemplary performance of girls in 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 minimum but statistically significant difference in scores for both boys and girls. As compared to female, boys appear to be more confident, appreciate science, enjoy science and are more aware of environmental issues. On the other hand, female are moved by 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 prevails in the society. Australian Students participation in SET To be able to determine existence of sex difference in subject choice calls for an analysis of Physics, Chemistry, and Biology enrolment trend. In Australia, the 12th year marks the final stage of secondary education. The data indicating total enrolment (percentage) in the final year is readily available. This data is expressed in a table in summary form for a cohort. 2001 (%) 2004-2006 (%) Subject Male Female Male Female Physics 25 9 23 8 Chemistry 20 16 19 17 Biology 18 32 19 33 Source: Ainley (2008) The data clearly exemplifies male preferring physics and female preferring Biology. In Chemistry, enrolment is fairly the same. Over the years, students have resorted to other subjects thus explaining the decreased enrolment rate in science subject. It is imperative to note that enrolment in various subjects is stimulated by the possibility of finding and retaining a job in the future. At the beginning of 21st century, employers took responsibility of further training male population by offering apprenticeships, on-the- job training, or mentorship program where the junior staff were monitored directly by the senior personnel. Females had to enrol themselves in higher education institutions since employer required higher educational performance in areas to be filled by women. In this case, girls have higher dependency on senior schooling than the boys (Teese, 1995). Research has been conducted to explain whether marriage and motherhood have any relationship with the tendency of girls to extend their schooling than the boys. In the 1970s, later marriage was fashionable since school retention for girls was higher. From the 1940s to 1960s, early marriage and motherhood was fashionable as girls were inclined at leaving schools at a younger age (Teese, 1995). International Trend To understand vividly disparity in performance and participation between boys and girls, it is essential to consider international perspective of gender and education. According to OECD (1998), there has been a steady increase in girl’s participation over the last 25 years. This research, carried out in OECD countries, revealed that boys and girls received fairly the same schooling. In relation to achievement, girls have continually registered tremendous performance. Gender differences and drawbacks In order to explain gender differences and disadvantages in participation, performance, and retention, it is necessary to focus on some factors that perpetuate inequality within the perimeters of gender. gender identities and relationships intersecting identities personal biology, psychology, and health structure of education, its processes, and practices school culture and subcultures Gender distinctiveness and relationships There is a wide belief that maleness and femaleness must maintain their distinctiveness in order to sustain its existence. Nevertheless, the two parties depend on each other for the realization self-concept. From the data revealed by PISA (2006) boys, tend to perform poorly in literacy as compared with girls at a junior secondary school levels. This poor result is attributable to lack of interest since English as a reading subject is culturally termed as feminine. Intersecting identities Awareness covering on how gender intersects with other social and cultural factors should be created. The studies on Aboriginal and Torres Strait Islanders people clearly demonstrates intersecting factors where low completion rates of indigenous boys is linked to educational and social alienation. Gardiner (1997) suggests that gender and its interaction with Aboriginal identity should be addressed with a view of improving completion rates amongst indigenous youths. Individual biology, psychology, and health Gender differences in terms of biological, psychological, and developmental determinants ultimately affect student’s performance. Overtime, girls have preferred some specific styles of reading including fiction and creative narrative whilst boys show preference for mechanical concepts. This indicates that girls focus on detail and social context of an issue whereas boys are attracted to abstraction and generalization (Ainley, 2008). Physical and psychological Health of students further determines student’s progress through schooling. Pregnancies among teenagers have a great influence on the ability to participate in schooling. Educational structure, processes and practices Structure of curriculum, style of teaching, and methods of assessment are critical components that affect gender in education sector. Some specific learning areas and methods favour one gender against the other. Furthermore, mainstream curriculum in Australia seems to ignore indigenous students or non-English speaking students. This is evidenced by how curriculum is shaped to fit certain gender, social classes, and destinies (Rennie, 2010). An example is vocational curriculum and career counselling which appear to move low-SES students towards low-SES futures. School culture and subcultures Inequality in distribution of resources, awards, and rankings within a school simply indicate individual position in educational hierarchy. Indigenous and less privileged students perform poorly both within the school and beyond simply because of inequality in distribution of resources and other values. The student peer culture and friendship have an influence on schooling. Existence of aggressive behaviours, violence, and harassment based on gender are characteristics of cultures and subcultures within a school (Rennie, 2010). Through peer influence, some students tend to oppose school authority and value system. In the end, this would affect negatively student’s educational outcomes. Proposed strategies to improve educational outcome The school should be open to receive new ideas both from within the school and from outside. This would allow intellectual exchange of constructive information between systems and individuals. Secondly, a school ought to support, encourage, and celebrate holistic development of the student such that educational outcome is improved. It is also important for the school to encourage all students to be responsible for their actions and eventually explore ways to achieve change. Apart from aforementioned strategies, the school has to ensure that boys and girls feel welcome in a school and that individualized needs are met. This goes along in educating them about life and fulfilling their dreams. The teachers, who disseminate knowledge, should be trained on gender issues in a learning environment. This would entail raising quality of teaching to a level that teachers are capable of motivating both genders. Teaching techniques ought to be varied and structured in a way that boys and girls get the most out of a teaching situation. Educational system in Australia can be improved by investing more resources in rewarding quality teaching, literacy, and numeracy skills at all educational levels. Moreover, curriculum in all the states should be merged to ensure equity. This means that indigenous people should not go through separate curriculum from mainstream curriculum. The effect of this strategy in education system is that all people would feel valued. Intervention programs should also be introduced with a target of increasing options, participation levels, and results of schooling for girls and boys. The education system should be monitored and reviewed based on outcomes and sustainable programs. This would assist in making decisions regarding development, resourcing, and delivery of appropriate and rewarding education for both boys and girls. Conclusion This paper began by briefly analyzing potential variables, in literacy levels article, that affect outcome of schooling. Even though numerous factors were identified to cause inequality of educational outcomes, gender was specifically addressed in this paper. To support argument on gender, data from OECD was consulted. This data was vital in enhancing understanding of performance, enrolment, and achievement across subject categories for both boys and girls. After a thorough analysis of gender issues, there is no doubt that strategies to improve education should be put in place. Reference Ainley, J., et al. (2008). Participation in science, mathematics and technology in Australian education. Camberwell, Victoria: Australian Council for Educational Research. Gardiner, G. (1997). “Aboriginal boys' business: a study of indigenous youth in Victoria in relation to educational participation and contact with the juvenile justice system.” Journal of Intercultural Studies 18(1): 49-61. Leech, R. (2011, Jan/Feb). Literacy levels. Teacher Magazine, pp. 18-22. Organisation for Economic Co-operation and Development. (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. Retrieved April 13, 2011 from http://www.oecd.org/dataoecd/63/35/37464175.pdf. PISA. (2006). Science Competencies for Tomorrow's World. Paris: OECD. Retrieved March 13, 2011 from http://www.pisa.oecd.org/dataoecd/30/17/39703267.pdf. Rennie. L.J. (2010) Gender Still Matters in Australian Schooling. International Journal of Gender, Science and Technology, 2(1): 1-4. Teese, R. (1995). “Gender equity in high-level mathematics: A study of regional socio- economic influences on participation and attainment.” Journal of the Australian College of Education 21(4): 48-54. Read More