| Description |
1 online resource |
| Contents |
Cover -- Title Page -- About the Author -- Copyright Info -- Dedication -- Table of Contents -- Preface -- Introduction: A tale of two policy discourses -- Part 1: The current state of Australian education policy, and why it must change -- Chapter 1: Neoliberalism comes to Australian education -- Chapter 2: The damaging effects of current education policy directions -- Part 2: What are the problems? -- Chapter 3: Take the public out of public education -- Chapter 4: Standardised testing and its problems: A case study of the Programme for International Student Assessment (PISA) |
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Chapter 5: Evidence-based policy: The use and abuse of research -- Chapter 6: Outside influences on education policy -- Part 3: Changing the educational narrative -- Chapter 7: The perils of ignoring the purposes of education -- Chapter 8: Towards a process for thinking about futures for Australian education -- Chapter 9: Using the process: A case study of the fourth industrial revolution -- Part 4: New policy directions for Australian education -- Chapter 10: New curriculum directions -- Chapter 11: New pedagogical directions -- Chapter 12: New directions in system-wide and school-based cultures |
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Epilogue: Towards a new narrative for Australian education -- Glossary -- Acknowledgements -- References -- Index |
| Summary |
Australian education policy for the past 40 years has been heading in the wrong direction and is entirely unsuitable for preparing young people for the 21st century. Exaggeration? Sadly not. For a teacher, there is nothing more exhilarating than encouraging young people to realise the power of learning. But in our schools today, teachers spend so much time preparing their students for high-stakes tests, gathering data and filling in forms, that many of them feel like the life has been squeezed out of their role. Schooling has been turned into a market, and school leaders are forced to spend precious time and resources competing with other schools. Their professional experience is disregarded as policy makers turn to the corporate world and self-appointed commentators to determine curriculum and school funding |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
Curriculum planning -- Australia
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Education -- Curricula -- Australia
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Educational accountability -- Australia
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Education and state -- Australia
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Curriculum planning
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Education and state
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Education -- Curricula
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Educational accountability
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Australia
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| Form |
Electronic book
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| ISBN |
9781760872380 |
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1760872385 |
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