Bill Brown's List: EDUCATION TRENDS

UNIVERSITIES will have different excellence targets for boosting numbers of disadvantaged students depending on the state they are in.

It means the University of Canberra will have an excellence target of just 8.1 per cent of low socioeconomic-status students compared with Tasmania, where the target is more than 30 per cent.

Overcoming Indigenous Disadvantage: Key Indicators 2011 and errata was released on 25 August 2011. The errata are available only on this website.
In April 2002, the Council of Australian Governments commissioned the Steering Committee to produce a regular report against key indicators of Indigenous disadvantage. This report has an important long-term objective. It is to inform Australian governments about whether policies and programs are achieving positive outcomes for Indigenous people. This will help guide where further work is needed

The foundation was formally launched at Parliament House on 25 November 2008, when the foundation's advisory board was announced.
QATSIF was established with $25.8 million capital, consisting of $10.8 million from the former Aborigines Welfare Fund and $15 million from the remaining unspent funds from the reparations (stolen wages) scheme.
Funds are distributed in partnership with organisations already managing successful Indigenous educational initiatives.
Schools and universities will play a part in recruiting and selecting the scholarship students.
To boost the fund and increase the number of young people the foundation can assist, QATSIF will seek private and corporate sponsorship.

Connectedness. Improving Indigenous student outcomes by building connected schools
Ten Queensland state schools show how they're turning around outcomes for Aboriginal and Torres Strait Islander students by building greater connections between the school, the students, their families and the community.

A series of short video clips commissioned by the Division of Indigenous Education and Training Futures showcasing different elements of school connectedness. These case studies demonstrate that the more connected a student feels, the greater their chances of success. Ten practical examples of how schools are reaching out to their communities and building environments that are more welcoming and inclusive of Aboriginal and Torres Strait Islander perspectives and cultures. These are leading to increased attendance, improved academic success and improved transitions (starting and leaving school).

his site is designed to provide information about instructional design principles and how they relate to teaching and learning. Instructional design, also know as instructional systems design, is the analysis of learning needs and systematic development of instruction. Instructional designers often use instructional technology or educational technology as tools for developing instruction. Instructional design models typically specify a method, that if followed will facilitate the transfer of knowledge, skills and attitude to the recipient or acquirer of the instruction. Obviously paying attention to "best practices", and innovative teaching methods will make any instructional design model more effective.

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Artefacts, Skills, Heuristics, Experience and Natural Talent are the five perspectives which comprise the ASHEN model. ASHEN is a way to ask a meaningful question in the context of mapping the knowledge assets of an organisation: What artefacts were used when making that decision? What skills were needed; how were they acquired? What heuristics were used to make such decisions quickly; what is the range of applicability? What experience is had, and possessed by respected members of the field? What natural talent is necessary; how exclusive is it and who else has it? This provides a contextually rich way of collecting perspective that informs the interviewers of the knowledge assets within the organisation and increases the cognitive load on the respondent so they dig deeper into their memories. Ideally ASHEN questioning should be combined with a disclosure technique which generates decision points (For example, The Future Backwards, along with field observation, narrative circles and the like) to create a ,i>meaningful context for the ASHEN question...tools and structures to engage people

“it is not about solutions, it is about continuous learning. Finland has taken a different path to England” he stated modestly and diplomatically. What follows is based on the talk he gave in the House of Commons in May 2012.finland education

Bronfenbrenner (1979:19) underscored the limitations of most empirically based developmental psychology, characterizing it as "the science of the strange behavior of children in strange situations with strange adults for the briefest possible periods of time."
n this chapter, we trace these implications drawing first on the literature on developmental behavioral genetics, then undertaking a discussion of molecular genetics. We close with a brief discussion of brain development, foreshadowing the focused attention that is given to this topic in Chapter 8

GETideas.org is the incubator where education leaders can develop their professional learning networks. Think of this space as a professional idea generator – a place where education leaders can be inspired to make change happen in their school, district, or university. Our goal is to bring people together to exchange ideas toward solving education challenges.

reframing the gap strategy“Closing achievement gaps.” It’s a catch phrase that has become the rallying cry for equity advocates; the vision that provides the impetus for many education policies, regulations, and programs.

Smart Education and Learning market in 2011 was worth $73.8 billion, and is expected to grow to about $220.0 billion by 2017. It is expected to have a healthy CAGR of 20.3% from 2012 to 2017. APAC and ROW regions are emerging market, whereas North America and EMEA both are considered as high growth markets. In 2011, North America accounted for about 60.0% of the global revenue, and is expected to grow at a CAGR of 15.2% from 2012 to 2017. EMEA and APAC are estimated to contribute $55.5 billion and $42.6 billion, respectively, by 2017; at a CAGR of 24.3% and 26.9%, from 2012 to 2017.