The future strategy encourages change^. THE RESEARCH PAPERS USED IN THE PREPARATION OF THE STRATEGY ARE PROMPTLY PUBLISHED ON THE EO WEBSITE FOR THOSE WISHING TO RESEARCH THE ISSUE IN MORE DETAIL. SOME PROPOSALS IN THE STRATEGY ARE FROM EXISTING PROJECTS THAT ARE NOT IMPLEMENTED IN EQ. This is a general description of the future for Education Queensland, not a detailed plan of how to get there.
It reflects the values of partners in the learning process — students, teachers and parents. The share of the workforce with part-time or occasional work is increasing. But they face a world where private family background determines life chances because of the values of competition, choice, and the withdrawal of government from acting in the public interest.
Curriculum for the future
The purpose makes it possible for schools to be accountable to the public, communities and parents for the educational services they provide to students. They include building the new skills needed for work and a social life in the information age, providing a foundation for lifelong learning in formal and informal settings, problem solving and critical thinking and. The educational response to the increased complexity and change in the socio-economic circumstances of Queensland families and communities.
This includes recognizing the contribution to Australian identity of many people with their own cultures and customs. We must think about the character it gives us as a country, and the image it presents of us to the world, especially in regional geopolitical, cultural and economic relations. Schools offer us the best opportunity to preserve Australian culture and tradition in the face of growing global cultural hegemony.
They will develop an ability and desire to learn based on critical thinking and independent action - a foundation for lifelong learning in both formal and informal ways and the pursuit of aesthetic, artistic, scientific and social discovery. They will seek to add value to individuals and to the common good by enabling all, regardless of background or circumstances, to achieve the highest levels of schooling and education. Inclusivity — enabling students, regardless of their personal circumstances, background and starting point, to participate fully in the education and social experiences offered by schools and to achieve results in line with their potential — is.
The fundamentals of a fair society are met - that there is an opportunity for the least able and those adversely affected by social and economic change to be active in the life of the community. Education contributes to the foundation for a skilled workforce confident in their ability to compete in future global markets.
A strong and viable state
However, all funding should be driven by equal opportunities for students to achieve the results they are capable of. A balanced approach to competing values is ensured so that democratic and collaborative education is not dominated by the pressure to conform to market values.
Both targets and strategies are driven by the underlying objective of increasing the proportion of Queensland's population completing Year 12 and strengthening the coordination of school and post-school programmes. A completed school or equivalent adds value to the competitiveness of individuals and the Queensland economy. The resources of the rest of the state system are lp jjaximize the value of this relationship to the student.
An integrated framework for curriculum, pedagogy and assessment will be negotiated with teachers in schools, which identifies essential areas of learning, relevant and effective approaches to teaching, linked assessment methods and standards and assurances about student development at key points in schooling. The framework would prepare students for flexible and adaptable life paths, to participate in the economy of the future and in cohesive social communities. Teachers and schools will have ample scope to use productive pedagogies and to use different curriculum materials and learning strategies for students to achieve results.
The New Basic Principles will be available to all schools and leave room in the curriculum for schools to include the learning needs of their communities. The key points of schooling will be spaced to allow for systematic but flexible and locally varied patterns of curriculum development and learning and for students to progress at different rates. The framework lays the foundation for a senior school education through Years 10 to 12 that offers various pathways critical thinking is the critical characteristics of the knowledge.
Schools provide students with more literacy skills, the technical skills and the motivation and desire for such learning. These qualities are also the basis for further studies and the basis for vocational training for a competitive economy.
The framework will provide effective support and guidance for teachers' and schools' curricular decisions.
New opportunities to learn
A new deal on equity
This expertise and these relationships combine so that the learning program for the students at the school is a locally negotiated response to the needs of the students. Living with society's increasing complexity, rapid social and economic change, and the diversity of the student population means that schools must be flexible in the organization of their learning programs. They need authority over their own affairs to have the flexibility to respond to the unique needs of their students.
Schools, in partnership with parents, have a social role that stems from the pursuit of the common good, justice and their responsibility for the well-being of students. Schools are now complex administrative units, with marketing, resource management, accountability and business functions to support their educational role. It also requires schools to ensure that the public interest is not overtaken by the operation of the market.
Social outcomes for students
Ensuring school standards
T^lalfeei commits to the values and directions of the state system, also a positive attitude towards its role and its ability to achieve the best om@ for students and to be advocates for their schools. Everyone must have the skills and professional abilities to respond to the future learning needs of the community, to play their part in the social development of students and to move with the times. Employing a wider range of professionals in schools will increase the breadth of knowledge and expertise available to schools to fulfill their social role.
It will also increase the complexity of teachers' work and create the need to work in teams. Other professionals should be viewed as important adults who are both role models for children and part of the learning environment. Professional standards will be developed to describe the professional practice to be demonstrated by all teachers employed by Education Queensland.
Education Queensland will develop as a learning organization so that the professional development of employees becomes an integral part of the organisation's management, leadership and networking.
Communication between schools and
Developing pedagogy for the post-industrial
Quality leadership in schools
The professional status of teachers
Education Queensland and the Queensland Union of Teachers will review workplace reform, teacher education and registration and other mechanisms that influence working practices in schools to ensure they support productive pedagogies. Education Queensland will provide SCHOOL SERVICES that facilitate the work of state schools and the learning relationship between relevant adults and students. It will ensure that services are coordinated, consistent and designed to minimize the administrative burden on schools.
Human resources, financial management and accountability, performance monitoring, policy advice and student support services should be designed to support schools' core activities and their ability to respond to the needs of students and communities. Education Queensland Headquarters should move more quickly to a model consistent with School-Based Management - one based on setting clear policy and accountability frameworks, providing guidance and support and effective customer service.
New standards for central office
Marketing Facilities development
This guides its relations with the non-government school sector, statutory authorities, post-secondary educational institutions and other government departments. Education Queensland supports the concept of statutory authorities covering curriculum, assessment and teacher registration that operate for the benefit of the government and non-government sectors. Education Queensland will ensure that the results from these statutory authorities help state schools to provide the quality of education required.
Curriculum support for schools
Registration and professional
Strategic alliances with post-school
Relationships and roles
What percentage of students achieve agreed standards in the New Basics on the key points of schooling. These KPMs for schools and the system can mostly be developed from data collected in the normal course of events about individual students, the exception being the KPMs about services to schools. The KPMs on participation, completion, achievement and destination can be used for specific groups of students to evaluate the achievement of equity goals.
Appropriate additional measures can be included for certain groups in the KPMs relating to the provision of services to students. Both schools and the central office will use the KPMs to pursue the common goal of marketing the value of the system to the Queensland public. The most important aspects that give substance to this are the increase in graduation and participation rates, the guarantee of access to learning outcomes in the New Basics and the positioning of schools in strong learning community networks.
Professional development for teachers, a curriculum framework, new pathways for senior students and a new foundation for learning in the early years will enable these aspects to be achieved. Enrollment growth through effective marketing and the use of information technology in learning, program delivery, professional development, and simplified system management are supported by the reforms. Costs per student could be set by the government based on a methodology that sets a benchmark for what counts as the funding needed to achieve the learning outcomes identified within the curriculum.
Other factors to consider when developing a benchmark are the minimum requirements for the effective operation of schools and the comparability of public school funding. Queensland targets, the means used to allocate resources against enrollment must be fair.