Information about the Inquiry
Quality and
standards of school education
The Senate has referred to its Employment, Workplace
Relations and Education Committee an inquiry into academic standards in
schools. The committee will report by 15 August 2007. The committee has
given the reference a broader scope than the title of the inquiry might
suggest, taking 'academic' to embrace learning achievement at various
levels of schooling across the whole curriculum, including programs which
lead to employment directly from school at year 10, as well as to
matriculation.
The purpose of this inquiry is to inform the Senate
about perceptions and realities of standards and achievement levels in
schools at a time when there is doubt in some quarters as to whether
schools are preparing students adequately for the immediate workforce and
for higher education. Doubts have been expressed about whether generic
skills are adequately imparted, and whether the academic curriculum is
sufficiently rigorous to meet the requirements for university study. There
also exists a concern about a possibly unacceptable variation across the
states and territories in regard to measurement of attainment, and that
Australia may be falling behind comparable countries in educational
achievement.
In taking up this inquiry, the committee is mindful
of several things. First, that definitions and terminology vary
considerably across school systems, and that the variables in teaching and
learning experience and practice are almost infinite. It is well
understood that 'curriculum' is a strongly contested field of negotiation
and argument. Second, that much of the data that would be most useful for
this inquiry is held by state education agencies which are reluctant to
release it for fear that it may be misconstrued or used to make political
points. It is likely that the committee will pursue this issue. Finally,
the committee is aware of the risk of basing any findings on hearsay
commentary and ideological inclinations rather than on empirical evidence.
It recognises that educational evaluation can be problematic, even when it
is based on the best available statistics and informed academic
interpretation. Some questions will remain open, but what the committee
learns will inform perceptions and lead it to fairly based conclusions.
The terms of reference are sufficiently broad for
the committee to expect submissions which may cover, among other things:
the effectiveness of current curriculum guidelines; the success or
otherwise of literacy and numeracy programs in primary schools, as well as
remedial programs; the relative merits of teaching methods across the
curriculum; factors bearing on teaching quality; programs catering for
'bright' and gifted students; the effects of social change on the
curriculum and on teaching practice; the effects of cultural and
technological change on how students view the acquisition of skills and
knowledge; and, any attitudinal changes that might have been measured or
perceived in the way students and teachers value knowledge.
The committee acknowledges the great deal of
research related to this reference which has been recently completed, or
is in progress. The committee will draw on this research. It will invite
individuals and organisations with a close connection to the subject of
the inquiry to make submissions and to give evidence at public hearings.
It will also visit schools during the course of the inquiry.
The committee looks forward to its challenging
task.
Submissions are invited, and should be received by
27 April 2007.
The committee will report on 15 August 2007.
Inquiries should be directed to the secretary of the committee on 02 6277
3520.
For further information, contact:
Committee Secretary
Senate Standing Committees on Education, Employment and Workplace Relations
PO Box 6100
Parliament House
Canberra ACT 2600
Australia