CU651 Educating Young Adolescents and Global Education System


Task 1
These points are not an exclusive list nor do they all need to be addressed.
I. Evaluate the socio-geo political landscape
possible positive outcomes from global education systems
role of government in education, who should and should not be creating curriculum, pedagogy and assessment
equity in education
II. Reflect on current legislative issues, administrative, organisational policies and processes connected with the senior years of schooling
This is a reflection, so not a major part of the discussion but address things such as: 
QCAA’s role (Queensland Curriculum Assessment Authority)
QTAC’s role
QLD government’s role
Aust Government’s role 
NGO’s role (ISQ, CSA)
III. Suggest possible new curriculum initiatives, which may emerge in the senior years of schooling in response to global trends. Discuss possible legislation issues
Reconfiguration or new alignment of current academic disciplines
Possible emerging new academic disciplines
‘Soft’ and ‘hard’ curriculum
Global curriculum providers (e.g. IB, Cambridge, Pearson, etc)
For profit education – PPP
Blurring of tertiary and senior secondary curriculum 
Equality of education – legislation issues
IV. Analyse the impact these issues may have from differing worldview perspectives, particularly a Christian biblical worldview.
possible conflicts with prescriptive curriculum for CW
rights of parents to educate their children
These are assessment outcomes:
1. critically analysed the connections between the learner, schools and the wider community, and the implications for learning pathways;
1. critically analysed the connections between the learner, schools and the wider community, and the implications for learning pathways;
3. Critiqued the processes associated with the translation of a curriculum document into a program of work, particularly the interrelationships between teaching, learning, evaluation, assessment and reporting for senior secondary contexts including moderation and external examinations;
5. Reflected and synthesised understanding of curriculum and pedagogical issues as experienced in senior secondary from a Christ-centred, Bible-based worldview.
6. reflected critically on socio-geo political landscape and global trends which may affect the senior school years’ curriculum including relevant legislation such as anti-discrimination, child protection, dealing with diverse types of families, privacy, duty of care;
Task 2 
The main purpose of this report is to critically reflect on global educational trends and its impact on Australian Senior Schooling. The report will evaluate the socio-geo political landscape based on positive outcomes from global education systems and equity in education. The role of NGO’s, Australian Government and Queensland Government policies and processes connected with the senior years of schooling is reflected. The report also suggests possible new curriculum initiatives in response to global education trends. At last, the impact of global education trends issues on senior year schooling is analysed from Christian worldview perspectives.
Section 1: Global Education Trends
1.1 Globalisation: 
Globalisation is referred to a multifaceted process that provides an overarching description on complex changes such as economic, social, technological, military and political changes which expands the relationship and interconnectedness between different individuals, societies, ethnic groups, government, and different associations from various areas into a more extensive worldwide field (Litz, 2011). The common attributes of globalization incorporate development of worldwide systems administration (for example internet, e-communication and transportation), worldwide exchange and interflow in areas of mechanical, monetary, social, political, social, and learning, global partnerships and contests, worldwide joint effort and trade, and utilization of worldwide norms and benchmarks (Bakhtiari & Shajar, 2011). 
According to OECD (2019), globalisation will impact future education by increasing pressure to provide better education for more people and by increasing expectations on education due to rise of middle-class world population in next 10 years. Therefore, it means more effort and contribution are demanded from OECD country like Australia to improve the higher education system in highly mobile and competitive market (OECD, 2019). 
Another challenge of gobalisation in education system is from the rise of international migrants in developed country like Australia that increases pressure on education system to address the needs of students from diverse cultural background (OECD, 2019).
1.2 Digitalisation
Digitisation is another global trend after that is bringing transformation in the various social aspects including education. The impact of digitalization in education is not only because of integration of new technologies in the teaching and learning process but because of the rapid change in technological advancement especially new internet, ICT and digital tools (Schmidt & Tang, 2020). In addition to this, as education sector is already under the digitalization curve, there is pressure on schools and institution to take more advantage on strengths of digitalization while also, addressing the issues such as privacy issues and cyber bullying (OECD, 2019). 
Section 2: Evaluating the socio-geo political landscape
1.1 Possible positive outcome from global education system
1.2 Equity in education
Section 3: Current Organisational Policies and processes connected with senior years of schooling
3.1 Role of NGO’s
3.2 Role of Australian Government
3.3 Role of QCAA
Section 4: New curriculum initiatives 
Section 5: Christian perspectives on impact of global education trends issues on senior year schooling
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