The National School Reform Agreement : Its Implications for State-Level Curriculum Reforms / Michael Watt.
Release of the report of the Review to Achieve Educational Excellence in Australian Schools in March 2018 led the Australian Government to develop a National School Reform Agreement, including bilateral agreements established with the states and territories. The purpose of this article was to compar...
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| Format: | eBook |
| Language: | English |
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2020.
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MARC
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| 245 | 1 | 4 | |a The National School Reform Agreement : |b Its Implications for State-Level Curriculum Reforms / |c Michael Watt. |
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| 520 | |a Release of the report of the Review to Achieve Educational Excellence in Australian Schools in March 2018 led the Australian Government to develop a National School Reform Agreement, including bilateral agreements established with the states and territories. The purpose of this article was to compare emerging state-level curriculum reforms with the actions that states and territories agreed to undertake in bilateral agreements and analyse state-level curriculum reforms. Results showed that states and territories prioritized a mixture of actions relating to national policy initiatives, state-specific initiatives and sector-specific initiatives in their bilateral agreements. The scope of curriculum reforms varied at the state level. Implementation of the Australian Curriculum formed an important element of systemic educational reforms in the Australian Capital Territory, Queensland and Victoria. Reform of the state curriculum in New South Wales focused on improving its design and relationship to the Australian Curriculum. Curriculum reform in Tasmania focused on designing a curriculum for years 9 to 12 incorporating the Australian Curriculum. Curriculum reforms in the Northern Territory, South Australia and Western Australia focused on specific learning areas or integrating disciplines associated with the Australian Curriculum. The degree of alignment between the actions set out in bilateral agreements and state-level curriculum reforms varied from strong to moderate, suggesting that other actions were seen by policymakers as important for supporting students, student learning and achievement. | ||
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