Curriculum Corporation, November 2009
Intercultural understanding is essential for the development of a harmonious and democratic Australia. This professional learning program for values education offers support for educators in developing knowledge and competencies in teaching for intercultural understanding; it focuses on the importance of consciously and explicitly fostering social cohesion and social inclusion in local and global contexts. It draws on the intercultural understandings highlighted in two related resources, Side By Side and World of Values. The modules cover topics such as developing a common values language, highlighting local, national and global issues of communities, peace and conflict, and exploring sociocultural boundaries. The full resource is available online.
Subject HeadingsValues education
This report examines the needs of young people aged 16–24, for whom the internet is a 'natural' space. The internet is a key part of young people's lives; young people use the internet and other devices to build complex relationships with each other and online. The internet is considered a social and supportive place, and respondents feel that it brings people together and provides them with the high-quality, expert information they seek. The benefits of anonymity on the internet mean that young people, and particularly women, are more likely to seek advice and be honest. Young people want constant connectivity and instantaneous access to information, and are knowledgeable about navigating potential online risks. The full report is available online.
Social life and customs
This report is one of two reports examining how schools in New Zealand manage teachers' professional development. It examines how well primary schools prepare for PD, build a culture that supports learning, and monitor teachers' learning. A wide variation was found in the quality of PD provision. High-performing schools aligned PD with school goals and priorities, had leaders who nurtured and fostered learning, and had self-review systems to monitor and assess PD impact. Key challenges included taking on too many PD programs at once; problems with the quality of programs; not taking into account the learning needs of minority students; and not allocating enough time for PD practices to become fully embedded in day-to-day practice. See also Managing Professional Learning and Development in Secondary Schools. The full report is available online.
Subject HeadingsNew Zealand
National Literacy Trust, September 2009
This manifesto, addressed to the British Government, sets out goals and recommendations concerning literacy learning. First, all children must have the opportunity to develop adequate speaking and listening skills. Language should be a priority of all children's health and development services; parents should receive information on improving children's language skills. Second, parents should act as their child's primary educator. The government must help improve family literacy strategies, and provide funding for family groups to purchase literacy resources. Third, children should be motivated and able to use their skills in a digital age. Children's enjoyment of reading should be increased, and digital media should be integrated into learning. Fourth, individuals should be aware of the benefits of literacy. Campaigns and surveys should address the need for literacy, and how it can improve life outcomes. The full report is available online.
Key Learning AreasEnglish
Subject HeadingsEducation aims and objectives
Parent and child
Education Public Interest Centre, September 2009
This report examines the ways in which commercial advertisers target children and young people in schools as part of an attempt to create a 'total advertising environment'. It looks at how advertising shapes children's perspectives about commercialism, and how they are socialised into practices that support commercial values. While much advertising takes place outside the classroom, children still encounter commercialism and advertising through digital media and programs such as bookclubs. In order to encourage accountability, the report recommends the creation of a marketing registry for companies that advertise to children. The full report is available online.
Subject HeadingsUnited States of America (USA)
Commercialization of education
Jossey Bass, October 2009
This text provides a learning framework for the 21st Century, addressing the skills that will be needed in a global, connected world. It covers concepts such as reading, writing and mathematics, as well as global awareness, financial literacy and health issues. The skills are divided into three categories, related to learning and innovation, digital literacy, and life and careers. To help illustrate the framework, vignettes, international examples and classroom samples are included. Chapters include Learning and Innovation Skills: Learning to Create Together; Digital Literacy Skills: Info-savvy, Media-fluent, Tech-tuned; and Retooling Schooling: Reshaping the Support Systems. Adapted from publisher's description.
Subject HeadingsInformation literacy
Information and Communications Technology (ICT)
Computers in society