A Controversial Issue For Australian Education - 1664 Words

NAPLAN gives measure through which governments, training powers and schools can figure out if or not youthful Australians are meeting imperative instructive outcomes. It seems that teachers are pressured into taking time out of regular curriculum in order to satisfy the demands of the National Assessment Program for Literacy and Numeracy testing, on this basis NAPLAN has proven to be a controversial issue for Australian education as testing can cause stress and a range of adverse consequences to the education experience. As mapped out by Australian Curriculum Assessment and Reporting Authority, the NAPLAN program has two purposes, the first is to give data that can be utilized to enhance instructing and learning and the second is to build the responsibility of schools and instructors (ACARA,2015). NAPLAN tests individual students achievement of key capacities in Reading, Writing, Language Conventions (Spelling, Grammar and Punctuation) and Numeracy in Years 3, 5, 7 and 9 (Thomp son, 2013). It is standardised tests that mean to quantify students fundamental aptitudes in literacy and numeracy. NAPLAN also known as high-stakes testing has shifted its focus from inputs and processes to outputs and outcomes on an international educational level where the government is now more interested in the end results rather than the meaning of the test (Lingard, 2010). The results of the NAPLAN testing are then made available online on the website MySchool (MySchool Fact Sheet,Show MoreRelated Values Education Essay1157 Words   |  5 PagesValues and Values-based Education are considered to be an integral aspect of the Educational landscape as there is a recognition that values are not only a crucial part of a critical understanding of society, but also the key to successful participation in our democracy (Allison Von Wald, 2010). 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The Sustainable Development Goals from the United Nations also emphasizes on the importance of offering a quality education for young generation to improve people’s lives and pursueRead MoreAn Analysis of the 2003-4 Australian Budget Essay1125 Words   |  5 Pagesthe budget equitable to the majority of Australian Citizens? †¢ The Third Criteria: Does the Government Address the Problems of Medicare and Higher Education? bThe First Criterion: Is the budget equitable to all the areas of our economy? /b Any budget bought forward by the government will need to be particularly scrutinized for its equity. The budget plays such a vital role in the Australian economy that we cannot allow wastrel spending on issues of minimal importance. 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The objective for this paper is to review key theoretical arguments related to the reference of homebirth and midwifery services and against barriersRead MoreReport on Refugee Rights in Australia1317 Words   |  6 Pagesmovement in Australia as a whole as well as the Australian National Committee on Refugee Women (ANCORW) have primarily been focused on key issues such as the differential treatment of asylum seekers based on how they arrived in Australia or apply for protection, the Pacific and Malaysian solution, the detention of asylum seekers and combating the view that boat arrivals are not ‘genuine refugees’. Although there are many other concerns, the issues listed above are the major o nes. In the firstRead MoreMedia Release : Destination Brisbane Consortium1476 Words   |  6 Pagesthe project and we know what this means for Brisbane.† Premier Annastacia Palaszczuk said (Echo wins approval for multimillion dollar waterfront casino development in Brisbane, 2015). Eight thousand employment opportunities will be provided for Australian citizens and also internships for university students. â€Å"One of the signature efforts was this large amount of public space that families will be able to enjoy, plus the probity checks, as well as the consortium was able to demonstrate to government

Jane Austen s Pride And Prejudice - 992 Words

It is unfortunate that many people tend to dismiss Jane Austen’s novel, Pride and Prejudice, as simply a romantic love story, even labeling it a â€Å"chick flick.† Upon a shallow reading, it may appear to be such, but a closer look at the novel reveals so much more embedded in the story. In addition to describing the entertaining relationship between Elizabeth and Mr. Darcy, the novel serves to forward Austen s personal values and ideas. Furthermore, there is one issue of her era that she particularly responds to, that is, the inferior position of women. At the time this book was written, women never amounted to much of anything unless they married well, and they often had to be beautiful, accomplished, and from a family of good fortune to do so. Austen uses Pride and Prejudice to argue against this subordinate conception of women by demonstrating what truly gives a woman value. As she weaves together the story’s intricate plotline, Austen highlights this point through the attributes of Miss Elizabeth Bennet. Although Elizabeth appears to be at a disadvantage in meeting the customary qualifications for a prosperous marriage, she is perfect for portraying Austen’s ideal woman because she stands out as being rather intelligent and one who follows her heart. The first idea that Austen refutes is that a woman’s value is inherent in her beauty. To counter this, Austen refrains from describing Elizabeth’s appearance and shifts the reader s focus from her looks to keyShow MoreRelatedJane Austen s Pride And Prejudice1231 Words   |  5 Pagesfinancial stability. In the novel Pride and Prejudice, Jane Austen states that the desire for better social connections interferes with the workings of love through the relationship between Darcy and Elizabeth to criticize the social class structure of the 19th century. 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Marriage is a central issue of a woman’s life but it was even more crucial for the women of her society where women were largely dependent on the men in their lives. As a result, women pursued socio-economic stability through marriage. However, it is clear through the novel that Austen did not agree with this part of her society. In Pride and Prejudice, she gives preference to a marriage which is based on loveRead MoreJane Austen s Pride And Prejudice1304 Words   |  6 Pages Introduction In Pride and Prejudice, Jane Austen portrays themes of love, class, reputation, and marriage. From the beginning it is seen that the question of marriage is very important to the Bennet family. Upon not marrying, the girls cousin Mr. Collins will inherit Longbourn due to the absence of a male heir. This means that the family will become destitute since they won t have any support or a place to live. The only solution for them would be marriage. During this era, since women

Leadership A Critical Perspective Management Functions

Question: Describe about the Leadership A Critical Perspective for Management Functions. Answer: Introduction Leadership is an important function of management that provides direction to the organization and helps in achieving organizational goals and objectives. The importance of leaders in an organization cannot be debated as it forms the backbone of any organization and all the important decisions are taken by them. Moreover, there are different leadership styles being practices by different leaders that depends on their personality and organizational objectives. However, there are certain qualities or personal traits that are inherent to leaders and distinguish the leaders from any other ordinary person (DuBois et al., 2015). This assignment, therefore, analyses some of the most important qualities that makes a successful leader. Leadership Qualities One of the most important qualities of an effective leader is communication skills. It is the responsibility of the leaders to develop strategies for the organization. However, these strategies need to be communicated to the employees for their incorporation and effective execution. Good communication skills are a perquisite of an effective leader, as they always have to work among and with people within and outside of the organization. Communication skills are important to build one on one relationship with all the stakeholders of the organization. Furthermore, important management functions such as communicating organizational objectives, motivating employees, gaining feedback and the like requires effective communication from the leaders. Therefore, it is important that leaders develop directive and assertative communication style as well as positive body language to express their ideas or perceptive effectively to the target audiences. In addition, the leaders must be able to gen erate the desired responses from the employees through strong and effective communication (Northouse, 2015). Another important characteristic that a leader must possess is the ability to motivate others. Motivation is important for employees in order to enhance job satisfaction and thereby increasing the efficiency of the human resource within the organization. Motivation plays an important role in organizational success and it is the responsibility of leaders to continually motivate and encourage their subordinates (Goethals et al., 2014). An effective leader is considered to be the one who is able to motivate employees at all times and is able to align individual objectives of employees, teams, or departments with organizational objectives. Further, in order to motivate employees leaders must be able to eliminate any job related conflict, must take quick decisions to resolve any conflict situation and treat their employees with due respect. There are many tools made available at the disposal of leaders that can be employed to motivate subordinates. The leaders must be able to identify the gap and reasons in performance and accordingly employ monetary and/or non-monetary means to motivate employees. Leaders must reward employees and gain periodic feedbacks in order to keep them motivated and to better understood their motivation needs (Avolio Yammarino, 2013). Further, honesty and trustworthiness is another important quality that a successful leader possesses. Leaders are seen as a brand ambassador for their organization and employees regard them as individuals of high professional and personal calibre. Therefore, it is important for leaders to exhibit high moral and ethical traits and set an example for the employees to follow. Leaders provide direction to the employees to achieve organizational goals. A leader that indulges in immoral or unethical business practices to achieve success and personal gains is least likely to command respect from sub-ordinates. Therefore, a leader should have superior moral calibre, values, and personal and professional integrity. An effective leader treats their subordinates with adequate respect, integrity and practices the philosophy of equity and fairness. A leader is the role model for their employees and should exude the importance of enterprise, persistence to excel, dedication and high moral standard s in all aspects of life (DuBrin, 2015). Decision making skills is another important aspect that greatly influences leaders effectiveness. Business organizations are highly dynamic and evolving entity; therefore, it is important for the leader to have a holistic view of the current issues as well as future challenges that organization would have to face. In this context, leaders must be pragmatic and analytical in their approach and must be capable enough to make difficult decisions in times of crisis. Further, no organization can succeed if their leaders do not understand the cause and effect of decisions taken by them. Foresightedness, determination and clarity of objectives plays an important role in making effective decisions and a good leader exhibits these qualities while making a decision. It is the responsibility of leaders to provide direction and guidance to the employees; therefore, it is important for leaders to take right decision at the right time. Moreover, leaders effectiveness is judged by their ability to take quick decisions when encountered with challenging problems in adverse conditions (Shapiro Stefkovich, 2016).Therefore, it can be said that decision-making is an important quality that characterizes a leader. Conclusion From the above discussion, it can be concluded that successful leaders have certain qualities and skill sets that distinguishes them from other people. Some of the traits that enable a leader to be successful are communication skills, motivation, honesty and integrity, and decision-making capabilities. A good leader exhibits assertive communication style, is always motivated, follows honesty and integrity in all walks of life and have exceptional decision-making skills. References Avolio, B. J., Yammarino, F. J. (Eds.). (2013).Transformational and charismatic leadership: The road ahead. Emerald Group Publishing. DuBois, M., Hanlon, J., Koch, J., Nyatuga, B., Kerr, N. (2015). Leadership Styles of Effective Project Managers: Techniques and Traits to Lead High Performance Teams.Journal of Economic Development, Management, IT, Finance, and Marketing,7(1), 30. DuBrin, A. J. (2015).Leadership: Research findings, practice, and skills. Nelson Education. Goethals, G., Allison, S., Kramer, R., Messick, D. (Eds.). (2014).Conceptions of leadership: Enduring ideas and emerging insights. Springer. Northouse, P. G. (2015).Leadership: Theory and practice. Sage publications. Shapiro, J. P., Stefkovich, J. A. (2016).Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas. Routledge.

Values and Principles of the Early Years Sector Essay Example

Values and Principles of the Early Years Sector Essay Values and principles of early years sector. 1)The five basic tenets of good practice are; Equality and Diversity Rights and responsibilities Confidentiality Promote anti discrimination Effective communication The three principles are; The welfare of the child is paramount Practitioners contribute to children’s care learning and development and safeguarding is reflected in every aspect if practice Practitioners work in partnership with parent’s families, as they are the child’s first and most enduring carers and educators The eight values are; The needs, rights and views of the child are at the centre of all practice Individuality, difference and diversity are valued and celebrated Equality of opportunity and anti-discriminatory practice are actively promoted Children’s health and well-being are actively promoted Children’s personal and physical safety is safeguarded, whilst allowing risk and challenge as appropriate to the capabilities of the child Self-esteem and resilience are recognised as essential to every child’s development Confidentiality and agreements about confidential information are respected as appropriate, unless a child’s protection and well-being are at risk Professional knowledge, skills and values are shared appropriately in order to enrich the experiences of children more widely. ) The values and principles are displayed in my role on a daily basis. I implement the Early years foundation stage framework into my practice which the values and principles are embedded in. I ensure the welfare of the children in my care is paramount through working in partnership with the parents/carers of the children in my key group and sharing information about their child’s progress. Through carrying out observations, assessments and planning on my key children I am contributing to the children’s care and earning and development as well as ensuring their welfare is paramount. I make sure children are safeguarded through putting my settings safeguarding procedure into place and following my settings confidentiality procedure. As well as carrying out risk assessments I support and encourage the children to manage risk safely this provides the children with basic skills to safeguard themselves. I work in partnership with parents/carers and families as it is beneficial to the children as they are their child’s first and most enduring carers and educators. We will write a custom essay sample on Values and Principles of the Early Years Sector specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Values and Principles of the Early Years Sector specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Values and Principles of the Early Years Sector specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Ways in which I work in partnership with families are; day to day transitions communicating with families sharing and passing on information about their child, providing learning stories on the children for families to share at home and comment on, providing new families with â€Å"getting to know me† packs as well as being on hand during their child’s settling in period. Through implementing the Early Years Foundation Stage framework I am meeting the four Themes which the framework is based around; A Unique Child, Positive Relationships, Enabling Environments and Learning and Development. Through meeting the four Themes in my daily practice I can ensure the values are being put into practice. 3 4) A time I have witnessed an example of poor principles and values was when a new manager Pauline had been at the setting for a couple of days. I was asked to support the children in Mighty Oaks, children aged 3 5, with Pauline as Julie the room leader was off. At focus time Pauline insisted on taking the lead although she had not yet sat in on the children focus time before and did not know their routine. Pauline started the focus time by picking out the children’s registration name cards and asking them to identify their name before putting it on the registration board. She insisted on each child to be sat on their bottom with the legs crossed silently to wait for their name. One of the quieter children James who is also a nervous and shy child, was messing with the straps on his shoes. Pauline asked him to leave his shoe alone and to sit nicely with his legs crossed and wait for his name to be shown. James stopped then continued again to play with the straps on his shoes. Pauline reached over to James and took the shoe off his foot and threw it to the side of the group. When reaching James’ name card he put his hand up and said that it was his name, Pauline then replied to him with â€Å"James it says on this card, I thought your name was Cinderella because I had to take your shoe off you† then handing him his card and continuing on with the focus time whilst James sat with no shoe on his foot. Through out the focus session she was impatient with the children and when they did not answer her question on what day it was today she referred to the group of children â€Å"Take it we are all brain dead today. Through this focus time there was more than one value and principle which was displayed in Pauline’s poor practice as well as no signs of implementation of our settings behaviour policy and procedure. The children’s welfare was certainly not paramount to Pauline during the focus time and that the children listened and foll owed her instructions was more paramount to her. Pauline’s communication skills with the children were poor and did not meet the needs of a majority of the children in the group. James was embarrassed and humiliated in front of the other children in the group and his self-esteem was effected. Through targeting James Pauline did not actively promote the children’s health and well being by not respecting his needs and displaying it in front of the other children, who she was meant to be setting an example to. She did not contribute to the children’s care, learning and development and safeguarding and when referring to the children as â€Å"brain dead† she showed poor practice of equal opportunities as well disregarding the settings policy and procedure regarding behaviour which states all staff should â€Å"treat all children fairly and with respect, recognising that each is an individual and being aware of their particular needs. To raise children’s self esteem and provide opportunities for them to develop to their potential. † I waited for the children to be sat down at dinner time before I arranged to speak to Pauline in private, as it was a time the children would be settled and I could arrange for other staff members could support the children. When up in the office I firstly explained to Pauline that I did not agree with the way she carried out the children’s morning focus time and that it was not in accordance of the routine the children are use to. I gave reasons to why it would have been more appropriate for myself to take the lead during focus time as I am aware of the routine and structure and I know what the abilities and needs are for each child. Pauline disagreed with the points I raised and said she had observed briefly the focus time over the few days she had been here and from what she had seen, the children had fidgeted through out and she wanted it to change. I justified the structure that was already in place for the focus time identifying that it meets every child’s needs within that group and that today it did anything but meet the needs of the children. I brought up the way she had spoken to the children and that it was not professional nor appropriate and that she had targeted and humiliated James. Pauline tried to justify her actions explaining that she had already told James not to mess with his shoe in which I replied to by asking what harm was he doing by pulling the straps on his own shoes. I explained that James is a very nervous child and that it had taken a long time for him to settle in to the setting and that Julie had spent a lot of time bonding with him and supporting him whilst he made friendships with the children and helped build up his self-esteem and confidence. When she carried out the focus time I reflected back on her practice and explained to her that she never once made James feel valued which would not help his self-esteem or confidence and by referring to him as â€Å"Cinderella† she humiliated him in front of his friends. I then brought how she had referred to the whole group of children as â€Å"brain dead† and that was far from a professional and appropriate term to use towards the children as well as in the setting environment. We discussed what she had said and Pauline could not see a identify any faults with her practice during the focus time today. Wanting her to be able to put her self in my position I asked Pauline how would she like to know that her Grandson was being referred to as â€Å"brain dead† in his nursery by someone who is meant to ensuring that his welfare and wellbeing is paramount. I was replied to with a negative attitude and Pauline began to inform me of her history in the early years sector and that she had never had a complaint made against her practice before. Continuing to try and get Pauline to see how she was wrong I tried to explain that the children in the setting could have relatives who are seriously ill with brain injuries but Pauline continued to disregard what I had to say. Seeing that she was not willing to admit she was wrong or show any interest in what I had to say I brought the conversation to an end. At the end of my shift I contacted the owner of the nursery, John, and arranged for him to come in so I could discuss the incident with him before my shift the next day. When I got home I recorded what had happened accurately in a note book and recorded Pauline‘s response. The next day I explained to John what had happened and that when I discussed the incident with Pauline she was not willing to identify her poor practice nor willing to listen to what I had to say. John wrote down what I had told him and I showed him my own written record of the incident, before arranging a meeting with Pauline and himself. John gave me feedback of the meeting keeping to confidentiality explaining that the meeting had gone in accordance and should I have any other concerns not to hesitate in contacting him. 5) Meeting the individual needs of all children lies at the heart of the EYFS. Practitioners should deliver personalised learning, development and care to help children to get the best possible start in life (Practice Guidance for the Early Years Foundation Stage). Through implementing the values and principles in day to day practice, practitioners can ensure the key purpose of the every child matters outcomes, being promoted in the early years sector. Through settings providing an effective key person system for children and their families, all of the principles and values can be met. What matters most in ‘achieving quality’ is carers who are ‘attentive, responsive, stimulating and affectionate’. Most practitioners try to be this for all the children they work with. However, being realistic, it is very difficult to offer all these things to all children and this makes huge emotional demands on practitioners. But the key person approach makes such relationships with children more possible and manageable to achieve for each child (The Early Years Foundation Stage Effective practice; Key Person). The key person system ensures that each child’s needs are met and supported through continuous observations, assessments and planning as well through forming good relationships with families. This helps practitioners contribute to each child’s care and learning. It is important practitioners understand the benefits of working in partnership with parents and families, as they are their child’s first and most enduring carers and educators. Working in partnership with parents and families can be carried out through meeting the needs of all families accessing the setting and sharing, providing and requesting information through the day to day transitions effectively respecting each family as an individual unit. Including families in their child’s observation, assessment and planning cycle will ensure each child’s needs are met to the highest standard. Appropriate and adequate policies and procedures should be in place for all practitioners, volunteers, visitors and families to follow and put into practice. Settings should have in place risk assessments on the environment and equipment with practitioners encouraging and supporting children to manage risk safely providing age appropriate toys and equipment. It is important that settings provide a welcoming, enabling and safe environment providing enhanced CRB disclosures for all staff to complete in order to ensure the welfare of each child is paramount and to ensure safeguarding is reflected in every aspect of a settings practice. In addition to carrying out risk assessments, providing correct staff ratios and encouraging children to carry out self risks under suitable supervision settings must complying with data protection and the welfare requirements children’s personal safety is safeguarded, whilst allowing for risk and challenge as appropriate to the capabilities of the child. Settings with confidentiality and safeguarding procedures and policies in place allows practitioners to implement and respect ,as appropriate, confidentiality and agreements about confidential information, identifying information must be shared when a child’s protection and well-being are at risk. All staff and children’s information should be locked securely away with no un-authorised access and information shared on a need to know terms. The needs, rights and views of each child should be at the centre of all practice and by ensuring all practitioners comply with the UN convention and value, respect, support, listen to and acknowledge each child within the setting, settings can promote it. Settings should aim to support and identify every child’s needs and abilities in order to promote the key purpose in the early years sector, every child matters. It is important to promote each child’s sense of identity and belonging through the option of choice, acknowledgement, praise, encouragement and reassurance given and displaying each child’s work and achievements, in order to recognise the importance of self-esteem and resilience to every child’s development. Every child should be able to celebrate their own birthday and respect should be given to those who do not with consideration taken to each child’s religion, culture and background. Individuality, difference and diversity should be positively valued and celebrated ensuring each child feels welcomed and valued providing them with their own personal area to keep their belongings. A variety of cultural and religious festivals should be celebrated taking in to consideration of the cultures and religions within the settings. Through providing multi cultural meals and snacks for the settings menu’s, providing a wide variety of equipment to help support the needs of the children within the setting, allowing children and families to share items and stories from their home life and displaying positive images will allow children using settings to be introduced to the wide variety ways of life and actively supports each child as a unique child. Having equal opportunity and anti-discriminatory policies and procedures in place and implemented allows settings to actively promote equality of opportunity and anti-discriminatory practice. Settings can put policies into practice by ensuring the environment is accessible and welcoming with practitioners respecting, valuing and greet all families. Using posters, pictures, photographs and diagrams on notice, menu and welcoming boards and news letters, as well as text in different languages and practitioners verbally relaying information to families in a way which meets their individual needs allows settings to work in partnership with families and ensures equality of opportunity and anti-discriminatory for all families accessing settings. Using key words in selected languages when English is not a child’s first language, implementing makaton, displaying vision cards and picture time lines and providing for children’s additional needs appropriately promotes the key purpose of the early years sector, as the needs of each child are being met and supported. Children’s health and well-being can be actively promoted through healthy eating policies and health and hygiene policy in place as well as regular staff training. Communicating with families, practitioners being aware of children’s needs and effective sharing of appropriate information ensure each child’s needs are being met. Informing children about the importance of health, hygiene and exercise, and encouraging children to take control of their own personal hygiene and respecting and considering the needs of others introduces children to managing and contributing to their own health and well-being. In order to enrich the experiences of children more widely professional knowledge, skills and values are shared appropriately through working in partnership with families and multi agency working. The Early Years Foundation Stage framework document makes it clear that multi-agency working is a key part of the framework that is designed to deliver improved outcomes for all children in their learning and development. Multi-agency working and the integration of services for children and families is central to government policy across the disciplines including Health (White Paper Saving Lives: our healthier nation, 1999); Social Services (White Paper Modernising Social Services, 1998; Modernising Health and Social Services: national priorities guidance, DoH, 1999; the National Service Framework, DoH, 2004); and the Childcare Act 2006. A common thread running through all government documents is that services and agencies need to work together to make the delivery of services more effectiveâ€Å"(EYFS Agency work benefits). Through attending courses and providing further training for staff settings can ensure they are up to date and effectively implementing the overall outcome of every child matters. Word count ; 2926