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Australian Strategy for International Education 2021 - 2030 (Case Study Sample)

the task is: You will analyze a pre-selected education policy using the theories and concepts learned THROUGHOUT THE course. The chosen policy is: "AUSTRALIAN STRATEGY FOR INTERNATIONAL EDUCATION2021-2030" The policy was given as attached. Please carefully read the task brief, and strictly follow the instructions and guidance to complete IT. Follow the given outline to write. Carefully read the given "Tips", it is helpful This essay must use lecture theories to support your arguments. These given lecture materials are strongly related to this assignment, please have a good look at them. This essay must embody critical thinking, this is important. Your logic and structure must be very clear. Must use some academic sources from the given "reading list" as references. APA 7th referencing style. Use Academic English. source..
Australian Strategy for International Education 2021 - 2030 Student's Name Institutional Affiliation Course Name Instructor's Name Date Introduction Every piece of educational research involves some educational policy (Ozga, 2000, pp. 2-3). This essay focuses mainly on Education and Education politics. As a result, activity networks, contact, as well as the use of strength are developed that are transcontinental or interregional. According to Smyth (2000), changes in the higher education sector and policy have been brought about by the globalisation of international capitalism. The government responded under a corporatist and technocratic framework to the massive economic restructuring brought on in part by globalisation by developing a new high-technology-based sector. To generate the necessary technocrats, higher education reform is now required. Even while Smyth thinks the entire plan is misguided, it will succeed in making higher education the scapegoat when it fails. As the world becomes more interconnected, the risks we face escalate. The COVID-19 pandemic has persisted at state lines. Notwithstanding ethnicity, education, money, or gender, it influences everyone. The same, however, cannot be stated for its ramifications, which have disproportionately afflicted the most disadvantaged. In education, the same is true that affluent students whose backgrounds have had the support of their forks are eager to learn and may find alternative access to education by avoiding closed campuses. Those from underprivileged backgrounds are usually left out when their schools close. This has spotlighted several flaws and unevenness In our higher education institutions, ranging from a mismatch in class sizes between resources and demands to a lack of access to the computers and bandwidth required for online learning. Importance of Positionality The theoretical and political attitude taken by the policy researcher, encompassing technique and theory, is referred to as positionality. Ontology (what we consider reality’s nature) and epistemology are further theoretical and methodological issues (how we justify knowledge claims). According to Rizvi and Lingard (2010), the idea of social fairness in policy cannot be fully grasped in a generalized abstract way but is best understood as an amalgam of several damaging and occasionally conflicting values. Our rather ad hoc use of assemblage is intended to highlight the performative nature of policy to bring together a variety of factors that might need to be more in harmony. We analyze the notion of social fairness that is part of the Bradley Report, a recent report on higher education for the Australian government, using the concept of assemblage. Interpretivist framework. A methodological framework is presented for a higher education systematic review of organizational transformation. This framework is built on the two main theoretical viewpoints of neo-institutionalism and resource dependence. It is suggested that understanding how universities and colleges interact with the government and their internal dynamics is crucial for assessing changes in these institutions. While interpretivism holds that people influence culture and utilize qualitative methods, positivism holds that society shapes the person and employs quantitative means. Interpretivism believes that pupils are nuanced and complex. Scientific approaches are inappropriate since numerous groups have different motivations for acting in the world and different views on the same "objectivity." They contend that to comprehend human behaviour; we should cultivate 'Verstehen' or empathetic comprehension; we must perceive the world from the perspective of the characters. Actors involved in the process. By the Australian Education Act 2013, the policy made by The Council of Australian Government (2014), recurrent revenue is being provided to all schools by the Australian government to guarantee that they are adequately funded to provide quality education to all children, irrespective of their backgrounds. In this article, the author traces the evolution of an Australian framework for international education and compares it to frameworks from Europe and other regions. The Australian experience is being used as a prototype for upcoming European developments, and values are increasingly more significant there. From the perspective of a professional in the area, the tactic is a pragmatist. Researchers have also looked at the strategic ramifications of globalization for higher institutions and specific institutional constituents, such as faculty and university administration (Stromquist et al., 2007). For example, Australia and the United Kingdom have taken globalization’s potential by enacting internationalization policies to boost their economies by shifting their academic services abroad (Tremblay, 2005; Adams, 2007). This has prompted widespread international student recruiting and offshore operations (Verbik & Merkley, 2006). Others view recruiting as a significant industry vital to the university's financial stability. Universities in countries like Australia, New Zealand, and the UK are excellent examples (Adams, 2007). The worldwide market is seeing an increase in the number of institutions looking for sustainable finance. Australia and New Zealand have lately made significant investments in recruiting overseas students (Adams, 2007). The Dutch NUFFIC and German DAAD have all been actively promoting their respective national educational systems since 1999. Despite the US being the largest higher education exporter in terms of enrollment of overseas students, it should be highlighted that "the activity does not contextually have an export appearance or feel" (Adams, 2007, p. 411). Similar circumstances exist in Canada, where public institutions' fees are lower than the overall cost of education. Main events in the process. Every education study involves educational policy (Ozga, 2000, pp. 2-3). The policy is a specific arrangement of values and the process determining its authority at the international, local, and national levels. The rescaling of politics is related to how policy discourses at the international, regional, national, and local levels influence politics. Nevertheless, not all policy changes are related to globalization. A policy is a thorough process. There are several topics that a researcher might focus on, including the background of policy, the formulation of the issue that the policy addresses, the values expressed in the policy content, the procedures involved in producing policy, and the data required for policymaking. According to (Rizvi & Lingard, 2010), when constructing a policy analysis in the Australian Strategy for International Education, the following issues should be taken into consideration: the policy's background, how the problem it treats is constructed, the values expressed in the policy content, Policy actors and procedures for advocating, allocating resources for policies, disseminating them, and putting them into practice, as well as policy evaluation and review. In light of this, in determining the approach to be used for policy analysis, the questions of who is performing the analysis, for what purposes, and within what environment are crucial (Rizvi & Lingard, 2010, p. 46). Objectives of this framework. With an emphasis on diversification, satisfying national skill shortages, placing students at the centre, and enhancing Australia's competitiveness abroad, the Australian Strategy for International Education 2021–2030 lays out a route for the sector's sustained growth. In Australian schools, learning is just one aspect. They prepare kids for life by helping them to develop respect for others, self-control, and communication abilities. Schools teach the fundamental subjects of mathematics, English, environment and studies of society, arts, science, technology, LOTE, physical education, and health. They are also proponents of the advantages of a well-rounded education, which includes opportunities for cooperation, self-expression, and personal growth beyond the classroom. A few instructional strategies include student research, teacher-directed learning, visual presentations, group projects and presentations, interactive classrooms, and e-learning. Several evaluation strategies are used to evaluate student results. Enhancing incentives for developing requisite skills by the labor market and expanding access to the academic performance of students from underprivileged families, as well as Torres Strait Islander and Aboriginal students, are other crucial challenges. Increasing the transparency of rules and funds within the decentralised educational system is another concern that necessitates attention. Standards are fulfilled and upheld by national and state testing systems. The Australian educational system prepares students for their future. In strategy to get designed to prepare students for success in a worldwide world, our schools work to help them become autonomous and influential academics, confident and imaginative individuals, and involved and knowledgeable citizens. Australian schools emphasize ensuring equity for all students and pursuing excellence in schooling, starting in kindergarten through Year 12. For example, the eroding institutional environment at the global level is to blame for the relative inability of the international education community to innovate and adapt to these trends. Although there are numerous key trends and innovations, there is no practical method for prioritizing and directing them. As a result, the global institutional environment for new global initiatives in academia is one of leaderless globalization (Rodrick, 2011). Instruments used. Despite the increased reforms and pressure on education systems to provide high-quality education, legislators may not always give implementation much thought. Implementing educa...
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