Faculty of Education and Social WorkThe University of Sydney

EDPB 6013Internationalisation of Education

Unit of Study Outline

Semester 1, 2007

1. Teaching Staff Details...........................................................................1

2. Timetable and Teaching Mode.............................................................1

3. What is this Unit about?........................................................................1

4. Essential Readings, Textbooks and Other Resources...........................2

5. Assessment............................................................................................2

6. Seminar/Tutorial/Workshop Program...................................................4

7. Other notes on this unit of study...........................................................4

8. Other recommended reading and resources..........................................4

This document is protected by Australian copyright law and the law of confidentiality and the comparable laws of other countries. It contains valuable information proprietary to the University of Sydney. No part of this material may be copied, stored or transmitted in any form, electronic or otherwise, without the prior written consent of the University of Sydney.

© Copyright 2023, The University of Sydney.

Unit of Study Outline

1. Teaching Staff Details

1.1. Unit of Study Coordinator

A/Professor Anthony Welch

Room and building Room 542, Education Building A35

Phone number (02) 9351 3175

Email contact A.Welch@edfac.usyd.edu.au

Arrangements for student consultation

Please telephone or e-mail to make an appointment..

2. Timetable and Teaching Mode

Since this is a distance education module, it is incumbent on each student to maintain a regular work schedule throughout the unit, involving regular reading, note-taking, and reflection.

3. What is this Unit about?

3.1. Rationale

This unit introduces you to some of the key debates underlying internationalisation of education, as well as its diverse rationales, its historical development and contemporary practice. As well, you are asked to integrate your understanding of internationalisation with your understanding of globalisation, and apply this to a case study of an institution or system of education.

3.2. Desired outcomes

At the end of the unit, if you maintain the work schedule indicated above, our combined efforts should mean you will have progressed in each of the following areas:

an understanding of the historical development of internationalisation of education, as well as some competing rationales for its development

critical understanding of major interpretive approaches to internationalisation, with minor recapitulation of arguments about globalization

an understanding of internationalisation of education in specific contexts, as well as an understanding of more general trends

critical study of the relationship between globalization effects on education, and what the relationship there is, if any, between this and the development of internationalisation in education.

application of skills and insights developed in a special investigation development of independent study skills development of on-line research capacities development of high-level writing skills

3.3. Topics

module one : the development of internationalisation of education

- 1 -

Unit of Study Outline

module two : Arenas and contexts for contemporary internationalisationmodule three : globalization and internationalisation in education

module four : Case Study

4. Essential Readings, Textbooks and Other Resources

Module One:

Stichweh, R., (2001) ‘From the Peregrinatio Academica to Contemporary International Student Flows – National Culture and Functional Differentiation as Emergent Causes’ (Mimeo)

Neave, G., (2001) ‘The European Dimension in Higher Education: An excursion into the Modern Use of Historical Analogues’, Huisman, J., Maassen, P., and Neave, G., (Eds.) Higher Education and the Nation State. The International Dimension of Higher Education. Pergamon/ IAU, Amsterdam. Pp. 13-73.

Module Two:

Williams, P., and Iijambo, T., (1995) ‘Academic Mobility and the Brain Drain,’ Recognition of Studies and Academic Mobility. Paris, UNESCO

Welch, A., (1997) The Peripatetic Professor: the Internationalisation of the Academic Profession, Higher Education, 34,3, pp.

Wende, M., van de, (1996) Internationalisation of Higher Education: a Theoretical Explanation’ Internationalising the Curriculum in Dutch Higher Education: an International Comparative Perspective. Den Haag, NUFFIC. pp. 7-45

Cunningham, S., et al (1998) ‘Contexts and Concepts’, New Media and Borderless Education. Canberra, DEETYA. pp. 1-35.

Module Three:

Currie, J., 2004 Globalization’s Impact on the Academic Profession’ Welch, A., (Ed.) The Professor. Profile of a Profession. Amsterdam, Kluwer

Welch, A., (2002) Going global? Internationalising Australian Universities in a time of Global Crisis’, Comparative Education Review, 46, 4, Pp. 433-471.

‘Expanding International Mobility’, World Statistical Outlook on Higher Education, Higher Education in the 21st. century. Vision and Action. Paris, UNESCO pp. 19-23.

Welch, A., (2004) ‘Educational Services in South East Asia, Human Capital, Skills Development and Future Growth’ Booklet 7, Building Institutional Capacity in Asia (BICA) Project (China ASEAN relations) 2003-4, Pp. 1-40.

- 2 -

Unit of Study Outline

Module 4

Throsby, D., (1996) Progress Report on financing and effects of internationalised teaching and learning’, Internationalisation of Higher Education. Paris, OECD. Pp. 91-111.

Farquhar, R., (1999) Integration or Isolation: internationalism and the Internet in Canadian Higher Education, Journal of Higher Education Policy and Management, 21, 1, pp. 5-15.

Scott, P., (1996) Massification and Globalisation. Two Principles in Conflict? International Strategies for Internationalisation of Higher Education. Conference Proceedings Hong Kong Baptist University.

Urquidi, V., (2000) ‘International Understanding’ Neave, G., Abiding Issues, Changing Perspectives. Visions of the University across a half a Century. Paris IAU, pp. 273-77.

Toure, B., (2000) ‘The Role of Universities in International Mutual Assistance’, Neave, G., Abiding Issues, Changing Perspectives. Visions of the University across a half a Century. Paris IAU, pp. 279-83.

Makhubu, L., (2000) ‘Working together across Cultures: rewards and frictions’, Neave, G., Abiding Issues, Changing Perspectives. Visions of the University across a half a Century. Paris IAU, pp. 285-93

- 3 -

Unit of Study Outline

ADDITIONAL READING

I Higher Education

Altbach, P., 1992, International Encyclopaedia of Higher Education (Garland, New York)

Altbach, P., (Ed) (1996) The International Academic Profession. Portraits from Fourteen Countries. Princeton, Carnegie Foundation for the Academic Profession.

Altbach, P., 199???? on NAFTA’s educational provisions

Altbach, P., (1998), Comparative Higher Education. Knowledge, the University and Development Hong Kong, CERC

Altbach, P., and Lewis, L.,(1996) ‘The Academic Profession in International Perspective’, Altbach., P., (Ed.) The International Academic Profession. Portraits from Fourteen Countries. Princeton, Carnegie Foundation for the Advancement of Teaching

Amaral, A., (2001) Higher Education in the Process of European Integration, Globalizing Economies and Mobility of Students and Staff’, Huisman, J., Maassen, P., and Neave, G., (Eds.) Higher Education and the Nation State. Pergamon/IAU.

Anderson, D., 1993) Sources of Australian Academics’ Qualifications (Canberra, DEET)

ACTU/TDC, (1986)Australia Reconstructed. ACTU/TDC Mission to Western Europe: A Report by the Mission Members to the ACTU/TDC. Camberra AGPS.

Back, K., Davis, D., and Olsen, A., 1998, Internationalisation and Tertiary Education Institutions in New Zealand. Wellington, New Zealand Ministry of Education

Baker, M., et al., (1993) The Role of Immigration in the Australian Higher Education Labour Market (Canberra, Australian Government Publishing Service).

Bartrop, P., and Eisen, G. (Eds) 1990. ‘The Dunera Affair’. Melbourne: Schwartz and Wilkinson.

Briscoe, K. (1991). ‘Broadening horizons. Institutionalising an international perspective'. Educational Record, 72(4), 62-4.

Burns, R., and Welch, A, (Eds.) (1992) Contemporary Perspectives in Comparative Education. (New sYork, Garland).

Castells, M., (1998) End of Millenium (Vol. III of The Information Age: Economy, Society and Culture) (Oxford, Blackwells)

Cerny, P., (1990), The Changing Architecture of Politics. London, Sage

Cerny, P., (1997), ‘Paradoxes of the Competition State. The Dynamics of Political Globalization’, Government and Opposition, 32,2, pp 251-74

Choi, H., 1995 An International Scholarly Community: Asian Scholars in the US. Westport: Praeger

Cunningham, S., et al (1998) New Media and Borderless Education. A Review of the Convergence between Global Media Networks and Higher Education Provision. Canberra, DEETYA

Currie, J., (1998) ‘Globalization Practices and the Professoriate in Anglo-Pacific and North American Universities’, Comparative Education Review, 42, 1, (Pp. 15-29)

Currie, J., and Newson, J., (eds.) (1998) Globalization and Universities. London, Sage

Clark, B., (Ed.) The School and the University: an International Perspective. Berkeley, University of California Press.

- 4 -

Unit of Study Outline

Clark, B., (1998) The Entrepeneurial University.

Cobban, A., (1992) ‘Universities 1100-1500’, Clark, B., and Neave, G., (Eds). The Encyclopaedia of Higher Education. (Oxford, Pergamon Press).

Cunningham, S., et al (1998) New Media and Borderless Education: a Review of the Convergence between Global Media Networks and Higher Education Provision. Canberra, DETYA.

Currie, J. (2001), Globalization’ s Impact on the Professoriate in Anglo American Universities, Welch, A . (Ed.) The Professoriate. Profile of a Profession. Amsterdam, Kluwer. (Forthcoming).

Dahrendorf, R. (2000) Globale Klasse und neue Ungleichheit, Merkur, 11, pp. 1057-1068.

Davies, S., and Guppy, N., (1997), ‘Globalization and Educational Reforms in Anglo-American Democracies’, Comparative Education Review 41, 4, Pp. 435-459.

de Wit, H., (1995), Strategies for Internationalisation of Higher Education. A Comparative Study of Australia, Canada, Europe and the USA Amsterdam, European Association for International Education.

Dearing, R., (1998) ‘The Full-on University’, The Australian, October 14, Pp. 34-36

DEET/OECD. (1993a). The Transition from Elite to Mass Higher Education, Proceedings of the Department of Employment, Education and Training/Organisation for Economic Cooperation and Development. Conference, Canberra: DEET.

Department of Employment, Education and Training (DEET) (1993b), UMAP - A New Program to increase Mobility of University Students and Staff, DEET Memo, July.

Dronke, P. (Ed.) 1988).Dronke, P. A History of Twelfth Century Western Philosophy. Cambridge: Cambridge University Press

Edwards, J., (1998) ‘Crash and Learn’, The Australian’s Review of Books, October pp. 12-14, 31.

Ehrenberg, V. (1973). From Solon to Socrates. Greek History and Civilisation during the sixth and fifth centuries BC. (Second Edition) London: Methuen.

Enders, J., and Teichler, J., (2001) Academics Views of Teaching Mobility: The ERASMUS Experience Revisited, Welch, A., (Ed.) The Academic Profession: Profile of a Profession. (Amsterdam, Kluwer).

Fairclough, N., (1995), ‘Critical Discourse analysis and the Marketization of Public Discourse: the Universities’, Critical Discourse Analysis: the Critical Study of Language. London, Longmans

Farquhar, R., (1999) Integration or Isolation: internationalism and the internet in Canadian Higher Education;, Jouirnal of Higher Education Policy and Management, 21, 1, Pp. 5-15.

Fitzgerald, S., (1997) Is Australia an Asian Country? Can Australia Survive an East Asian Future? Sydney, Allen and Unwin.

French, N., (1996) ‘Higher Education in Hong Kong: the External Dimension’, Institutional Strategies for Internationalisation of Higher Education, Conference Proceedings, pp. 78-87. Hong Kong Baptist University, November

Frtijhoff, W., (1992) ‘Universities 1500-1900’, Clark, B., and Neave, G., (Eds). The Encyclopaedia of Higher Education. (Oxford, Pergamon Press).

Gay, P. (1970). Weimar Culture. The Insider as Outsider. New York: Harper and Row.

Gee, J., Hull, G., and Lankshear, C., (1998) New Work Order. Behind the Language of the New Capitalism . Sydney, Allen and Unwin.

Giddens, A . (1991) The Consequences of Modernity. (Cambridge, Polity Press).

Giddens, A., (1994) Beyond Left and Right. The Future of Radical Politics. London

- 5 -

Unit of Study Outline

Giddens, A . (1995) Beyond Left and Right. The Future of Radical Politics. (Cambridge, Polity Press).

Giddens, A . (1999) Reith Lectures (http//www.bbc.co.ik/hi/english/static/events/reith-99).

Gray, J., 1998, False Dawn: the Delusions of Global Capitalism. London, Granta.

Habermas, J., (1996) ‘The European Nation-State - its Achievements and its Limits. On the Past and Future of Sovereignty and Citizenship’, Balakrishnan, G., (Ed.) Mapping the Nation. London, Verso, pp. 281-94.

Harari, M. (1989). Internationalisation of Higher Education: Effecting Institutional Change in the Curriculum and Campus, Center for International Education, California State University, Long Beach.

Haren, M. (1985). Medieval Thought. The Western Intellectual Tradition from Antiquity to the Thirteenth Century. New York: St Martin's Press.

Haron, I., (1998) ‘Rapid Expansion of Higher Education in Asia and the Need for Quality Assurance of Academic Programs, with Special Reference to the Case of Malaysia’, Comparative Education Society of Asia, 2nd Annual Conference, Beijing Normal University, October.

Harvey, D . (1989)The Condition of Postmodernity.. Oxford, Basil Blackwell.

Hayhoe, R. (1996). ‘Japanese universities facing the future’, International Higher Education, 5, July 11-12.

Hirst, P., and Thompson, G., (1996) Globalization in Question. Cambridge, Polity Press.

Hóu, Wài Lú, and Zhou, Yi Liáng. (1992). Chinese History I. Beijing: Jong Guó Da Bai Ke Quan Shu Publishers.

Huisman, J., Maassen, P., and Neave, G., (2001) Higher Education and the Nation State. (Amsterdam, Pergamon/IAU Press)

Institutional Strategies for Internationalisation of Higher Education. (1996) (Conference Proceedings report, David c. Lam Institute for East West Studies).

International Development Program [IDP] (1995) Curriculum development for internationalization. Australian Case Studies and Stocktake OECD/CERI Study. Canberra: IDP.

International Development Program [IDP] 1998, Outcomes of International Education: Research Findings. A Set of Commissioned Research Papers Presented at the 12th Australian International Education Conference, Canberra, IDP

Jolivet, J. (1988) 'The Arabic Inheritance', Dronke, P., [Ed.] (1988) A History of Twelfth Century Western Philosophy. Cambridge: Cambridge University Press.

Jones, P., (1998) ‘Globalization and the UNESCO Mandate: Multilateral Prospects for Educational Development’ International Journal of Educational Development.

Jones, P., (1998) ‘Globalization and Internationalism: Democratic Prospects for World Education’, Comparative Education 34, 2, (Pp. 143-155).

Jong Guó Da Bai Ke Quan Shu, (1992) Beijing.

Karady, V., (2001) Student Mobility and Western Universities: Patterns of Unequal Exchange in the European Academic Market (1880-1939) (Unpublished mimeo)

Kemp, Steven (1990). Study. Exporting higher education: the international flow of students. School of Economics and Finance, Curtin University.

Khan, S. Aga (1998) ‘Free Market Failures’, Newsweek, October 12, p. 24C

Knight, J. (1995). A National Study of Internationalisation at Canadian Universities. In de Wit, H. Strategies for Internationalisation of Higher Education. A Comparative Study of Australia, Canada, Europe and the USA. European

- 6 -

Unit of Study Outline

Association for International Education (EAIE) in association with the Programme on Institutional Management in Higher Education (IMHE) of the Organisation of Economic Cooperation and Development (OECD), Amsterdam.

Knight , J., and de Wit, H., (1995) Strategies for Internationalisation of Higher Education: Historical and Conceptual Perspectives. In de Wit, H. Strategies for Internationalisation of Higher Education. A Comparative Study of Australia, Canada, Europe and the USA (EAIE/ IMHE, Amsterdam).

Knight, J. (1996, November). Internationalisation: from Concept to Strategies. In proceedings of the Second Annual Conference of the David C. Lam Institute for East West Studies, Institutional Strategies for the Internationalisation of Higher Education, Hong Kong Baptist University.

Kreitz, R. and Teichler, U. (1993), ERASMUS Teaching Staff Mobility: The 1990-91 Teachers’ View. Werkstattberichte, Wissenschaftliches Zentrum für Berufs - und Hochschulbildung der Gesamthochschule-Universität Kassell, Kassell.

Labour Research Centre (1990), Pay Equity For Women in Australia, AGPS, Canberra.

Latham, M. (1998) Civilizing Global Capital. New Thinking for Australian Labour. (Sydney, Allen and Unwin).

Le Goff, J. (1993). Intellectuals in the Middle Ages. Cambridge(MA) and Oxford, Blackwell.

Leff, G., ZZ(1968), Paris and Oxford universities in the 13th and 14th centuries. New York, Wiley

Lewis, L.S. and Altbach, P.G. (1995), ‘Faculty versus Administration’, International Higher Education, 2, Fall, 2-4.

Lingard, R., and Rizvi, F., (1998) ‘Globalization and the Fear of Homogenization in Education’, Change. Transformations in Education, 1, 1, pp. 62-71

Lyotard, J-F., (1984), The Postmodern Condition: A Report on Knowledge. Manchester, Manchester University Press.

Makdisi, G., (1981) The Rise of Colleges. Institutions of Learning in Islam and the West.

Marginson, S., (1989) ‘Academic Salaries in Australia, 1967-1990’ Australian Universities Review, 2, (Pp. 14-23)

Marginson, S., (1991) ‘Australian Academic Salaries - Trends and Relativities’, Australian Bulletin of Labour, 17,1, pp. 49-72

Marrou, H. (1956). History of Education in Antiquity. London: Sheed and Ward.

Maslen, G., 1994, ‘His Masters Angry Voice’, The Bulletin, July 12 (p. 27)

Martin, H-P., and Schumann, H., (1997) The Global Trap. Globalization and the Assault on Democracy and Prosperity. London, Zed Books

Maslen, G., 1994, ‘His Masters Angry Voice’, The Bulletin, July 12 (p. 27)

Mc Ginn, N. Education, Democratization, and Globalization: A Challenge for Comparative Education, Comparative Education Review, 40, 4, 1996, Pp. 341-357.

Miyoshi, M. (1999a) In Place of a Conclusion , F. Jameson, and M. Miyoshi (Eds.), The Cultures of Globalization. (Durham, Duke University Press).

Miyoshi, M., (1999b) ‘ Globalization’ Culture and the University, F. Jameson, and M. Miyoshi (Eds.), The Cultures of Globalization. (Durham, Duke University Press).

National Science Foundation (1986), Foreign Citizens in US Science and Engineering: History, Status and Outlook. Washington, DC.

Neave, G. (1991). The University of the Peoples of Europe: A Feasibility Study. The Open Door: Pan-European Academic Co-operation. (pp. 85-150). Bucharest: UNESCO European Centre for Higher Education.

Newsweek (International) (1998) Special Report: the Global Economy. October 12

- 7 -

Unit of Study Outline

Niland, J., (1998) ‘The Fate of Australian Science - the Fate of Australian Universities’, Speech to the National Press Club, (25th February).

Noble, D., (1998a) ‘Digital Diploma Mills: the Automation of Higher Education’ first monday, 3,1, (http://firstmonday.dk/issues/issue3_1) 8th October, pp. 1-6.

Noble, D., (1988b) ‘Digital Diploma Mills Part III. The Bloom is off the Rose’, IT FORUM Listserv, December 1998 pp. 1-9

OECD (1996) Information Technologies and the Future of Post-secondary Education (Paris: OECD)

OECD (1996) Internationalisation of Higher Education. (Paris:OECD).

OECD (199?) Financing and Effects of Internationalisation in Higher Education. The Economic Costs and Benefits of International Student Flows. Paris: OECD/CERI.

OECD/CERI. (1994). Education in a new International Setting. Curriculum Development for Internationalisation. Guidelines for Country Case Study. Paris: OECD/CERI

OECD/CERI (1995) Curriculum Development for Internationalisation. OECD/CERI.

Ohmae, K., (1996) End of the Nation State: the rise of regional economies. London: Harper Collins.

Open Doors (1993-94). Institute of International Education: New York, N.Y.

Overseas student statistics (1994). Department of Employment, Education and Training, International Division, AGPS: Canberra. (see also the re-named DETYA for more recent annual reports of international students)

Patterson, G., (1997) The University from Ancienct Greece to the 20th Century. ( ).

Pittaway, E., Ferguson, B., and Breen, C., (1998) ‘Worth More than Gold: the Unexpected Benefits associated with Internationalisation of Tertiary Education’, International Development Program [IDP] Outcomes of International Education: Research Findings. A Set of Commissioned Research Papers Presented at the 12th Australian International Education Conference, Canberra, IDP, pp. 61-71

Rhoades, G., (1998), ‘Managerial Institutions and Managed Professionals’, International Higher Education, 13, Pp. 3-4

Ridder-Symoens, H. de (Ed.) (1992). ‘Mobility’, A History of the University in Europe. (Vol 1). Cambridge: Cambridge University Press.

Rohrs, H., (1995) The Classical German concept of the University and its Influence on Higher Education in the United States. Frankfurt: Peter Lang.

Rutanen, P., (1996) “Learning Societies and Global Information Infrastructure (GII) Global Information Society (GIS)”, Keynote speech of the OECD/IMHE Conference, Institutional Strategies for Internationalisation of Higher Education, David C. Lam Institute, (Hong Kong Baptist University, December

Sheehan, B., and Welch, A., (1996) The Australian Academic Profession (Canberra, DEET)

Shinn, C., Welch, A., and Bagnall, N., (1999) ‘Culture of Competition: Comparing International Student Policy in Australia and the USA’, Journal of Further and Higher Education 23, 1.

Sklair, L. (1999) Globalization: New Approaches to Social Change , Taylor, S . (Ed.) Contemporary Sociology. (London, Macmillan). Sklair, L. (2001) The Transnational Capitalist Class. (London, Blackwell Publishers).

Sklair, L. (1999) Social Movements and Global Capitalism , Jemeson, M . and Miyoshi, M. (Eds.) The Cultures of Globalization. (Durham, Duke University Press).

Slaughter, S., and Leslie, L., (1997) Academic Capitalism. Politics,Policies and the Entrepreneurial University. (Baltimore, Johns Hopkins Press)

- 8 -

Unit of Study Outline

Soros, G., (1998a) The Crisis of Global Capitalism. Penguin

Soros, G., (1998b) ‘Financial Fallout’, Sydney Morning Herald, December 1st

Spritzberg, I. J. Jnr. (1980) Universities and The International Distribution of Knowledge. New York: Routledge.

Teichler, U. (1992). Experiences of ERASMUS Students. ERASMUS Monographs, No. 13, Kassel: Wissenschaftliches Zentrum für Berufs-und Hochschulforschung der Gesamthochschule Kassel.

Toh, S-H., and Farrelly, T. (1992). The formation of Third World Technocrats for Rural Development: A Critical Perspective on Australia’s Role in Study Abroad. Burns, R., and Welch, A., (Eds), Contemporary Perspectives in Comparative Education. New York: Garland Press.

Turnbull, P., (1996) ‘Conversational Scholarship in cyberspace: the evolution and activities of H-net, the online network for the humanities’, Australian Universities Review, 39, 1, (1996), pp. 12-15. See also the use of such technology in teaching Middle Eastern Politics, in IDP (1995), above.

UNESCO Statistical Yearbook (1994). (Paris: Unesco).

UNESCO (2000) Facts and Figures 2000 (Paris: Unesco).

UNESCO (2000) World Education Report. (Paris: Unesco).

UNESCO (2000) World Data on Education (Paris: Unesco).

Wallerstein, I. (1979) The Capitalist World Economy. (Cambridge, Cambridge University Press).

Wallerstein, I. (1987) World System Analysis, GIDDENS, A . and TURNER, J . (Eds.) Social Theory Today. (Cambridge, Polity Press).

Weber, S., (1996) ‘The Future Campus: Virtual or Reality’, The Australian, 18/9/1996, pp. 28-30.

Weiler, H. (1984). The Political Dilemmas of Foreign Study. Comparative Education Review, 28, 2, (pp. 168-79).

Welch, A. (1988). ‘For Sale, by Degrees: Overseas Students and the Commodification of Higher Education in Australia and the UK’, International Review of Education, 34, 3, (pp. 387-397).

Welch, A., (1996) Australian Education. Reform or Crisis? Sydney, Allen and Unwin.

Welch, A., (1997a) ‘The Peripatetic Professor: the Internationalisation of the Academic Profession’ Higher Education (Special Issue on the International Survey of the Academic Profession), 34, 1, 1997

Welch, A., (1997b) ‘Things Fall Apart:Disintegration, Universities and the Decline of Discipline(s)’, Kodron, C., et al., Vergleichende Erziehungswissenschaft: Herausforderung, Vermittlung, Praxis (Köln, Böhlau Verlag)

Welch, A., (1997c) ‘Cuts Deepen German Uni Crisis’, The Australian, November

Welch, A., (1998a) ‘The End of Certainty? The Academic Profession and the Challenge of Change’, Comparative Education Review, 42, 1.

Welch, A., (1998b) ‘Education and the Cult of Efficiency: Comparative Reflections on the Reality and the Rhetoric’, Comparative Education 34, 2.

Welch, A., (1998c) ‘The End of Certainty? The Academic Profession and the Challenge of Change, Comparative Education Review, 42,1, pp. 1-14 (Editorial Introduction, Special Issue, The Professoriate).

Welch, A., and Denman, B., (1997) The Internationalisation of Higher Education: Retrospect and Prospect’, Forum of Education, 52, 1.

Wilson, M., Qayyam, A., and Boshier, R., (1998) World Wide America: Manufacturing Web Info, Distance Education, 19,1.

- 9 -

Unit of Study Outline

Yang, R., and Welch, A., (2000) ‘Internationalising Universities in Guangzhou’ World Studies in Education, 2, 1, (In Press)

Yang, Rui (2000). Tensions between the global and the local: A comparative illustration of the reorganisation of China’s higher education in the 1950s and 1990s, Higher Education 39(3), 319-337.

Yeatman, A., (1993) Corporate Managers and the Shift from the Welfare to the Competition State, Discourse, 13,2, pp. 3-9.

Zemsky, R., (1997) Seminar on Post Massification, Academic Reforms in the World: Situation and Perspective in the Massification Stage of Higher Education. (Reports of the Six-Nation Higher Education Project Seminar) Research Institute of Higher Education Seminar Reports No. 10, Hiroshima University, pp. 1-20.

4.1. II Secondary, Further, and Vocational Education

Angoff, W. H. (1971) The College Board Admissions Testing Program: A technical report on research and development activities relating to the Scholastic Aptitude Test and Achievement Tests. New York: College Entrance Examination Board.

Annand, J. B. (1977) Education for Self-Discovery. London: Hodder and Stoughton.

Beare, H. Caldwell, B. J. & Millikan, R. H. C. (1989) Creating an Excellent School. London and New York: Routledge.

Bourdieu, P. Passeron, J. C. (1979) The Inheritors. French Students and Their Relation to Culture. Chicago: The University of Chicago Press.

Bourdieu, P. (1988) Homo Academicus. Cornwall: Polity Press.

Bourdieu, P. Passeron J.C. (1992) Reproduction in Education ,Society and Culture. (2nd ed.) London: Sage Publications.

Bourdieu, P. (1993) The Field of Cultural Production. Oxford: Polity Press.

Caldwell, B.J. Spinks, J. (1986) Spotlight on School Improvement. London: Falmer.

Crouse, J. Trusheim, D. (1988) The Case Against the SAT. Chicago: University of Chicago Press.

Featherstone, M. (1994) Global Culture. Nationalism, Globalization and Modernity. London: Sage.

Featherstone, M. (1993) Consumer Culture and Postmodernism. London: Sage.

Fraser, S. E. (1969) International Education: Understandings and Misunderstandings. Tennessee: Peabody International Centre.

German, T. (1991) A Character of its Own: Ashbury College 1891-1991. Carp, Ontario: Creative Bound Inc.

Ginsburg, M. B. (1991) Understanding Educational Reform in Global Context. Economy, Ideology, and the State. New York and London: Garland Publishing, Inc.

Giroux, H. (1992) Border Crossings. Cultural Workers and the Politics of Education. New York: Routledge.

Halls, W. D. (1971) International Equivalences in Access to Higher Education. Paris: UNESCO.

Leach, R. J. (1969) International Schools and Their Role in the Field of International Education. Oxford: Pergamon Press Limited.

Levine, A. (1978) Handbook on Undergraduate Curriculum. New York: Jossey-Bass Limited.

Lieberman, A. (1990) Schools as Collaborative Cultures: Creating the Future Now. New York, Falmer Press.

Machlump, F. (1962) The Production and Distribution of Knowledge in the United States. Princeton, N.J.: Princeton

- 10 -

Unit of Study Outline

University Press.

Malcolm, A. H. (1985) The Canadians. Markham, Ontario: Fitzhenry and Whiteside.

McRae, D. (1988) Teachers, Schools and Change. Richmond, Victoria: Heinemann Educational.

Moran, B. (1980) The Establishment of a National Curriculum Development Centre. Canberra: Curriculum Development Centre.

Parker, M. (1987) Schooling in Australia. Advice for Parents. Kenthurst, N.S.W.: Kangaroo Press.

Partridge, P. H. (1973) Society Schools and Progress in Australia. Rushcutters Bay, N.S.W.: Pergamon Press.

Peterson, A. D. C. (1972) The International Baccalaureate. An experiment in International Education. London: Harrap.

Peterson, A. D. C. (1987) Schools Across Frontiers. The story of the International Baccalaureate and the United World Colleges. La Salle, Illinois: Open Court.

Phillips, H. M. (1976) Educational Cooperation between Developed and Developing Countries. New York: Praeger Publishers.

Praetz, H. (1980) Building a School System. A sociological study of Catholic Education. Melbourne: Melbourne University Press.

Renaud, G. (1974) Experimental Period of the International Baccalaureate: objectives and results. Paris: UNESCO Press.

Schriewer, J., and Holmes, B. (Eds.) (1990) Theories and Methods in Comparative Education. (2nd ed.) Frankfurt am Main: Peter Lang.

Sheehan, B. A. (1983) Comparative and International Studies and the Theory and Practice of Education. Bundoora, Victoria: Centre for Studies in Education, La Trobe University for the A.C.I.E.S.

Shive, G. L., Gopinathan, S. Cummings, W. K. (1988) North-South Scholarly Exchange. Access, Equity and Collaboration. London and New York: Mansell Publishing.

Smith, L. M. Prunty, J. J. (1988) Innovation and Change in Schooling. New York: Falmer Press.

Taylor, C. (1992) Multiculturalism and “The Politics of Recognition.” New Jersey: Princeton University Press.

Tierney, W. G. (1989) Curricular Landscapes, Democratic Vistas. New York: Falmer Press.

The International Schools Directory. (1986-1992) Petersfield, Hampshire: ECIS.

Wagner, D. G. (1984) The Growth Of Sociological Theories. New York: Sage Publications Ltd.

Wallace, R. A. Wolf, A. (1986) Contemporary Sociological Theory: Continuing the Classical Tradition. Englewood Cliffs, N. J.: Prentice Hall.

Zeitlin, I. M. (1990) Ideology and the Development of Sociological Theory. Englewood Cliffs, N.J.: Prentice Hall.

Journals and Periodical Articles and Monographs.

Archer, D. (1983) The International Baccalaureate. A Challenging Academic Program. The Alberta Teachers Association Magazine. Vol. 63. (2). January. 36-37.

ATA News. (1983) Calgary Students Excel. The Alberta Teachers Association Newsletter. Edmonton, Alberta. January 10. 3.

Atchison, L. (1985) The International Baccalaureate Program in the Public Schools of British Columbia. Horizon British Columbia Social Studies Teachers' Association Newsletter. Vol. 23. (1). 10-11.

Bagnall, N. F. (1990) The Introduction of the International Baccalaureate into an Australian School. Unpublished Paper

- 11 -

Unit of Study Outline

for Leadership and the School Principal. Melbourne University.

Bailey, S. (1989) Should I Go for it? Some thoughts on International Baccalaureate and Advanced Placement English Courses. Update. Vol. 31.(3). July. 4-6. Baker, J. M. and Kettlewell J. A. (1980) The International Baccalaureate at Mountain Secondary School in Langley. Horizon. British Columbia Social Studies Teachers’ Association. Newsletter. Vol. 19. (4). 26-29.

Banta, T.W. Fisher, H.S. (1990) An international perspective on assessing Baccalaureate program outcomes. Evaluation Practice. Vol. 11. (2). 167-175.

Bates, N. J. W. (1989) International Baccalaureate Economics. Economics. Vol XXV.( 1). Winter. 169-171.

Bruce, D. (1992) Call to boycott Baccalaureate. The Age. September 14, 7.

Bruce, M. (1987) International Schools for International People. ( May ) Phi Delta Kappan. 707-708.

Cleverley, J. and Jones, P. (1976) Australia and International Education. Some Critical Issues. Australian Education Review. No. 7.

Comparative Education Review.Vols. 31. (1). February 1987. 31. (4). November 1987, and 33. (4). November 1989.

Cox J. and Daniel N. (1983) Options for the Secondary Gifted Student. The International Baccalaureate. G/C/T. March/April. No. 27. 24-30.

Department of Education and Science, London.(1991) A Survey of the International Baccalaureate. Autumn.

Essam, R. J. (1978) The International Baccalaureate. General Education. No. 30. Summer. 18-21.

Fox, E. (1985) International Schools and The International Baccalaureate. Harvard Educational Review. Vol. 55. (1). February. 53-68.

Freeman, J. (1987) The International Baccalaureate. The College Board Review. No. 143, Spring. 4-6.

Godsey, M. (1989) International Baccalaureate of the America’s. New England Journal of History. Vol. 46. Summer. 20-34.

Goodman, D. B. (1976) An Idea Whose Time has come. Exchange. Vol. XII. (2). Fall. 21-23.

Guyatt, J. (1988) The International Baccalaureate. Examinations sans frontiers. Conference and Common Room. Vol. 25, No. 1. Spring. 9-10.

Heyneman S. P. (1992) Educational Quality and the Crisis of Educational Research. Prague, Czechoslovakia. (An address at the World Council of Comparative Education Societies) Hutchinson, J. (1992) Bid to keep tertiary students coming. The Age. Saturday 2 May. 8.

International Schools Journal. ECIS Autumn 1988 Issue No. 16 - Spring 1994 Issue No. 27.

Jickling, B. (1981) Biology in the Baccalaureate Program. The Alberta Science Teachers. Vol 2. (1). December. 14-17.

Jones, C. (1992) Baccalaureate a school test for global villagers. The Weekend Australian. August 1-2. 48.

Kettle, M. (1986) Review of the International Baccalaureate Program at Churchill Secondary School.Vancouver, Student Assessment and Research Education Services Group Board of School Trustees.

Livingstone, D.W. Hart, D. Davie, L. (1993) Public Attitudes Towards Education in Ontario 1992. The Ninth OISE Survey. The Ontario Institute for Studies in Education.

MacDonald, J. R. (1983) International Baccalaureate: a high-powered challenge. The Canadian School Executive. October, Vol. 3. (4) 16-19.

Maclehose, A. and Hill I. (1989) The International Baccalaureate for Australia? The Institute of Public Affairs. Education

- 12 -

Unit of Study Outline

Policy Unit. 9 Study Paper No. 15.

Matthews, M. (1989) The Scale of International Education. International Schools Journal. Spring. Issue No. 17.

McLellan, J. L. (1980) The International Baccalaureate: A challenging program for Canadian public school students. The Canadian Education Association Newsletter. Vol. 326. Spring, September. 5.

McLellan, J. L. and Archer, D. (1983) Churchill High’s International Baccalaureate Program: Three years later. ARC (Applying Research to the Classroom. ) Vol. 1 (1) Winter. 34.

McLellan, J. L. and Shelton, F. D. (1979) For Gifted Children the Basics are Hardly Enough. The Alberta Teachers Association Magazine. Volume 59. No. 3. March. 30-32.

Ministerial Consultative Council on Curriculum and the Australian Curriculum Studies Association.(1990) Curriculum Directions for the 1990s. Teachers: The critical Connection in Curriculum Change. Australian Government Publication Service. Ministry of Education. (1978) Victoria’s gifted to get baccalaureate program. Education Today. Vol. 5. (2).17.

Moore, L. (1991) Worldwide exam system gaining support. The New Zealand Herald. July 6. 8.

Mulhern, J. and Ward, M. (1985) Achieving Excellence through the International Baccalaureate Program: A Case Study of University-School District Cooperation. Roeper Review. Vol. 7, No. 4. April. 226-227.

Nash, I. (1989) A-levels Spurned by CTC. The Times Educational Supplement. October 27. 1& 10.

Nash, I. (1991) Bac’s Oral Standards praised by inspectors. The Times Educational Supplement. January 25. 5.

O’Shea, P. (1990) Not in our bac yard. The Times Educational Supplement. March 2. 14.

Oviatt, P. (1988) Attitudes of Students in a Grade 10 Honors International Baccalaureate Program. AGATE( Alberta Gifted and Talented Education Council) Vol. 2.(1) Spring. 33-39

Paterson, J. (1990) International Endeavour. A History of the European Council Of International Schools. 1965-1990. Petersfield, Hampshire: ECIS.

Peters, G. (1990) The International Baccalaureate: an Overview. Incorporated Association of Registered Teachers of Victoria. Occasional Paper. No. 20. June.

Peterson, A. D. C. (1977) Applied Comparative Education: the International Baccalaureate. A Case Study. Comparative Education. Vol. 13. No. 2. June. 77-80.

Peterson, A. D. C. (1983) Learning from Experience in the International Baccalaureate Program. Journal of General Education. Volume 35. No. 1. 15-25.

Peterson, A. D. C. (1970) New Examinations and the Comprehensive School. Comprehensive Education. No. 15. Summer. 10-11.

Rashdall, H., (1936?) The Mediaeval Universities.

Renaud, G. (1975) The International Baccalaureate. Prospects. Vol. V, No. 1. 111-119.

Riddell, A. R. (1989) An Alternative Approach to the Study of School effectiveness in Third World Countries. Comparative Education Review .Vol. 33 ,No. 4. 481-506.

Savage, D. (1982) The International Baccalaureate Challenges High School Students. Educational Leadership. May. 602-603.

Thomas P. B. (1988) University Destinations and Performance of IB Diploma Holders. Journal of College Admissions. No. 121. Fall. 2-14.

UNESCO (1970) Methods of establishing equivalences between degrees and diplomas. International Association of

- 13 -

Unit of Study Outline

Universities. Paris: UNESCO.

Victorian Auditor-General’s Office. (1993) International Student Programs in Universities. Special Report No. 29.

Wagstaff, J. R. (1986) The International Baccalaureate at St John High School. New Brunswick Educational Administrator. Vol. 3. March. 4-7.

A SELECTION OF SOME USEFUL WEBSITES:Note: the internet is a rich, dynamic, swiftly-changing research site, with a great deal of useful information, such as statistics, reports, trends and debates. The list below is not ordered in any particular sequence, and is only a small taste of what is available on the net. No guarantees can be given that the addresses of all the sites given below have not changed (tell us if they have!); equally, you should use exactly the same discrimination and judgement about information found on websites, as that you should exercise in relation to more traditional sources. The usefulness of any specific site will always depend on what specific information you are seeking. If you come across other sites that you find particularly useful, tell us about them! Lastly, always remember to cite the specific url (web address for the site), when using these sources – and check the reliability of the data!

1. Parliament of Australia www.aph.gov.au/ (you may also wish to visit your own, or other, country’s parliamentary website, for information)2. Bundesinstitut für Berufsbildung (the German federal institute for Vocational education and training in Berlin – so it helps if you can read/speak German..) www.bibb.de/start.htm3. University of Sydney, Faculty of Education’s award-winning site for research and information sources in education www.library.usyd.edu.au/Guides/Education 4. New South Wales Department of Education and Training (DET) www.nsw.edu.au/5. Department of Education, Training and Youth Affairs (federal government department, based in Canberra, Australia) www.detya.gov.au/ (Again, you may also wish to visit your own, or other, country’s department of education, for information)6. Australian Council for Educational Research www.acer.edu.au 7. US Government sources http://dir.yahoo.com/Government/U_S__Government/Legislative_Branch/Agencies/Library_of_Congress 8. Australian National Training Authority (ANTA) www.anta.gov.au Specialist, national organisation devoted to vocational education and training (VET). (Again, you may also wish to visit your own, or other, country’s equivalent site, for information)9. AUSSTATS (National statistics agency) gopher://statistics.gov.au (Again, you may also wish to visit your own, or other, country’s equivalent, for information)10. UNESCO statistics http://unescostat.unesco.org11. Comparative and International Education Society (USA) www.cies.ws/ 12. United Nations Education, Scientific and Cultural Organisation (UNESCO) www.unesco.org/general/ 13. Europa (the European Union on-line) www.europa.eu.int/index_en.htm 14. Organisation for Economic Cooperation and Development (OECD) www.oecd.org/ 15. The World Bank www.worldbank.org/ 16. MEXT (Japanese Ministry of Education, Culture, Sports, Science and Technology) www.mext.go.jp/english 17. European Association for International Education (EAIE) www.csc.fi/forum/EAIE18 International Association of Universities (IAU) www.unesco.org.iau 19. Institut Nationale de Recherche Pedagogique (INRP) French national research institute in education, hence it helps to speak/read French) www.inrp.fr 20 Centre of Research on Education in China www.hku.hk/chinaed/ 21 ILO (International Labour Organisation) www.ilo.org 22 International Baccalaureate www.ibo.org 23 CEDEFOP (EU-wide organisation for VET) http://www.cedefop.gr/

- 14 -

Unit of Study Outline

5. Assessment

5.1. Assessment policies in Education and Social Work

All assessment in this Unit of Study occurs in conformity with the policies of the Faculty of Education and Social Work, which is outlined on the web site of the Faculty of Education and Social Work.

Please refer to these policies for such matters as:

Marking and grading Questioning a mark Submitting an Assignment Exams Seeking an extension Penalties for late submission of work Plagiarism and academic honesty Seeking special consideration Seeking leave of absence Student appeals process

All students enrolled in this unit of study are expected, without exception, to make themselves familiar with these policies. They are available at the following website:

http://www.edsw.usyd.edu.au/current_students/policies/

All assignments must be submitted with the Faculty cover sheet attached and fully completed. This is available from the above web-site, or from the Office of the Faculty on Level 3 of the Education Building (A35).

The University has adopted severe but fair procedures for dealing with plagiarism. It is imperative that students understand what constitutes plagiarism. The threat of being accused of plagiarism is generally relieved by expert referencing of your assignments. If you are unsure on how to reference well, please refer to the publications of the Faculty mentioned above, and also the following website:

http://www.usyd.edu.au/senate/policies/Plagiarism.pdf

5.2. Assessment tasks in this Unit of Study

Task Weighting Word count

Outcomes

500 word Overview 10% 500 understanding of historical development of the internationalisation of education, and competing rationales for its development

1,000 word review 20% 1200 words critical understanding of major interpretive approaches to internationalisation

- 15 -

Unit of Study Outline

Task Weighting Word count

Outcomes

1,500 word minor essay 20% understanding of internationalisation of education in specific contexts, as well as an understanding of more general trends

Special Study 50% 2,500 critical study of the relationship between globalization effects on education, and the relationship, if any, to the development of internationalisation in education

5.2.1. Five hundred word review.

Due date for completion: As a distance education unit, for working professionals, flexibility is important; nonetheless you should aim to complete this task by about three weeks into the unit.

Submission instructions: Electronic submission, via Web CT

Having undertaken some appropriate reading, and begun to reflect on their meaning, prepare and submit a careful statement that expands on any ONE of the points listed in the Study Guide, in no more than 500 words, being careful to acknowledge the work of other writers through precise documentation.

Assessment criteriaWork will be assessed according to evidence of critical reading and reflection on the sources supplied. Advice on how to do this assessment well (optional)You are free to go beyond the literature supplied in the Study Guide, if relevant, but it is your capacity to integrate the literature into a coherent response, which will yield a better grade, (rather than just reproducing the material supplied, in another way). You may wish to consult http://www.edsw.usyd.edu.au/current_students/policies/ for advice on citation, reference list etc.

5.2.2. One thousand word review

Due date for completion: As a distance education unit, for working professionals, flexibility is important; nonetheless you should aim to complete this task by about six weeks into the unit.

Submission instructions: Electronic submission, via Web CT

Review, and critically analyse major developments in internationalisation, in reference to ONE of the action arenas above. You may use any of the readings provided, supplemented by your own reading. Assessment criteriaWork will be assessed according to evidence of critical reading and reflection on the sources

- 16 -

Unit of Study Outline

adduced.Advice on how to do this assessment well (optional)You are free to go beyond the literature supplied in the Study Guide, if relevant, but it is your capacity to integrate the literature into a coherent response, which will yield a better grade, (rather than just reproducing the material supplied, in another way). You may wish to consult http://www.edsw.usyd.edu.au/current_students/policies/ for advice on citation, reference list etc.

5.2.3. 1,500 word minor essay)

Due date for completion: As a distance education unit, for working professionals, flexibility is important; nonetheless you should aim to complete this task by about nine weeks into the unit

Submission instructions: Electronic submission, via Web CT

Selecting an overall model of globalization, show how and why you believe it is related to the internationalisation of education, focusing on ONE of the aspects treated above (students, staff, curriculum, or IT). You may choose your example from ONE of the following: higher education, vocational education and training, or the school sector.

Assessment criteriaWork will be assessed according to evidence of critical reading and reflection on the sources adduced.Advice on how to do this assessment well (optional)You are free to go beyond the literature supplied in the Study Guide, if relevant, but it is your capacity to integrate the literature into a coherent response, which will yield a better grade, (rather than just reproducing the material supplied, in another way). You may wish to consult http://www.edsw.usyd.edu.au/current_students/policies/ for advice on citation, reference list etc.

5.2.4. Special Study

Due date for completion: As a distance education unit, for working professionals, flexibility is important; nonetheless you should aim to complete this task by about nine weeks into the unit

Submission instructions: Electronic submission, via Web CT

Assessment criteriaWork will be assessed according to evidence of critical reading and reflection on the sources adduced..Advice on how to do this assessment well (optional)Since this is the culmination of the unit, it represents your synthesis of the available literature and arguments, focused on a pertinent case study. Good assignments will not merely demonstrate a sophisticated grasp of the available literature, and the principal debates over the meaning of internationalisation of education and their connection (if any) to globalisation, but the capacity to use these to construct a coherent and well-supported case study, that highlights (aspects of) internationalisation.

- 17 -

Unit of Study Outline

6. Seminar/Tutorial/Workshop Program

As a distance education unit, you are supplied with a substantial package of both Readings, which you should feel free to supplement with your own sources, and a Study Guide. You should feel free to contact the Unit of Study Coordinator, during the course of the unit, and especially in relation to choice of your case study in the fourth assessment module.

7. Other notes on this unit of study

8. Other recommended reading and resources

See section 4, above.

Mapping the outline

Please click the boxes for which the following statements are true for your Unit of Study as described in this Outline. Hopefully this exercise will save us all time later as the Faculty meets various requirements for the internal and external accreditation of its units of study

This unit of study addresses

None Some Comprehensive treatment

Graduate AttributesScholarship XGlobal CitizenshipLifelong LearningResearch and Inquiry XInformation LiteracyPersonal and Intellectual AutonomyEthical, Social and Professional Understanding

X

CommunicationInstitute of Teachers 1.1.1 Demonstrate relevant knowledge of the central concepts, modes of enquiry & structure of the content/discipline

X

1.1.2 Demonstrate research-based knowledge of the pedagogies of the content/discipline(s) taught

X

1.1.3 Design and implement lesson sequences using knowledge of the NSW syllabus documents or other curriculum requirements of the Education Act1.1.4 Demonstrate current knowledge and proficiency in the use of the following:• Basic operational skills• Information technology skills

- 18 -

Unit of Study Outline

• Software evaluation skills• Effective use of the internet• Pedagogical skills for classroom management2.1.1 Demonstrate knowledge, respect and understanding of the social, ethnic, cultural and religious backgrounds of students and how these factors may affect learning

X

2.1.2 Demonstrate knowledge of the typical stages of students’ physical, social and intellectual development as well as an awareness of exceptions to general patterns

2.1.3 Demonstrate knowledge of students’ different approaches to learning

X

2.1.4 Demonstrate knowledge and understanding of students’ skills, interests and prior achievements and their impact on learning

2.1.5 Demonstrate knowledge and understanding of specific strategies for teaching:

Aboriginal and Torres Strait Islander students

Students with Special Education Needs

Non-English speaking Background students

Students with challenging Behaviours.2.1.6 Demonstrate knowledge of a range of literacy strategies to meet the needs of all students including:

Aboriginal and Torres Strait Islander students

Students with Special Education Needs

Non-English speaking Background students

Students with challenging Behaviours.3.1.1 Demonstrate the capacity to identify and articulate clear and appropriate learning goals in lesson preparation.

3.1.2 Plan and implement coherent lessons and lesson sequences that are designed to engage students and address learning outcomes.

3.1.3 Select and organize subject/content in logical, sequential and structured ways to address student learning outcomes.

3.1.4 Demonstrate knowledge of a range of appropriate and engaging resources and materials to support students’ learning.

3.1.5 Demonstrate knowledge and use of a range of strategies to assess student achievement of learning outcomes.

- 19 -

Unit of Study Outline

3.1.6 Demonstrate knowledge of the link between outcomes and assessment strategies.

X

3.1.7 Give helpful and timely oral and written feedback to students

3.1.8 Demonstrate knowledge and a rationale for keeping accurate and reliable records to monitor students progress.

3.1.9 Demonstrate an understanding of the principles and practices of reporting to students, parents and caregivers.

3.1.10 Demonstrate an understanding of the principles and practices for using student assessment results to reflect on lesson sequences and inform further planning of teaching and learning.

4.1.1 Communicate clear directions to students about learning goals.

4.1.2 Demonstrate a range of questioning techniques designed to support student learning.

4.1.3 Listen to students and engage them in classroom discussion.

4.1.4 Use student group structures as appropriate to address teaching and learning goals.

4.1.5 Use a range of teaching strategies and resources including ICT and other technologies to foster interest and support learning.

X

5.1.1 Demonstrate a variety of strategies to develop rapport with all students.

5.1.2 Establish supportive learning environments where students feel safe to risk full participation

5.1.3 Demonstrate strategies to create a positive environment supporting student effort and learning.

5.1.4 Provide clear directions for classroom activities and engage students in purposeful learning activities.

5.1.5 Demonstrate knowledge of practical approaches to managing student behaviour and their applications in the classroom.

5.1.6 Demonstrate knowledge of principles and practices for managing classroom discipline.

5.1.7 Understand specific requirements for ensuring student safety in schools.

- 20 -

Unit of Study Outline

6.1.1 Demonstrate a capacity to reflect critically on and improve teaching practice.

6.1.2 Demonstrate knowledge of the professional standards framework and its impact on the professional life of a teacher.

6.1.3 Demonstrate knowledge of the available professional development opportunities and the importance of personal planning to ongoing professional growth.

6.1.4 Demonstrate knowledge of the importance of teamwork in an educational context.

6.1.5 Accept constructive feedback to improve and refine teaching and learning practices.

6.1.6 Prepare for and contribute to discussions about the teaching profession or subject/content.

6.1.7 Explore educational ideas and issues through research.

X

6.1.8 Recognise the range of policy documents that teachers in NSW may need to comply with following employment in a school.

7.1.1 Demonstrate the capacity to communicate effectively with parents and caregivers.

7.1.2 Demonstrate an understanding of the importance of effective home-school links and processes for reporting student progress to parents and caregivers.

7.1.3 Demonstrate the importance of involving parents and caregivers in the educative process and the use of a limited number of strategies to seek that involvement.

7.1.4 Demonstrate the capacity to work effectively with external professionals, teachers’ aides and community-based personnel to enhance student learning opportunities.

7.1.5 Understand regulations and statues related to teachers’ responsibilities and students’ rights.

7.1.6 Demonstrate the capacity to liaise, communicate and interact effectively and appropriately with parents, caregivers, colleagues, industry and the local community.

DET mandated studiesBehaviour managementIndigenous (aboriginal) content

- 21 -

Unit of Study Outline

- 22 -