Transcript Document

Inter-American
Summit 2007
Conflict Resolution Education:
International innovations and
challenges
Gary Shaw
Department of Education
Victoria
Australia
Australian context
>20 million people
Federal government since
1901
Six states and 2 Territories
23% born overseas
6% - 7% indigenous
Australian context
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Liberal democratic tradition
Responsible government
Written constitution
Parliamentary sovereignty
Frequent elections /
compulsory voting
• Political Parties
• Relations between level of
government
Australian schools
• 9,615 schools (72% government
schools )
• 233,065 F/T teachers (67% female)
• 3,331,964 F/T students (67% in
government schools)
• 130,447 F/T indigenous students
• 75.7% retention rate of F/T students
to Y12
• 39.5% retention of F/T indigenous
students to Y12
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2004 ABS figures
In Victoria
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2,306 schools (72% government)
833,674 F/T students
85% retention to year 12
6200 F/T indigenous students
25% of students born in non-English
speaking country
• @3500 new arrivals from non-English
speaking country each year
2006 DoE figures
National frameworks
• The Adelaide Declaration –
National Goals for Australian Schooling
• National Safe Schools
Framework
• The National Drug Education
Strategy
• National Values Education
Forums Project
Adelaide Declaration
• Goal 3 – Schooling should be
socially just, so that:
• 3.1 student outcomes from schooling
are free from the effects of negative
forms of discrimination based on sex,
language, language, culture and
ethnicity, religion or disability: and of
differences arising from students
socio-economic background or
geographic location
The National Safe Schools
Framework
• The Framework recognises the need
for sustained positive approaches that
include an appreciation of the ways in
which social attitudes and values
impact on the behaviour of students
in our school communities. Such
approaches encourage all members of
the school community to:
• value diversity
• contribute positively to the safety and wellbeing
of themselves
and others
• act independently, justly, cooperatively and
responsibly in
school, work, civic and
family relationships
• contribute to the implementation of appropriate
strategies that
create and maintain a
safe and supportive learning environment.
National Drug Education
Strategy
Principles of drug education
Key themes
• Comprehensive & evidence
based
• Positive school climates &
relationships
• Targeted to needs and
contexts
• Effective pedagogy
Nine Values for Australian
Schooling
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1. Care and Compassion
2. Doing Your Best
3. Fair Go
4. Freedom
5. Honesty and Trustworthiness
6. Integrity
7. Respect
8. Responsibility
9. Understanding, Tolerance
and Inclusion
National resources
• Mind matters
• Discovering Democracy /
Civics
• Talking Tactics
• Values Education
A whole school approach to enhancing
resilience
Effective Schools
• The key success factors that help make schools
safe parallel the eight characteristics in the
Effective Schools model which underpins all
strategies and initiatives in Government Schools in
Victoria
Victorian frameworks &
policies
• Safe Schools are Effective
Schools
• Guidelines for managing
cultural and linguistic
diversity
• The Victorian Essential
Learning Standards
• Restorative practice
Framework for Student Support
Services
Students are better
prepared for learning
when they are healthy,
safe and happy, therefore,
student welfare is the
responsibility of all staff
working in a whole school
context. Student learning
cannot be separated from
welfare.
Themes from schools with
good student wellbeing
practice
• Effective leadership
• Effective whole school
behaviour management
system
• Wellbeing a school priority
for staff and students
• Whole school approach
• Positive student-student
realations
The Mind of Youth
recommendation
• Develop a school culture
that promotes belonging,
connectedness and allows
students to feel they can fit
in. This may involve
developing strong peer
networks, promote
relationships and reduce
student anonymity.
Restorative Practices
Problem solving philosophy
that in schools focuses on
relationship management
and repair
• What happened?
• Who has been harmed?
• How have they been harmed?
• What can be done to repair the harm
done?
Assertiveness training
• For responding to bullying
• Plan and practise responses
to incidents in a clear and
polite manner
• Respond using assertive body
language
Student participation
The Children’s Manifesto
• What values do students
express in the manifesto?
• How would these compare
to your school values?
Framework for student Support
Services
Contact information
• Gary Shaw, DoE: Phone +61 3
9637 2031 Fax +61 3 9637
2170
• [email protected]
.au
• Victorian DE&T website
• http://www.sofweb.vic.edu.
au