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Papers for Discussion Draft Papers for Discussion Asian Network of Training and Research Institutions in Educational Planning (ANTRIEP) ANTRIEP Regional Workshop on Educational Administration and "Mmaqement ' Exisfma fJmcfke:< and 'Jrmnmtinns 19-21 April, 2016, New Delhi, INDIA Papers N; A ' r t .C y, _ _ National University of Educational International Institute Planning and Administration for Educational Planning New Delhi, INDIA Paris, FRANCE ANTRIEP Regional Workshop on Educational Administration and Management: Existing Practices and Innovations Contents Page No. 1. Educational Administration and Management in Australia: Improving the quality of teaching and learning in schools - Best practice insights 4-24 from Australia and around the world Sarah Richardson Australia 2. Educational Administration and Management in Bangladesh: 25-41 Status, Issues and Challenges Tapon Kumar Das Bangladesh 3. System Reform and Institutional Innovation of Education Supervision 42-54 in Shanghai Du Xiaoli China 4. Educational Administration and Management in Cambodia: Existing 55-73 Practices and Innovations Sieng Sovanna Neau Vira Cambodia 5. Educational Administration in Korea: Existing Practices and 74-90 Innovations Sung Jae Park Korea 6. Administration of School Education in India: Organisational Structures 91-126 and Functions K. Sujatha R. S. Tyagi NUEPA,, New Delhi 7. Inspection, Supervision and Monitoring: Policies, Practices and 127-142 Innovations in Uttar Pradesh Amit Khanna Prabhat Kumar Misra Uttar Pradesh 1 (1 9 -2 1 April, 2016, New Delhi, INDIA) Draft papers for discussion ANTRIEP Regional Workshop on Educational Administration and Management: Existing Practices and Innovations 8. The Internal Support Mission (ISM) - A New Model for Educational 143-149 Supervision in Kerala Johns VJohn Kerala 9. Teacher Management in School Education: Policies, Practices and 150-170 Innovations in Teacher Recruitment and Accountability Ratnamala Arya Madhya Pradesh 10. Elementary Education in Karnataka: Structure, Strategies and 171-176 Challenges V. B. Annigeri A. R. Kulkarni Karnataka 11. Teachers’ Certification’^ Best Practice of Managing Teaching Career as 177-199 A Profession Idris HM Noor Indonesia 12. Educational Administration and Leadership in Malaysia: Existing 200-221 Practices of Monitoring, Supervision and Innovation in Schools Marzita binti Abu Bakar Malaysia 13. Educational Administration and Management in Maldives 222-238 Ibrahim Asif Rasheed Maldives 14. Teacher Management and Professional Development Initiatives 239-260 in School Sector Development Plan Kabi Prasad Pokhrel Nepal 2 (1 9 -2 1 April, 2016, New Delhi, INDIA) Draft papers for discussion ANTRIEP Regional Workshop on Educational Administration and Management: Existing Practices and Innovations 15. Educational Administration and Management in Pakistan: Existing 261-285 Practices and Innovations Dawood Shah Pakistan 16. Educational Administration in Sri Lanka: Status, Reforms, and 286-316 Innovations Ranjith Chandrasekara Sri Lanka 17. Leadership Role of Educational Administration in Implementation of 317-340 Policies and Programmes of School Education in Sri Lanka Duminda Palihakkara Sri Lanka 18. Educational Administration and Management: Existing Practices and 341-368 Innovation in Vietnam Cong Phong Tran Vietnam 19. Teacher Management in School Education in Bhutan: Processes, 369-393 Practices and Innovations Rinchen Samdrup Bhutan 3 (1 9 -2 1 April, 2016, New Delhi, INDIA) Draft papers for discussion Asian Network of TVaining and Research Institutions in Educational Planning (ANTRIEP) Educational Administration and Management in Australia: Improving the quality of teaching and learning in schools - Best practice insights from Australia and around the world Sarah Richardson Australia ejp National University of Educational International Institute Planning and Administration for Educational Planning New Delhi, INDIA Paris, FRANCE ANTRIEP Regional Workshop on Educational Administration and Management: Existing Practices and Innovations Introduction There is increasing evidence that a systematic approach to ensuring the quality of teaching is essential in improving student achievement. This paper looks at a range of ways to ensure that teachers, and the teaching they perform, are of high quality, using Australia as a case study. Looked at globally, Australian students perform relatively well educationally. This achievement is not uniform throughout Australia, however. Differences in educational achievement within Australia reflect the unique combination of Australian social and geographic characteristics, and pose significant challenges for educational systems in Australia. In this context, a number of initiatives have focused on efforts to improve the quality of teaching and learning. These include the development of a National Curriculum, increasing attention being paid to teacher training and standardised teacher registration requirements. This paper charts the approaches being used to enhance the quality of teaching and learning in Australia. It starts by considering the strengths and challenges of the education sector in Australia and then explains how education is governed across the country. It goes on to consider different elements that contribute to the quality of teaching. At the large scale these include how the teacher workforce is governed, and which body has responsibility for teacher quality. For teachers themselves, they include the qualifications required to become a teacher, controls on who is eligible for teacher training and registration processes to commence teaching careers. They also include the professional requirements of teachers and the development opportunities they receive as they move through their careers. At the school level, teaching quality is considered not just in the context of who is employed to teach but also in terms of the environment in which they work and the support they receive to develop their skills. Strengths and challenges in the Australian education context In the same way as other countries around the world, Australia places a great deal of emphasis on enhancing student achievement. It does so in a fairly unique context. Although Australia has a population of just 24 million its landmass is more than 7.5 million square kilometers. This means that its school population of just over 3.7 million students is one of the most thinly dispersed in the world, with some students living in very remote parts of the country, particularly in the Northern Territory. Australia is also unusual in that its population is a combination of Indigenous Australians, who make up approximately 3 per cent of the population (Australian Bureau of Statistics, 5 (1 9 -2 1 April, 2016, New Delhi, INDIA) Draft papers for discussion ANTRIEP Regional Workshop on Educational Administration and Management: Existing Practices and Innovations 2015a) alongside migrants from all corners of the world. With migration to Australia continuing at high levels (there was a net migration gain to Australia of 168 000 in 2014­ 2015), many students do not speak English as a first language (Australian Bureau of Statistics, 2015b). In many ways the education system in Australia is regarded as successful. For example results from the OECD’s 2012 Programme for International Student Assessment (PISA) indicate that students in Australia scored a mean of 504 for mathematics, 512 in reading and 521 in science, all above the OECD mean scores. Although these results are positive, there remains concern in Australia that students are outperformed by their peers in many countries. Using the example of mathematics, students in sixteen countries gained mean scores above students in Australia, with Shanghai-China at the top with a mean score of 613 points, equivalent to three years of schooling ahead of the Australian mean (Thomson et al., 2014). Moreover, the performance of Australian students in reading and mathematics declined significantly between 2000/3 and 2012 (Thomson et al., 2014). Taken together, these patterns indicate a need to continue to improve the quality of education in Australia. A key concern is that there is great divergence in educational achievement among students in Australia. Students in two Australian states or territories - the Northern Territory and Tasmania - scored significantly below the OECD mean in mathematics and reading. The differences are large - for example students in the Northern Territory score below those in the highest performing state by the equivalent of approximately two-years of schooling (Thomson et al., 2014). The range of scores among students in Australia is greater than the OECD mean range of scores, suggesting that the gap between the top and lowest achieving students is larger than in many countries. These differences are further reflected in results from the Australia National Assessment Program - Literacy and Numeracy (NAPLAN), which is an annual assessment across Australia for students in Years 3, 5, 7 and 9. This shows that student performance in the Northern Territory falls far below that of student performance in the other States and Territories on all subjects, and at all grade levels (ACARA, 2015). These patterns are of particular concern because they highlight clear variations in performance within the education sector in Australia. First, the lowest levels of achievement are most pronounced among Australia’s Indigenous population - Aboriginal and Torres Straits Islander peoples, who make up a relatively large proportion of the population
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