墨尔本教育学assignment代写 教育环境

Keywords:墨尔本教育学assignment代写 教育环境

教育是在不断变化的环境中发生的动态过程。教育的性质和结构受其所属的社会、文化和社区的影响，并与之交织在一起。近几十年来，教育发生了重大变化。韦尔奇(2013)认为，这些变化受到了“教育之外的力量——而且似乎经常是根据与教育无关的原则”的影响。今天，教育比以往任何时候都要在高度政治化的背景下发挥作用，包括来自教育外部和内部的大量利益相关者。除了学生和家长，这些利益攸关方还包括“社区、政府、政党、工商业”。每个利益攸关方都试图影响教育的方向和结果，以便实现自己的议程。关于教育的组织和实施，一直存在广泛的争论。教育现在在一个复杂的环境中运作，受到国家和全球两级政治和经济压力的影响。本报告讨论了新自由主义的出现和兴起，导致了教育政策和实践中优先事项的重新聚焦。教育的概念和学习是不断发展的。教育在支持社会发展和获得一个社会在特定时期所追求的知识、技能和属性方面发挥着重要作用。在19世纪，儿童教育受到工业化和快速增长的人口的显著影响。减少童工是必需的,在进步的名字,孩子们的教育,成为文学和道德公民可以贡献社会通过提供劳动力的劳动力在19世纪后期在澳大利亚,公立教育通过立法,群众才可以使用“自由、世俗和义务”。在世纪之交，教育改革家们开始主张为了加强社区建设和国家建设义务中等教育的必要性。然而，教育在机会和结果方面的不平等仍然存在。当时的教育模式并不是平等的，不平等继续存在于“阶级、性别、种族和地理位置”的基础上。教育继续适应不断变化的环境。
墨尔本教育学assignment代写 教育环境
 Education is a dynamic process occurring in a continually changing context. The nature and structure of education is influenced by and intertwined with the society, culture and community of which it is a part. In recent decades education has changed significantly. Welch (2013) argues these changes have been affected by “forces well outside education – and all too often, it seems, according to principles that have little to do with education”. Today, more than ever, education functions within a highly political context involving a large range of stakeholders both from outside and inside education. In addition to students and parents, these stakeholders include “communities, governments, political parties, industry and commerce” Each stakeholder seeks to influence the direction and outcomes of education so that their own agendas are met. The organisation and implementation of education continues to be widely debated. Education now operates in a complex context which is influenced by political and economic pressures at both national and global levels. This report discusses the emergence and rise of neoliberalism that has resulted in a refocussing of priorities in education policies and practices.The concept of education and the learning that is offered continually evolves. Education plays a significant role in supporting society to develop and gain the knowledge, skills and attributes a society seeks at a particular time. During the 19th century educating children was significantly influenced by industrialisation and a rapidly growing population. Less child labour was required and, in the name of progress, children were educated to become literate and moral citizens who could contribute to society by providing labour in the work force  During the latter part of the 19th century in Australia, state-funded education through legislation became available to the masses, which was “free, secular and compulsory”. The turn of the century saw educational reformists beginning to argue for the need for compulsory secondary education in order to strengthen communities and build the nation. However, educational inequities in opportunities and outcomes remained. The model of education available at this time was not one of equality and inequities continued on the basis of “class, gender, race and geographic location”. Education continued to adapt in a changing context.
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