University versus Vocational Careers & Financial Outcomes

Interesting article from NPR US on how many high paying vocational or trade jobs are vacant due to deference towards higher education, college or university, but often uncertain employment outcomes and lower salaries from the latter?

Why? Too many middle class see university as a path to upward mobility, but may indicate that some occupations guarantee employment and high salaries whether vocational or university? 

Conversely, many university or college graduates struggle to find related employment and reasonable salaries versus many trade or vocational occupations, in demand.  Meanwhile many developed nations have unskilled and skilled worker shortages made worse by ageing and decline in the working age population that has passed the ‘demographic sweet spot’, but compounded further by many deferring to higher education.

From NPR National Public Radio:

High-paying jobs that don’t need a college degree? Thousands of them sit empty

Like most other American high school students, Garret Morgan had it drummed into him constantly: Go to college. Get a bachelor’s degree.

“All through my life it was, ‘If you don’t go to college you’re going to end up on the streets,’ ” Morgan said back in 2018. “Everybody’s so gung-ho about going to college.”

So he tried it for a while. Then he quit and started training as an ironworker, which is what he was doing on a weekday morning in a nondescript high-ceilinged building with a concrete floor in an industrial park near the Seattle-Tacoma International Airport.

Morgan and several other men and women were dressed in work boots and hard hats, clipped to safety harnesses with heavy wrenches hanging from their belts. They were being timed as they wrestled 600-pound I-beams into place.

Back then, the demand for ironworkers was rising – and it still is: the sector is growing 4% annually, according to the Bureau of Labor Statistics. Ironworkers earn, on average, $27.48 per hour, or $57,160 per year. Morgan was already working on a job site when he wasn’t at the Pacific Northwest Ironworkers shop. At 20, he was earning $28.36 an hour, plus benefits.

Five years later, he’s on the job full time, working “six-10s” — industry lingo for 10 hours a day, six days a week. He helped build the Rainier Square Tower in Seattle and a data center for Microsoft. “I’m loving it every day,” he said. “It was absolutely the right choice.

As for his friends from high school? “Someday maybe they’ll make as much as me.”

Raising alarms

While a shortage of workers pushes wages higher in the skilled trades, the financial return from a bachelor’s degree is softening, even as the price, and the average debt into which it plunges students, remain high.

But high school graduates have been so effectively encouraged to get a bachelor’s that high-paid jobs requiring shorter and less expensive training are going unfilled. This affects those students and also poses a real threat to the economy.

“Parents want success for their kids,” Mike Clifton, who taught machining for more than two decades at the Lake Washington Institute of Technology before retiring, said in 2018. “They get stuck on [four-year bachelor’s degrees], and they’re not seeing the shortage there is in tradespeople until they hire a plumber and have to write a check.”

The Washington State Auditor found in 2017 that good jobs in the skilled trades were going begging because students are being almost universally steered to bachelor’s degrees. Recent labor statistics suggest that’s still the case – in Washington State and around the country.

President Biden, in his State of the Union address this month, spoke of “jobs paying an average of $130,000 a year, and many do not require a college degree.”

Among other things, the Washington auditor recommended that career guidance — including choices that require less than four years in college — start as early as the seventh grade.

“There is an emphasis on the four-year university track” in high schools, Chris Cortines, who co-authored the report, said after it was issued. Yet, nationwide, nearly three out of 10 high school grads who go to four-year public universities haven’t earned degrees within six years, the most recent figures from the National Student Clearinghouse show. At four-year private colleges, that number is nearly one in five.

“Being more aware of other types of options may be exactly what they need,” Cortines said. In spite of a perception that college “is the sole path for everybody,” he said, “when you look at the types of wages that apprenticeships and other career areas pay, and the fact that you do not pay four years of tuition and you’re paid while you learn, these other paths really need some additional consideration.”

And it’s not just in Washington state.

Today, nearly 90% of construction companies nationwide are having trouble finding qualified workers, according to the Associated General Contractors of America; in Washington, the proportion is 88%. Ironworkers remain in particularly short supply, along with drywall installers and sheet metal workers.

The $1.2 trillion federal infrastructure plan – Biden’s signature legislation passed by Congress in 2021 – will create 1.5 million construction jobs per year for the next 10 years, the White House says, boosting the share of all jobs that are connected with rebuilding the nation’s infrastructure from 11% to 14%, according to the Georgetown University Center on Education and the Workforce. Median wages for construction jobs are higher than the median pay for all jobs, the Bureau of Labor Statistics reports.

“The economy is definitely pushing this issue to the forefront,” Amy Morrison Goings, president of the Lake Washington Institute of Technology, which educates students in these fields, said in 2018. “There isn’t a day that goes by that a business doesn’t contact the college and ask the faculty, ‘who’s ready to go to work?’ “

In all, some 30 million jobs in the United States that pay an average of $55,000 per year don’t require bachelor’s degrees, according to the Georgetown Center on Education and the Workforce.

Yet the march to bachelor’s degrees continues. And while people who get them are more likely to be employed and make more money than those who don’t, that premium appears to be softening; their inflation-adjusted median earnings were lower in 2018, the most recent year for which the figure is available, than in 2010.

“There’s that perception of the bachelor’s degree being the American dream, the best bang for your buck,” said Kate Blosveren Kreamer, deputy executive director of Advance CTE, an association of state officials who work in career and technical education. “The challenge is that in many cases it’s become the fallback. People are going to college without a plan, without a career in mind, because the mindset in high school is just, ‘Go to college.’ “

It’s not that finding a job in the trades, or even manufacturing, means needing no education after high school. Most regulators and employers require certificates, certifications or associate degrees. But those cost less and take less time than earning a bachelor’s degree.

Tuition and fees for in-state students to attend a community or technical college in Washington State, for example, came to less than half the cost last year of a four-year public university, and less than a fifth of the price of attending the cheapest private four-year college.

Washington is not the only state nudging students into education for the trades. At least 39 states have taken steps to encourage career and technical education, and many have increased funding for it, a 2017 Brookings Institution review found.

At the federal level, legislation introduced in Congress in January would make some short-term workforce programs eligible for federal Pell Grants. “For too long, the college-for-all mentality drove Americans toward expensive and often ineffective education pathways,” its sponsors said. “As our country stares down a historic worker shortage, fewer Americans are getting the skills they need to be successful.”

The branding issue

Money isn’t the only issue, advocates for career and technical education say. An even bigger challenge is convincing parents that it leads to good jobs.

“They remember ‘voc-ed’ from when they were in high school, which is not necessarily what they aspire to for their own kids,” Kreamer said. Added Kairie Pierce, apprenticeship and college director for the Washington State Labor Council of the AFL-CIO: “It sort of has this connotation of being a dirty job. ‘It’s hard work — I want something better for my son or daughter.’ “

The Lake Washington Institute of Technology, about 20 miles from Seattle, changed its name from Lake Washington Technical College, said Goings, its president, to avoid being stereotyped as a vocational school.

These perceptions fuel the worry that, if students are urged as early as the seventh grade to consider the trades, then low-income, first-generation students, and students of color will be channeled into blue-collar jobs while wealthier and white classmates are pushed by their parents to get bachelor’s degrees.

“When CTE was vocational education, part of the reason we had a real disinvestment from the system was because we were tracking low-income and minority kids into these pathways,” Kreamer said. “There is this tension between, do you want to focus on the people who would get the most benefit from these programs, and — is that tracking?”

In a quest for prestige and rankings, and to bolster real-estate values, high schools also like to emphasize the number of their graduates who go on to four-year colleges and universities.

Jessica Bruce enrolled in community college after high school for one main reason: because she was recruited to play fast-pitch softball. “I was still trying to figure out what I wanted to do with my life,” she said.

But she “couldn’t quite figure it out,” she says today. She was an apprentice ironworker in 2018, making $32.42 an hour, or more than $60,000 a year, while continuing her training. At 5-foot-2, “I can run with the big boys,” she said at the time, laughing.

Five years later, now 46, she’s starting a job installing 500 tons of rebar for a Boeing hangar near Seattle, working mostly outside, which she likes. She’s also back in school, of sorts, taking online courses to get her certification to become a fitness instructor as a side gig. And she’s bought a Harley.

Bruce says she has “absolutely no regrets,” herself. As for her own daughter, who’s 15, “if it’s college then it’s college,” she says. “I fully support that.” But students now in high school “are becoming maybe a little bit more aware” of the potential for making good money in the trades, she added. “I know my daughter is aware. I’ve told her there’s every kind of trade out there.”

The original 2018 version of this story was co-reported with Ashley Gross of KNKX.

For related blogs and articles on adult learning, career guidance, demography, economics, industry based training, VET vocational education & training and younger generations click through:

University Higher Education or VET Vocational Training?

Soft Skills for Work and Employment

Study Advice for Starting University

University Graduate Employment

Critical Thinking or Analysis: Importance for Education, Media and Empowered Citizens

Throughout the world, especially now with social media, the digital volume of information and velocity, all citizens need skills of critical analysis, especially through the education system, community and media.

While newsrooms cut costs, headcounts and resources, many journalists or reporters now have less time and fewer resources to produce more news content.  However, this comes with the commensurate risk of media being gamed by corporate and political forces of the right, due to media using heuristic shortcuts on any issue and inherently biassed towards parties of the right.

Gaming media is done in various ways including using think tanks masquerading as academic or research institutes. In fact too often they are PR or lobbying groups, staffed by pseudo intellectuals producing ‘research’ reports which are promoted in media, for adoption or approval by both voters and the politicians or government; avoiding commentary or analysis that actually conducts analysis and may preclude policy initiatives?

However, they are never publicly subjected or exposed to expert analysis, including claims of non-scientists linked to fossil fuels who dismiss climate science, with neither informed challenge nor expert input.

What can journalists or media and citizens do? 

Acquire skills or understanding of critical thinking and related through informed analysis e.g. science or research process, statistics 101, demography, history, language and geography. 

Following on, allowing media and society to function versus receiving content including science, data or opinions that too often go unchallenged, while media not on the right is subject to constant challenges, intimidation and constraints?

Two articles first from the University of Tennessee and the second from Rasmussen University:

Basic Elements of Critical Thinking

A set of information and beliefs, generating and processing skills, and the habit of using those skills to guide behaviour.

Critical thinkers:

• Ask questions
• Gather relevant information
• Think through solutions and conclusions 
• Consider alternative systems of thought
• Communicate effectively

They’re willing to admit when they’re wrong or when they don’t know the answer, rather than digging into a gut reaction or emotional point of view.

Truth-Seeking – Ask questions and follow the evidence

Judicious – Able to make judgements amid uncertainty

Inquisitive – Strive to be well-informed on a wide range of topics

Confident in Reasoning – Trustful of own skills to make good judgements

Systematic – Organized and thoughtful problem solving

Analytical – Identify potential consequences of decisions

Open-Minded – Tolerant of different views and sensitive to own biases

6 Critical Thinking Skills You Need to Master Now

No matter what walk of life you come from, what industry you’re interested in pursuing or how much experience you’ve already garnered, we’ve all seen firsthand the importance of critical thinking skills. In fact, lacking such skills can truly make or break a person’s career, as the consequences of one’s inability to process and analyze information effectively can be massive.

What is critical thinking?

Even if you want to be a better critical thinker, it’s hard to improve upon something you can’t define. Critical thinking is the analysis of an issue or situation and the facts, data or evidence related to it. Ideally, critical thinking is to be done objectively—meaning without influence from personal feelings, opinions or biases—and it focuses solely on factual information.

Critical thinking is a skill that allows you to make logical and informed decisions to the best of your ability. For example, a child who has not yet developed such skills might believe the Tooth Fairy left money under their pillow based on stories their parents told them. A critical thinker, however, can quickly conclude that the existence of such a thing is probably unlikely—even if there are a few bucks under their pillow.

6 Crucial critical thinking skills (and how you can improve them)

While there’s no universal standard for what skills are included in the critical thinking process, we’ve boiled it down to the following six. Focusing on these can put you on the path to becoming an exceptional critical thinker.

1. Identification

The first step in the critical thinking process is to identify the situation or problem as well as the factors that may influence it. Once you have a clear picture of the situation and the people, groups or factors that may be influenced, you can then begin to dive deeper into an issue and its potential solutions.

How to improve: When facing any new situation, question or scenario, stop to take a mental inventory of the state of affairs and ask the following questions:

• Who is doing what?
• What seems to be the reason for this happening?
• What are the end results, and how could they change?

2. Research

When comparing arguments about an issue, independent research ability is key. Arguments are meant to be persuasive—that means the facts and figures presented in their favor might be lacking in context or come from questionable sources. The best way to combat this is independent verification; find the source of the information and evaluate.

How to improve: It can be helpful to develop an eye for unsourced claims. Does the person posing the argument offer where they got this information from? If you ask or try to find it yourself and there’s no clear answer, that should be considered a red flag. It’s also important to know that not all sources are equally valid—take the time to learn the difference between popular and scholarly articles.

3. Identifying biases

This skill can be exceedingly difficult, as even the smartest among us can fail to recognize biases. Strong critical thinkers do their best to evaluate information objectively. Think of yourself as a judge in that you want to evaluate the claims of both sides of an argument, but you’ll also need to keep in mind the biases each side may possess.

First and foremost, you must be aware that bias exists. When evaluating information or an argument, ask yourself the following:

• Who does this benefit?
• Does the source of this information appear to have an agenda?
• Is the source overlooking, ignoring or leaving out information that doesn’t support its beliefs or claims?
• Is this source using unnecessary language to sway an audience’s perception of a fact?

4. Inference

The ability to infer and draw conclusions based on the information presented to you is another important skill for mastering critical thinking. Information doesn’t always come with a summary that spells out what it means. You’ll often need to assess the information given and draw conclusions based upon raw data.

The ability to infer allows you to extrapolate and discover potential outcomes when assessing a scenario. It is also important to note that not all inferences will be correct. For example, if you read that someone weighs 260 pounds, you might infer they are overweight or unhealthy. Other data points like height and body composition, however, may alter that conclusion.

How to improve: An inference is an educated guess, and your ability to infer correctly can be polished by making a conscious effort to gather as much information as possible before jumping to conclusions. When faced with a new scenario or situation to evaluate, first try skimming for clues—things like headlines, images and prominently featured statistics—and then make a point to ask yourself what you think is going on.

5. Determining relevance

One of the most challenging parts of thinking critically during a challenging scenario is figuring out what information is the most important for your consideration. In many scenarios, you’ll be presented with information that may seem important, but it may pan out to be only a minor data point to consider.

How to improve: The best way to get better at determining relevance is by establishing a clear direction in what you’re trying to figure out. Are you tasked with finding a solution? Should you be identifying a trend? If you figure out your end goal, you can use this to inform your judgement of what is relevant.

6. Curiosity

It’s incredibly easy to sit back and take everything presented to you at face value, but that can also be a recipe for disaster when faced with a scenario that requires critical thinking. It’s true that we’re all naturally curious—just ask any parent who has faced an onslaught of “Why?” questions from their child. As we get older, it can be easier to get in the habit of keeping that impulse to ask questions at bay. But that’s not a winning approach for critical thinking.

How to improve: While it might seem like a curious mind is just something you’re born with, you can still train yourself to foster that curiosity productively. All it takes is a conscious effort to ask open-ended questions about the things you see in your everyday life, and you can then invest the time to follow up on these questions.

“Being able to ask open-ended questions is an important skill to develop—and bonus points for being able to probe,” Potrafka says.

Become a better critical thinker

Thinking critically is vital for anyone looking to have a successful college career and a fruitful professional life upon graduation. Your ability to objectively analyse and evaluate complex subjects and situations will always be useful. Unlock your potential by practising and refining the six critical thinking skills above.

Most professionals credit their time in college as having been crucial in the development of their critical thinking abilities. If you’re looking to improve your skills in a way that can impact your life and career moving forward, higher education is a fantastic venue through which to achieve that.

Other Blog, Articles and Links on Adult Learning, Business Communication, CPD Continuing Professional Development, Critical Thinking, Digital Literacy, Media, Science Literacy, Soft Skills and Statistical Analysis click through below:

Harvard Kennedy School’s Shorenstein Center and the Carnegie-Knight Initiative, The Journalist’s Resource

Gapminder Foundation Resources

Covid Misinformation – Gut Instinct & Beliefs vs. Science & Critical Thinking

Skills of Critical Thinking

Radical Libertarian Disinformation Machine – Koch Network by Nancy MacLean

Libertarian Curricula – Science and Culture Wars vs. University Maths Teacher Training

Media on China and Wuhan Virus – Critical Analysis or Political PR?

Covid-19 Climate Science Vaccination Misinformation PR and Astro Turfing

Language, Discourse Analysis, PR and Communication in Politics

Australia: Return to the Future of an Asian Century vs. the Anglosphere Colonial Past

Recently the Lowy Institute in Sydney published an article by Leigh Howard titled ‘Asia skills critical to Australia’s economic future and security’, now with a new Albanese Labor government with Penny Wong as Foreign Minister.

One would argue that these skills, whether Asian language and/or literacy, were highlighted generations ago, especially with the end of the white Australia policy and later the reforming Hawke Keating Labor government, with Gareth Evans as Foreign Minister.

During that government their policies and ‘Asia’ were criticised and dog whistled by conservative Anglophile monarchist opposition leader John Howard, who later became Liberal National Party coalition government Prime Minister.

Howard’s government, as was later PM Tony Abbott’s, were characterised by nativist dog whistling of anything non Anglo-Irish or European, refugees, Islam, etc. informed by Tanton Network ideology or eugenics, while promoting radical right libertarian economic policies of Koch Network think tanks, media consolidation centring round Murdoch’s NewsCorp, while looking up to the UK and USA over Australia’s own interests.

The latter governments held up or stymied Australia’s role and status in the region for a generation, now a time for a reset and to be reflected by Australia’s diversity and upcoming generations, understanding the importance of Asia socially and economically.

‘Asia skills critical to Australia’s economic future and security

LEIGH HOWARD

Regional expertise needs to extend well beyond base literacy and towards a more Asia-capable workforce.

The Albanese government will hold its Jobs and Skills Summit next week in Canberra amid fierce debate about immigration, skills shortages, real wage growth and an uncertain economic outlook. A critical balancing act for the government will be to elevate the summit’s focus beyond the economic ailments of the day and develop a strong vision for the future that sets Australia up for enduring economic prosperity. As Australia’s largest trading partner, Asia’s growth trajectory must be factored into the government’s calculations.

Twelve of Australia’s largest fifteen trading partners are in Asia, accounting for two-thirds of Australia’s total exports. The contribution of trade to Australia’s economy is significant, representing more than 40 per cent of nominal GDP and providing employment for more than 2.2 million Australians working in trade-related activities. Over the next ten years, Asia will deliver two-thirds of global growth. The International Monetary Fund predicts that in 2023 the growth rates of India, Vietnam and Indonesia will be among the highest in the world, and higher than that of China.

Generating growth in Australia’s digital economy, renewables and advanced manufacturing sectors will be supported by Asian expansion.

Asian trading partners will impact Australia’s economy more as they continue to grow in size, affluence and purchasing power. Industrialisation, urbanisation, trade liberalisation and digital innovation are shifting the demands from Asian markets. Their appetite for clean and green produce, quality education services, healthcare and clean energy transition plays to many of Australia’s current and emerging strengths. In many instances, generating growth in Australia’s digital economy, renewables and advanced manufacturing sectors will be supported by Asian expansion…..

……Australian employers will increasingly need to draw on a talent pool with skills relevant to doing business with Asia. This needs to go beyond base literacy (a foundation that should be delivered by our education system) and cursory awareness of the region. It will require an Asia-capable workforce skilled in the business, cultural and regulatory environments specific to each market of interest.  These capabilities will elevate the ability of Australian employers to tailor their business models to meet the needs of diverse consumer markets, enhance commercial negotiations across different cultures, effectively execute in-market, and respond quickly to emerging opportunities….

…..Despite the economic headwinds flagged by the treasurer’s recent statement to parliament, there are grounds for optimism given Australia’s prospects with Asia – but it’s a choice: either equip Australia’s workforce with the Asia capabilities that enable businesses to make the most of the burgeoning Asia opportunity, thereby preparing Australians for the jobs of the future, or submit to the economic quicksand of complacency.

For other related articles and blog posts see below:

Australia Return to the Anglosphere – Ignoring the Australian Eurasian Society and the Asian Century

Asian Century Starts 2020?

History of Globalisation and 21st Century

Monopoly Media Bias in Australia

Media on China and Wuhan Virus – Critical Analysis or Political PR?

The Beast Reawakens 1997 – Review – Radical Right Populism in Europe and the Anglosphere

Libertarian Curricula – Science and Culture Wars vs. University Maths Teacher Training

Recently in Australia, Alan Tudge, the Minister of Education in an embattled ruling LNP conservative coalition, approaching an election, proposed changes to maths teacher training at universities in Australia with an emphasis upon ‘explicit instruction’ versus the more contemporary ‘constructivist approach’ of building knowledge and self learning.

The report is quite unclear on what the evidence is for the need to introduce regressive steps for teaching methodology; based upon supposed correlations with headline test scores including PISA and text analysis of subject or course descriptions, to count how often key words e.g. constructivism occur, but not actual classroom observations?

In short, explicit instruction is teacher centred and directed while constructivist approach is learner centred allowing deep experiential understanding.  Nonetheless, both styles are acceptable depending upon the situation e.g. the UK RSA Cambridge TEFLA or CELTA, for the teaching of English as a foreign language, uses both, and more.  

This is exemplified in the PPPP model Preview, Present, Practice and Produce when used in a lesson starts teacher centred with explicit instruction (or direction), includes much student to student interaction, then moving towards more constructivist methods to finish with student centred production and formative ‘testing’ of individuals to judge outcome, or not.

However, support for changes comes from a report produced by the Sydney based CIS Centre for Independent Studies which is part of the Koch Network’s global Atlas Network of think tanks; another think tank in Melbourne, the IPA Institute of Public Affairs, informs often any climate science denying LNP government, and on libertarian socio-economic policies.

The CIS according to Sourcewatch is described as neoliberal and socially conservative, coincidentally was founded by a maths teacher to replicate, now another Koch linked economics think tank, the IEA in the UK which supported Brexit.  

As explained below the report writers have unclear higher qualifications to research, evaluate and propose methodological solutions to improve maths teaching and student outcomes; the report validity was questioned by various experts.

Anything Koch, IPA, CIS and LNP related generally includes strong antipathy towards universities and higher education, research, gender studies, LGBT, CRT, teaching, learning and science, especially climate science, and later the same networks were linked by DeSmog UK to Covid resistance to related science, vaccinations and measures to protect society.

This has been discussed previously in blog titled Climate Confusion, Astroturfing, Pseudo-Science, Population Movement and Radical Right Libertarians.  The aim appears to be neutralisation of competitive and other threats e.g. regulatory, round big business or large corporate entities, especially fossil fuels and related.

What are the outcomes of explicit teacher instruction?

Firstly it precludes peer to peer learning, like word of mouth is trusted, and is a valid way of learning, includes the ‘school of life’.

Secondly it suggests rote learning, and avoids the higher level skills according to Bloom’s Taxonomy beyond simply know, understand and apply, but higher level skills of analysis, evaluation and synthesis.

More deeply, the roots of radical right libertarian socio economic ideology, whether economics of Adam Smith, on population with Thomas Malthus, or Galton on eugenics, is to keep a major part of any society, especially voters, unenlightened on climate science, higher education and now Covid science to maintain 18th or 19th century power relationships favouring the more deserving ‘top people’ over less deserving society.

Final outcome would involve the ‘hidden curriculum’ that explicit instruction would encourage and condition i.e. a teacher is a figure of authority in imparting knowledge or facts while students are not required to apply higher level skills.

Encouraging a return to master serf relationships and not questioning authority.

From The Campus Morning Mail of Stephen Matchett:

‘Tudge warns teacher education faculties (again) November 29, 2021

For the second time in a month the Education Minister has warned education faculties the “Government will use the full leverage of the $760 million it provides” if they continue to use teaching methods he does not approve of.

Last week Mr Tudge criticised a “constructivist approach” in initial teacher education maths courses, as opposed to “explicit instruction,”(CMM November 26). In October, he warned that “ideological resistance” in teaching training limits the use of explicit instruction and phonics.

The ITE peak body did not respond to what could be a threat and might be a promise from the minister on math teacher training, with the Australian Council of Deans of Education declining to comment on Friday.

However, the Media Centre for Education Research did issue a statement, quoting Macquarie U maths education academics, Dũng Trần, Michael Cavanagh and Rebecca Bull commenting on the Centre for Independent Studies report which informed Mr Tudge’s new statement. They questioned some claims and suggested some of its evidence was not “robust,” adding “we would welcome a more comprehensive discussion about the intricacies of effective mathematics teaching.”

Summary of the report is here:

‘Policymakers have increasingly looked to improvements in Initial Teacher Education (ITE) as key to overcoming declining education outcomes.

The analysis in this paper validates this concern and places a specific lens on ITE for beginning mathematics teachers.

Despite clear evidence of the efficacy of explicit instruction, it is not practiced consistently and regularly in Australia’s mathematics classrooms. The analysis shows that high-performing countries more frequently apply the principles and priorities consistent with explicit instruction.

An analysis of ITE courses for beginning mathematics teachers finds a lack of emphasis on explicit instruction. This significantly contributes to insufficient implementation of evidence-based practice — particularly explicit instruction — in Australian schools.

For Australian students’ mathematics outcomes to improve, ITE must improve with it. For this reason, ITE providers require clear and unambiguous expectations for genuinely incorporating evidence-based practices into their mathematics ITE courses.

Some examples of practices that teachers should be able to demonstrate on completion of mathematics ITE include:

• Clear teacher demonstrations that recognise implications of cognitive load.
• Guided, scaffolded practice opportunities that allow students to students to verbalise.
• Immediate corrective feedback to clarify and confirm students’ progress.
• Spaced and interleaved practice to facilitate cumulative review of content.’

The full report ‘Failing to teach the teacher: An analysis of mathematics Initial Teacher Education’

Glenn Fahey, Jordan O’Sullivan, Jared Bussell   25 November 2021 | AP29

The writers of the report above have indirect expertise and unclear qualifications e.g. Fahey is economics, whilst the other two, Sullivan and Bussell are apparently teachers but have no qualifications listed, simply a general biography on the CIS website.

Related links of interest, articles and blogs:

Covid Misinformation – Gut Instinct & Beliefs vs. Science & Critical Thinking

Covid-19 Climate Science Vaccination Misinformation PR and Astro Turfing

Eco-System of Libertarian Think Tanks and White Nativism in the Anglosphere

Conspiracy of Denial – COVID-19 and Climate Science

Anglosphere – Radical Right Libertarian Socioeconomics and Authoritarianism

Think tanks’ call for ‘freedom’ really promises authoritarianism

International Student Academic Integrity System

International students studying at Australian universities and elsewhere are coming under scrutiny due to both real or perceived issues of academic integrity whether round IELTS and other English tests, students’ real English level, copying, ghost writing and assessment design to ensure quality cohorts.

In one’s experience the issue with academic integrity in universities is lack of awareness and/or willingness to address ghost writing, sub-optimal enrolment processes, heavy assessment loads for instructors, students lacking academic integrity flying under the radar, limits to how much TurnitIn can detect (duplication only), core tutoring/lecturing staff unable to manage the same and related assessment issues.

A simple process for commencing students, in addition to compulsory foundation communication subjects based upon English for Academic Purposes, follows:

Benchmark all new students from the start with a simple assessable written response to questions of academic integrity (compare this back to their English test scores), core unit instructors must be trained in detecting and/or resolving issues via regular academic integrity workshops, students must only use suggested sources (including library URLs), assessment rubrics must reflect academic integrity, suspect students must submit assessment drafts and/or present their ideas via a brief ‘viva’ and finally, avoid issue of students sitting and failing exams badly, that clearly show existing academic issues (after assessment items have already been successful due to ‘ghost writing’).

From Campus Morning Mail:

‘“Name and shame” students who cheat says den Hollander

Universities can’t stop all the cheats but they can make it harder for them

Former Deakin U VC Jane den Hollander urges universities to identify students who cheat.

“We should name and shame because that’s the best way to learn that there’s no fun in this and there’s no gain,” she told a conference on the new academic integrity law, convened last week by study-support provider (and CMM advertiser) Studiosity.

Graduating students need to know, “that everyone around them who is graduating is just like them, they have worked really hard and they deserve what they are getting.

“The fear and the irritation that happens in communities when they know someone’s cheated to get that high distinction is one of the most corrosive things that we deal with in classrooms,” she warned.

Professor den Hollander also argued universities need to give staff  training, “to do assessment properly,” to make it harder for students and cheating services, “some of the simplistic ways we do our assessment are not going to withstand those people.”

But the task is suppression, not eradication, “I think making it harder for cheats rather than trying to catch the cheats is the way to go and bring those numbers down, because we need to operate for the 99 percent or the 95 percent who genuinely want to learn.”

As to the new law; “I don’t think legislation deters anyone if they genuinely are pressured or otherwise predisposed to be dishonest. But it does make it aware for everyone else how hard it is and perhaps stop some people doing it. We need to educate our students … to make it harder for them to go down the slippery path where it appears to be easy.”’

For more blogs and articles about academic integrity, assessment, copying, course design, CPD continuing professional development, curriculum, instructional design, international education, international student, student plagiarism and university teaching skills click through.