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Latest text of pad bruce-declaration
Saved Feb 9, 2011
This space is for groups to synchronously prepare text for The Bruce Declaration:
 
http://en.wikiversity.org/wiki/Workshop_for_Australian_education_policy/The_Bruce_Declaration
 
Version 1: As a nation Australia values the central role of education in building a democratic, equitable and just society— a society that is prosperous, cohesive and culturally diverse, and that values Australia’s Indigenous cultures as a key part of the nation’s history, present and future Educational
 
Version 2: We seek a right to free learning, and to free teaching. We recognise the role of the education sector in that, but not its monopoly. We value a sustained and informed, critical, creative, democratic, equitable and just society, that is prosperous, cohesive and diverse. This is a declaration of peace as much as it is for learning, to strive for new beginnings based on what we know must be done.
 
 
 
(these are the kinds of statements everyone will agree to. Is that the process here - to make generic statements that everyone can agree to and have the real substance in the actions/methods proposed? - Michael
There is value in making statements that will gain agreement - from that point of agreement then there is potential for then engaging the audience with an alternate view to the current status quo.  - Kirsty
 
 
Principles
Education should:
# Bring benefits to one and all (benefits come from education - social and individual )
 
# Empower meaningful participation ( Empower people to have menaningful and productive lives, equip individuals to participate actively in community and work)
 
# 
 
-original wording below in purple 
 
no or minimal cost
no one model for teaching and learning, formal, informal
inputs equally important as outputs
resilient community for creative economics
transparency
public funded should be open
 
# Recognise learning - learning is non linear and eclectic. Develop methods that can encompas this. reject exclusions
# Use edges and value the marginal - Occupy the space between institutions and ekstitutions. There is a space developing between private and public concepts of education, occupy these spaces and 
 
 
 
 
Observe and interact - By taking the time to engage with nature we can design solutions that suit our particular situation.
Catch and store energy - By developing systems that collect resources when they are abundant, we can use them in times of need.
Obtain a yield - Ensure that you are getting truly useful rewards as part of the work that you are doing.
Apply self-regulation and accept feedback - We need to discourage inappropriate activity to ensure that systems can continue to function well.
Use and value renewable resources and services - Make the best use of natures abundance to reduce our consumptive behaviour and dependence on non-renewable resources.
Produce no waste - By valuing and making use of all the resources that are available to us, nothing goes to waste.
Design from patterns to details - By stepping back, we can observe patterns in nature and society. These can form the backbone of our designs, with the details filled in as we go.
Integrate rather than segregate - By putting the right things in the right place, relationships develop between those things and they work together to support each other.
Use and value diversity - Diversity reduces vulnerability to a variety of threats and takes advantage of the unique nature of the environment in which it resides.
Use edges and value the marginal - The interface between things is where the most interesting events take place. These are often the most valuable, diverse and productive elements in the system.
Creatively use and respond to change - We can have a positive impact on inevitable change by carefully observing, and then intervening at the right time.
 
 
Not sure where this would go but we also wrote a list of what we'd like as outcomes
# satekeholders recognised to include community, students, VET practitioners etc
# Community based education (re-)funded  (eg Community centres, neighbourhood centres)
# NBN related activity (?)
# Fund incubators deliberately for risky innovative long term (2-3 years unusual in VET), play
# transparent decision making and community voice
# external audits (AQTF)  replaced by peer assessment within institutions (I personally don't think this will fly - better to reeducate the auditors)
# Learning Commons - ref http://blog.tomw.net.au/2011/01/teaching-and-learning-commons-at.html
 
Exclusion from services 
  • Young people not in education or training
  • Persons (adults) with low educational attainment
  • Adult literacy
  • Academic progress of Year 3 and Year 7 students in Australia ...
  • Access to services ...
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