What may have happened during the disruption to schooling is that the Education Divide has crashed into the Digital Divide, producing complex and contradictory results.
Bernard Salt speaks to rising star high school educator Yasodai Selvakumaran from Rooty Hill High School to hear how COVID-19 has changed the way students and teachers work together.
Tertiary education in Australia has some popular problems, which we have admired for years: at least enough for an EP (that’s an extended play vinyl record). No labels have signed up for unpopular solutions in the last three decades, however. A hard rain is starting to fall.
A choice is coming, whether to revert back to old ways when the crisis is over or use this as a watershed moment for transformative change in higher education.
At a time where digital transformation is making individuals, businesses and governments increasingly vulnerable to cyber-crime, Australia has a severe cyber security skills shortage.
With far higher numbers of young people attending university than in the past, the value of a university degree is often now questioned. But a new KPMG report, Is tertiary…
Earlier this year I was able to contribute to the KPMG Australia report Reimagining Tertiary Education: From binary system to ecosystem. In doing so I was struck by many resonances between the situation in Australia and that in the UK, most particularly England.
In a report published today written with Andrew Dempster and Mark Warburton, I argue we need to move away from the binary division between higher education and vocational education and training.
Through their support of key student cohorts, close community engagement, industry partnerships, and industry-leading training, Victorian TAFEs have a vital role in sustaining and growing Victoria’s prosperity into the future.
What an achievement it would be that one day, all Australian children can wake up with the same chance to reach their potential, regardless of their race, location or economic status.
1 
