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These recommendations were submitted originally to the Expert Committee on Educational Telecommunications planning toward the year 2000 (ECET 2000) which endorsed them. They were then included in the Australian government Inquiry conducted by the Australian Broadcasting Tribunal (ABT) into the introduction of Cable Television on 10/12/1980. The recommendations were accepted by the then Victorian Teachers Union of which the author was a council member and eventually a Vice-president and by the Victorian Curriculum Advisory Board which advised the Director General of Education in matters relating to post-primary education and of which the author was also a member

They came about because there appeared to be no actual specifications for education systems anywhere in this country. These should at least provide a starting point

 

1. All individuals within our society have the inalienable right of access to all forms of organizations knowledge, and to the techniques of developing mental and physical skills.

2. It is the right of the citizen to be able to choose the form of learning process by which he or she feels the knowledge and skills can best be acquired, even where this may be adjudged by others not to be the optimum.

2.1 Where the student is not yet of an age to be able to freely choose the form of learning process,it should be the parent who has the right of choice after consultation with educators and the pupil.

3. There should be free and adequate access to skilled, professional counseling as to the educative methods and occupational potentials of courses of study.

4. We recognize that education is a lifelong process and that at all stages of life there should be adequate opportunities for the individual to complete or commence learning in any particular sphere.

5. All students have the right to have certification of those courses of study which have been successfully undertaken, and the level or levels of understanding which have been achieved in any organized sphere of knowledge

6. It is recognized that there are many forms of organization of knowledge and that the "disciplinary" organization is only one of a number of valid organizations.

6.1 It therefore follows that in so far as it is possible, Information retrieval systems are necessary in a form which enables the individual to have access to information in an atomic or molecular manner and not only in traditionally organized forms.

7. We recognize that the educational system can only be as effective as the social ethos, permits it to be, and that the community attitudes to learning are a vital element In the operation of the education system.

7.1 We therefore believe that it is a prime responsibility of the education system to stimulate interest in the community in education and in the acquisition of knowledge and skills. Furthermore that within the programs interest is stimulated and motivation is fostered and enhanced.

7.2 It also follows that it is a responsibility of the system to provide guidance within learning systems and programs.

8. It is a fundamental responsibility of the education system to ensure that the basic skills in communication and in computation are developed by all those who comprise the society.

9. The education system has the responsibility of ensuring an awareness of the pluralistic nature of society and subcultures and to foster tolerance of the views of others.

10. It Is the responsibility of the educative system to assist the individual to achieve a situation of social integration whilst respecting his or her right to individualism and to withdraw.

11. The creativity of the individual should be fostered, not only in the areas of art forms but also in the organization of knowledge.

12. it is recognized that different individuals develop the potential for different skills in different sequences and at different rates and times. It therefore follows that all individuals should be made aware of this and there should be an avoidance of the concept that an individual is "no good at" some particular aspect or skill or knowledge development. The more desirable concept that the potential may be better developed at a later stage of maturity should be encouraged.

13. We recognize that the education system is a part of, and not isolated from, the rest of the social system. We therefore believe that the schools should be a focus of social and cultural activities in the community which it serves.

14. In order to adequately carry out Its functions of counseling and education, the education system, must keep itself cognizant of the family situation of the student and should make itself ready to assist the family group to facilitate the learning process. It is also essential however that there should be no invasion of privacy of the individual, nor any erosion of the rights of the individual or of the family.

15. It is the responsibility of the educative system to be fully cognizant of the technological developments within the society and to avail itself of those which facilitate the learning process,

15.1 It is the responsibility of the system to Identify its own technological needs, to make those needs known, and where feasible to initiate its own developments.

15.2 The educative system has a responsibility to maintain close and continuous contact with the communications industry and to act as has been stated in 15.1.

  1. There should be a range of programs in all topics from which the student can select.

 

16.1 Insofar as it is possible intrinsic programming should be used where adjudged to be superior to linear programs Where computer based instruction is used.

16.2 There is need for constant review of educational 'programs" to ensure that information is updated, and that inaccuracies are eliminated, and to ensure that adequate data is provided.

16.3 It is essential that difficulty levels are properly specified and that entry behaviour requirements are clearly stated. It Is equally essential that terminal behaviours are properly described and capable of being met.

16.4 There is need for free access by individuals and organizations to the educational programs for the purposes of scrutiny and criticism.

16.5 It is recognized that there should be as free as possible an access to "program -input" though it is also recognized that such may not be able to be (or desirable to be) as free as that of "pure information input".

16.6 A representative body similar to the Victorian Curriculum Advisory Board should be charged with the responsibility of the evaluation and review of program input and with the categorization of programs.

16.6 There should be full utilization of the potential inherent in telecommunications and related technology to monitor student feedback on the validity and nature and the relevance of the educational programs being offered.

16.7 As advanced telecommunications technology permits a broader band of information processing and for feedback this capability should be used to monitor the range of programs desired by the community, and the order and strengths of preferences

17. It Is the responsibility of the education system to keep the teachers, programmers, and educational administrators informed of developments, trends, and potential uses, in the areas of communications and educational technology.

17.1 There should be provided continuous programs of re-education in the techniques and use of new developments in the technologies of education

 

 

M.K. VOGT

Convener ECET 2000

 
 
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