November 5

Work For Teen Sex And Drug Use, So Why Rely

Work For Teen Sex And Drug Use, So Why Rely

Complex human behavior Drug is common. Yet, road safety education is often too easy for young drivers. They are inexperienced and biologically wired to be at greatest risk of colliding with other vehicles. It’s time to look at a more proactive approach to driver education.

We currently focus on teaching the young about major crash risk. We then tell them to not take these risks. Surely this doesn’t help?

Young drivers are at greater risk from speeding and driving when tired. Drivers are more likely to become distracted by their mobile phones and other secondary tasks, which can distract them from the road.

Young drivers don’t have to take risks alone. These young drivers are often seen on the roads every day by their family and friends, which encourages them to take risks. These risks, combined with the lack of experience, are more likely to cause a collision for the young driver.

It is realistic to assume that we can plan ahead and not become tired while driving. How many people refuse to use their phones while driving? Why do we expect young drivers to be this connected in today’s world? Why is it that youth road safety education adopts a just don’t do it message?

Certain Risks Are Unavoidable Drug

Education has moved away from this approach in other areas of youth health. Education has evolved to teach young people how to minimize risk and reduce harm when they do take them. Some risks can even be consider unavoidable.

One example of this shift is the transition from just say no towards safe sex education in the 1970s. Many feared that this would result in young men having sex earlier. These fears were unfound. Research continues to show that sex education is link with lower teenage pregnancies.

This also known as minimization or risk reduction. This is especially true in the context of risky alcohol or other drug use. You can think of safe injection rooms, needle exchange programs and, most recently, pill testing. These initiatives receive mix support, but they proven to reduce harm.

Many other road safety measures allow for error margins and include harm-reduction methods. These include vehicle technologies that only activate after a threshold has been exceed and demerit points systems for offences. These include seatbelt reminders and speed alerts.

Systems engineering is actually based on the acceptance of human-made risk. Systems are re-engineer to reduce or transform the risk of harm if it is not possible to eliminate risk.

What Would Harm Reduction Look Like For Young Drivers?

Even though they may not be aware, many experienced drivers make it easier to compensate for dangerous driving conditions.

These compensating behaviors reduce crash risk, according to physics. This gives drivers a better view of the road and allows them to spot potential hazards earlier. This gives drivers more time and space to react quickly to potential hazards.

Driving education should still be based on harm reduction. It would challenge young people to think about their “inevitable” risks. Will they resist the temptation to speed up when they are late for work? They will obey all road rules, even if they see others violating them. What would their answers look like if they were accompanied by family members or friends?

Young people will need to find strategies to minimize the potential negative consequences of the risks if they are not able or willing to eliminate them. Many risks can reduce by slowing down or increasing the following distance.

Another option is to interact with your phone while you are stop at traffic lights, rather than when you move – although this still teaches that it is not risk-free.

November 5

Revolutionise Education And Improve Job Prospects

Revolutionise Education And Improve Job Prospects

Dan Tehan, the then education Prospects minister, and Michaelia Cash, the employment minister, announced A$4.3million for a microcredential marketplace in June 2020. They said this would provide a national platform for comparing course outcomes, durations, delivery methods, credit value, and credit values.

This announcement was made as universities were facing financial losses due to COVID border closings that prevented international students from entering their campuses. This announcement showed how much federal government valued microcredentials more than other financial aid to higher education, such as JobSeeker eligibility for staff.

Tehan stated the following when he announced the marketplace. Microcredentials are designed to address the two most important barriers that adult workers face when they don’t want to pursue formal training or study: cost and time.

Universities Australia has released a new guideline document to make microcredentials more portable in Australia. This was done in order to assist universities and other educational establishments develop short-duration qualifications that can be easily recognized and built upon by institutions. What are microcredentials and why are they so important for governments and higher education?

What Are Microcredentials Prospects?

Microcredential is a term used to describe different types of microlearning offered by universities, private education providers, and TAFEs in Australia.

This term is frequently use interchangeably with short course and can use to refer to microdegrees, which combine learning from full-time degree programs.

Microcredentials that contain an assessment task can be stack to earn credit towards macro-qualifications.

Microcredentials in leadership, management, and business are very popular in Australia. You can also learn topics such as space technology, Yolnu culture, generating social media and coaching sports leaders.

Students who complete a microcredential successfully usually receive a digital badge that they can use on social media platforms like LinkedIn. Badges can use to verify learning. They also contain metadata that describes the course content and the learning outcomes for the badge recipient.

Although the amount of learning is different from course to course with microcredentials, it usually takes more than an hour to study and less time to complete formal qualifications.

There is no one definition of microcredentials. UNESCO published a discussion paper earlier this month that described microcredentials a promising way to upskill workers and a force of good that can supplement or complement formal education systems.

A common definition is available from the European Union. The Universities Australia guidance document was recently release. There is also an Australian National Microcredentials Framework in development.

These documents are a step towards a common understanding of microcredentials through the establishment of three requisites.

Microcredentials Need To Evaluate

  • They should be guarantee to be high quality
  • They should be able to explain and exchange credit in a transparent way
  • What are the advantages of microcredentials

The microcredential reform movement in higher education stems. From the desire for individuals to have high job prospects and learning opportunities throughout their lives.

Students will have the opportunity to learn in smaller chunks that best suit their current work or future career paths.

Microcredentialing is a popular topic of global interest. Its ability to create prospects a more just, equitable. And thriving learning environment for all is often the basis for investment.

Microcredentials are a way for people to get in and out quickly of school at a reasonable. Cost to meet their immediate learning and employment requirements. Often focused on skills development and closing skill gaps.

Microcredentials can also have a life-long aspect. You can access shorter, less-expensive courses to increase numeracy and literacy, understand health and well-being better. And fulfill creative aspirations like writing a novel, producing an album, and engaging in activism and democratic processes more effectively.

Microcredentials can often found online. They may also be available face-to-face. Online learning is self-pace while face-to–face learning can done over a set time.

November 5

International Education Crisis Will Linger Long After Students Return

International Education Crisis Will Linger Long After Students Return

Recent announcements regarding Australia’s border reopening indicate that there is hope for a resolution to the crisis in international education. There is much more to do. More than 145,000 international student visa holders remain overseas. It is not clear when or how these students will be allowed to enter Australia.

Even if they arrive on time for the start 2022 academic year this will not solve the problem of the pipeline effect. Long-term disruptions to the flow of students will result in disruptions.

Students from abroad typically study for between two and four years. As missed or reduced intakes progress through the system, it can take some time before enrolments return to their previous levels.

We Are Where We Are Now Education

According to most recent government data, the number international student visa holders have fallen by 205.854, or 33.5% since March 2020.

This is complicate by the fact that many international students will be studying overseas because of the close borders.

Below is a chart showing the international student visa holders for each week starting in March 2020

In October 2021, 266,000 international student visa holders had been effect in Australia. Before the pandemic, there were 578,000 international students visa holders living in Australia in October 2019.

This represents a decrease of more than 300,000 international students who live in Australia or approximately 54%.

What Are The Education Effects?

The impact of the halving of Australian students will have profound consequences on those who depend on international education. Spending in the wider economy accounts for approximately 60% of the international education’s economic value.

This impact can seen in the most recent Australian Bureau of Statistics data. Below is a chart showing the quarterly value for international education from June 2019 to date. The chart below also shows the value of online students.

The ABS reported that the international onshore education sector had a value of A$5.5 billion for the June 2021 quarter compared to $9.1 million in the June 2019 quarter. The gains have partially offset by the growth of online learning, but it is not enough for the overall drop in international student revenue.

What About The Pipeline Effect

As students complete their courses, new students begin their studies, the student stock is always changing.

The biggest challenge facing the sector is the effect of the pipeline effect. A disruption in the flow of students can take some time to get through the pipeline.

Many international students move from pathway courses English language or preparatory to study a diploma or degree at an educational institution.

In 2020, 62% of international Chinese students took a pathway course to get into higher education.

This partially explains why the year-to-date enrollments of Chinese students in universities has dropped by 8% compared to 2019, while international Chinese students with higher education visas have declined by around 30%.

Many of those students who are now enroll in higher education were already working their ways through the pipeline before the borders were close. They have moved from a pathway course into a higher education program.

Many international students will need to continue their education if they want to enrol after the borders reopen.

Will the new flow of international students be sufficient to make up the number of students who have finished their courses? If not, student numbers will continue falling.

Why Is This Important?

For the past 30 years, Australia has relied heavily on international education revenue to fund its tertiary education program.

International students pay more than students from their home country. This allows universities to supplement their income from local students.