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Key Topics
WORDS:750 EXCLUDE veyldf framewor
summarise policy from veyldf and use research from other references to support and critically analyse
Introduction:
Every child have different nature,different cultural background and it shapes their learning process. While designing the learning process for the children, it is necessary to consider their unique features (Kerwin, 2011;Mertens, 2014). VEYLDF is a framework that helps teaching professionals to foster learning among the children in Victoria. However, it is necessary to analyze whether the framework helps the professionals to consider the diverse nature of children while teaching them. In order to obtain the optimum benefit from the VEYLDF framework, it is necessary to ensure that the framework is able to address the diversity issues among the students. The current research deals with the analysis of the VEYLDF framework and identification of the key issues in this framework. It is also checked in the research that to what extent the framework enables the teachers to consider the diversity issues.
VEYLDFkeyfeatures:
The VEYLDF has some distinctive features so that it can address the educational needs of all the children in Australia. Firstly, it focuses on recognizing and respecting the unique culture of children from the aboriginal community (www.education.vic.gov.au2018). It makes the children able to have a greater sense of the importance of aboriginal community within Australian society. Secondly, the framework also recognizes the sources of learning present in the aboriginal community. In other words, although the framework is developed to ensure education for all, it gives importance to the unique learning culture of the different communities as well. Thirdly, the framework is based on the idea that the learning need of every child is not same. Each child learns in a unique style and therefore, each of them requires different levels of support at the different levels of learning (Daoust, 2015;Flores & Rosa, 2015). The framework gives importance on the learning of the disabled children also. Finally, the framework considers the children as right holders of the society and recognizes their ability to participate in the society.
ExpectedoutcomesandKeyissuesforincorporating diversity in the framework:
Analysis on the VEYLDFframeworkindicatesthat the framework gives importance to incorporating diversity in the learning process.Here, the policy theory is used to understand how the framework includes or excludes diversity in learning.Planforaddressingtheneedfor diverse community: TheVictoriancommunityishighlydiverseinnatureand so, meeting the uniqueneedsofeachcommunityisnecessaryforthepolicymakersforeachcitizensatisfied.Incorporatingdiversityintheeducationisoneofthe crucial ways to fulfill the requirement so a diverse community.
The decision for including diversity: Meeting the needs of children from a different culture: Analysis on the VEYLDFpoliciesindicatesthattheframeworkaimsatshowingrespectto all the community culture and embracing the cultural features of each child while learning (Bodkin-Andrews & Carlson, 2016).Theframeworkalsofocusesonmakingthe child able to have a sense of identity, ability to develop a connection with own community and contribute to the community.Thefamiliesarealsomadeinvolvedinthelearningprocess.Clearly,showing respect to all community, involving the families and the focus on making the children able to have own identity helps the framework to include diversity (Banks, 2015).Not only has cultural diversity, but the framework also focused on the inclusion of the children of different learning abilities in the education system.
Implementation and programs for corporate diversity: TheVEYLDFframeworkencouragestheprofessionalstoincludediversityintheeducationandlearninginseveralways.Theprofessionalsareencouragedtomakepartnershipswiththefamilies,setting a high expectation for every child , creating a respectful relationship with them and assessing the progress of the children regularly.Suchpoliciesalsohelptheprofessionalstounderstandtheuniquecultural, linguistic and learning need soothe children.
Desired goals: The framework focuses on achieving the following outcomes while fostering learning among children. First of all, the framework needs to ensure that the children have developed a strong sense of identity. Next, it ensures that the children have developed a connection to their community and are able to contribute to it. In the third outcome, it is ensured that the children have a sense of well being. The fourth and fifth outcomes deal with making the children as a confident and involved learner as well as developing them as an efficient communicator.Discussiononthegoalsalsoindicatesthattheframeworkfocusesonholisticdevelopmentofeverychildwhileconsideringtheiruniqueabilities.
Conclusion:
The discussion on VEYLDF framework indicates that it incorporates diversity in learning and shape the learning strategies accordingly.Not only has the cultural and linguistic diversity, but the framework also focused on inclusion ofthe children with diverse learning abilities in the education system.
Reference:
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Place Your OrderBanks, J. A. (2015). Cultural diversity and education. Routledge.
Bodkin-Andrews, G., & Carlson, B. (2016). The legacy of racism and Indigenous Australian identity within education. Race Ethnicity and Education, 19(4), 784-807.
Daoust, A. (2015). EDUCATION WITHOUT MARGINS: AN EXPLORATION OF SIX TEACHERS’UNDERSTANDINGS AND ENACTMENT OF EQUITY AND INCLUSIVE EDUCATION IN DIVERSE URBAN CLASSROOMS (Doctoral dissertation).
Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149-171.
Kerwin, D. W. (2011). When we become people with a history. International Journal of Inclusive Education, 15(2), 249-261.
Mertens, D. M. (2014). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage publications.
www.education.vic.gov.au. (2018). VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK. www.education.vic.gov.au. Retrieved 14 April 2018, from http://www.education.vic.gov.au
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