2 May 2024: The University of Canberra (UC) welcomes the release of the final Literacy and Numeracy Education Expert Panel Report and fully supports the recommendations made by the Panel.
Deputy Vice-Chancellor Academic, Professor Michelle Lincoln, welcomes the Report’s focus on the use of evidence-based teaching practices, and notes that these findings align with the University’s Initial Teacher Education (ITE) programs.
“The University of Canberra takes great pride in the quality of our education programs and research,” Professor Lincoln said.
“Our units on teaching approaches around literacy and numeracy, and the use of multi-tiered support, are strongly backed by evidence. Our graduates will be well-placed to put the recommendations of the report into practice.”
Notably, the Report highlighted the importance of targeted support to meet the needs of culturally and linguistically diverse learners, as well as learners with language and/or learning disabilities, or additional needs.
“We appreciate the report’s emphasis on equity in education. We know that school classrooms and communities are culturally, linguistically, and socio-economically diverse,” Professor Lincoln said.
“Reading, writing and numeracy in the early years provide the foundation for lifelong learning, and the building blocks to engaging with more advanced concepts in later years of the Australian curriculum.”
“Research tells us that high-quality education leads to better outcomes across every domain of life. Therefore, it is vital that all students receive an education that meets their needs in ways that accommodate different backgrounds, circumstances and abilities as factors affecting those needs.”
Deputy Dean of the Faculty of Education, Professor Ting Wang, said the University’s ITE programs prioritise evidence-informed teaching strategies, as well as opportunities for preservice teachers to gain practical experience in the classroom while completing their studies.
“It’s important that we are providing preservice teachers with a university education that prepares them to teach to a classroom of students with varying abilities,” Professor Wang said.
“They must be capable in identifying the needs of their students, and employing the right strategy and the right supports, at the right time.”
“Through the Affiliated Schools Agreement, a collaboration between industry and education providers, UC students are embedded in ACT schools for practical, hands-on learning throughout their degree, not just for final placements.”
“Our clinical model of practice sees UC preservice teachers spend more time working with students in the classroom than an average Australian teaching degree.”
The University extends its thanks to the ACT Government, members of the panel, including the University of Canberra’s Dean of Education Professor Barney Dalgarno, Australian Catholic University’s Dean of Education and Arts Professor Mary Ryan, and other members of the education community who contributed to the inquiry.
“Every child has the right to a high-quality education, regardless of the classroom they enter,” Professor Lincoln said.
“The inquiry provides a positive step forward, creating a platform for open, constructive dialogue among all members and stakeholders in public education within the ACT community.”
“The education community remains committed to the central goal of student success – and we will continue to work together to achieve this.”