Australia is meeting the education targets, but on the cheap
Across all four tiers of education Australia could be said to be meeting the SDG 4 target of providing quality education, however, we have done so by sweating legacy assets established over decades.
Transcendent not transactional: igniting global change one student at a time
Higher education has become very transactional. We must aim for transformational learning, conferring students not just with degrees but with the mindset and skills to enact global change, activating a contagious passion for lifelong learning.
Co-designing better educational futures
If we had to select a single word to encapsulate what higher education ought to embody in order to achieve these goals under SDG 4 by 2030, it would be 'connected'.
Are we there yet? Australia’s bumpy road to SDG 4, achieving quality education
With a robust education system, why does Australia falter on delivering equitable, quality learning for every student?
Black learning matters – appreciating Indigenous wisdom in management education
How can educators respectfully and meaningfully introduce Indigenous stewardship concepts with a sense of appreciation rather than appropriation?
The future of higher education with Mark Scott
This week: what is the future of universities? As the sector navigates disruption and uncertainty, special guest Professor Mark Scott joins us to discuss the future of higher education.
Working out the truth of The Great Resignation
Workers are resigning their jobs at historical rates, but what's the story behind the statistics?
Sustainable Development Goals more urgent than ever in a post-COVID world
Prior to COVID-19, there were concerns about achieving the UN Sustainable Development Goals by 2030, a worry that has been clearly exacerbated by the pandemic.
The future of education is co-opetition
University education is in crisis, how will they adapt for the future of education?
Universities on knowledge and how it matters
It’s time to (do more than) talk about knowledge. Universities must take leadership in helping develop students capacity to recognise different kinds of knowledge and work flexibly.