Home' Link : issue 1 Contents We don't expect people from di erent
parts of the world with varied cultural
backgrounds to all cook and eat
the same food, so why should we
expect them all to have the same approach to learning
Professor Paul Rodan, Director of the Inter national
Education Research Centre at CQUniversity believes that
to stay ahead, the Australian higher education sector
needs to adapt its content, teaching and learning styles
to the needs of multicultural students -- with an added
bonus being that home-grown students will benefit from
this shift as well. "Given that CQUniversity has such a
large range of students across campuses -- where English
is often not a first language -- we have an obligation to
take this on board."
Rodan talks about an "inclusive curriculum"
that o ers breadth, depth and cultural diversity and
acknowledges a variety of learning styles. "We have to
ask students, 'How do you best learn?' and
then respond to that."
e danger says Rodan is that
these issues are tackled, stude
continue to be taught a trad
narrow-based curriculum a
Australia won't produce the glob
citizens who are able to opera
in the global economy of the 21st Century. By the same
token, international students will become marginalised
and won't be able to participate fully unless we come up
with teaching methods that a re inclusive".
Against a background of falling applications for
Australian student visas (there was a 23 per cent drop
in 2009, according to e Economist), universities
such as CQUniversity need to be more competitive than
ever. "Universities are good at taking the international
students' money but not so good at investing,"
comments Rodan, "but students will go elsewhere
unless we're meeting their needs."
A WHOLE WORL
Making education inclusive and accessible to all is crucial
for tomorrow's global citizens, reports A W .
Links Archive Link Issue2 Navigation Previous Page Next Page