back to topInvestigation of an Equity Issue - ReportValue:40%Due Date:11-Sep-2019Return...

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back to topInvestigation of an Equity Issue - ReportValue:40%Due Date:11-Sep-2019Return Date:04-Oct-2019Length:2000Submission method options:EASTS (online)Taskback to topThe purpose of this assessment is for students to investigate an equity issue by drawing on their understandings of the first six topics of EEP101 subject content.Students will need to research an equity issue (identified in Assessment 1) and prepare a relevant, informative and interesting report on the findings of their investigation. This report should be written so that it could be presented to your local community members through either a local council meeting or a professional development session in an Early Childhood and/or Primary setting.Students will submit a report format and include the following (areport template will be providedvia the Resources tab on our Interact2 site):- Title Page- Executive Summary- Table of Contents- Statement of the equity issue (draw on - and refine as indicated by your marker - the statement of the equity issue that you developed for Assessment 1)- Sociological theory used to investigate (understand/explain) the issue (draw on the Relevant sociological theory section from Assessment 1)- Significance of issue to stakeholders- students, families, educators/teachers (draw on the What is known about the issue section from Assessment1), and	-governments (draw on the Relevant Australian Government policy/ies section from Assessment 1)- Recommendations - potential strategies to address the issue- Conclusion- References listYou must cite the required reading/s that relate to the topic from which you identified your equity issue and use these to strengthen your report. In addition, you must cite a minimum of four (4) other academic references (peer reviewed journal articles and/or published books). See Requirements section or our Interact2 site for links to APA referencing guides.The final report should be approximately2000 words (+/- 10%)and is worth 40 marks overall. The Title Page, Table of Contents and References listare not includedin the final word count.The final date for submission of Assessment 2 is Wednesday 11th September, 2019.Submission is via EASTS.Rationaleback to topThis assessment task will assess the following learning outcome/s:	have an understanding of social policy and service provision for children and families as they apply in the early childhood and primary educational contexts.	be aware of conceptual frameworks for understanding family issues of relevance to curriculum, pedagogy and service provision.	be aware of how social, political and educational policies and practices affect children and families.	have developed an awareness and appreciation of diversity in Australian society and understand how equity of access and participation affects the quality of educational provision.Marking criteria and standardsback to top						Criteria			High Distinction (85%+)			Distinction (75-84%)			Credit (65-74%)			Pass (50-64%)			Fail (0-49%)							Identification of issue and its relevance to Australian education contexts.Awareness and appreciation of diversity in Australian society and understand how equity of access and participation affects the quality of educational provision.									/5						Issue statement was focused and succinct, well articulated, justified and clearly identifies the following report structure for the reader. Provides a well articulated statement that shows clarity of understanding of the equity issue and a broad and deep understanding of the issue in the Australian education context. Statement clearly articulates how the issue is relevant to either early childhood and/or primary contexts. Relevant references used to support the issue statement.						Issue statement was succinct and orientates the reader to the report focus.Provides a well articulated and clear explanation of the equity issue that shows understanding of the issue in the Australian education context. Statement identifies clearly how the issue is relevant to either early childhood and/or primary contexts. References used to support the issue statement.			Equity issue was clearly explained and well thought out. The statement may be supported by some references and shows awareness of the importance of the issue in the Australian education context. Statement identifies the issue's relevance to either early childhood and/or primary contexts. Provides a clear identification of the equity issue.			An equity issue that is appropriate in the context of the subject content and the Australian education context was identified. Some evidence of how the issue is relevant to either early childhood and/or primary contexts. The statement may lack some detail as noted by marker.						Equity issue was not appropriate in relation to the module topics and/or marker’s suggestions to the student’s Assessment 1 submission. Indequate demonstration of how the issue is relevant to either early childhood and/or primary contexts. Equity issue is not well identified or articulated.							Discussion of the issue and application of relevant sociological theory.Awareness of conceptual frameworks for understanding family issues of relevance to curriculum, pedagogy and service provision.																	/10						Accurate, detailed explanation and application of sociological theory and concepts to the equity issue. An analysis and justification of the chosen sociological theory in relation to the equity issue is presented. Response shows deep understanding of appropriate sociological theory. A selective use of the readings and modules which were well synthesised and applied analytically in the student’s own words.			A detailed explanation and application of sociological theory and concepts to issue. Relevance of the theory to the equity issue is clearly articulated and well reasoned. Response shows a thorough understanding of an appropriate sociological theory and how it is applicable to the equity issue.			A relevant sociological theory and application of sociological theory and concepts to the issue are explained. Relevance of the theory to the equity issue is clearly articulated. Response shows sound understanding of an appropriate sociological theory and how it is applicable to the equity issue.			Response shows recognition of relevant sociological theory and how it is applicable to the equity issue. Response describes an appropriate sociological theory and concepts applicable to the issue.			Response does not identify relevant sociological theory. No or limited or inappropriate application of sociological theory and concepts to the issue.							Significance of the issue to stakeholders.Awareness and appreciation of diversity in Australian society and understand how equity of access and participation affects the quality of educational provision.Awareness of how social, political and educational policies and practices affect children and families.									/10						A rigorous application of the literature in discussing the issue’s significance to all stakeholders. Excellent understanding and explanation of how the issue is relevant to students, families and teaching professionals with strong links to relevant research. Depth and breadth of understanding and application of policy information and its implications is clearly evident. Understanding shows awareness of diversity in Australian society by avoiding generalisations and drawing on relevant and targeted literature. Clear, logical and well-reasoned links to a range of quality scholarly literature and research.			Clear understanding of how the issue is significant to students, families, teaching professionals and governments with appropriate links to relevant research. A broad understanding and application of policy information and its implications is clearly evident. Understanding shows awareness of diversity in Australian society by avoiding generalisations and drawing on relevant and targeted literature. Clear and logical links made to scholarly literature.						Understanding of how the issue is significant to students, families, teaching professionals and governments is explained with links to relevant research. Understanding of policy information and its implications is clearly evident. Understanding shows awareness of diversity in Australian society by avoiding generalisations and drawing on relevant and targeted literature. Clear links made to scholarly literature, with a range of literature cited.						Some understanding of the significance of the issue to students, families, teaching professionals and governments. Some understanding of policy information and its implications is evident. Understanding shows some awareness of diversity in Australian society.Few links to literature are used, or links may be lacking in relevance.						No or limited identification of the the significance of the issue to stakeholders including students, families, teaching professionals and governments. Significance is poorly explained or justified. No or limited understanding of policy information and its implications is evident.							Potential strategies to address the issue (policy and/or pedagogical) and conclusion.Understanding of social policy and service provision for children and families as they apply in the early childhood and primary educational contexts.													/10						A wide range of relevant and well-informed strategies for the provision of policy or service for children and families are recommended for the resolution of the issue. Strategies reflect a detailed understanding of social policy and service provision at different levels (ie individual, group, community, government). Responses demonstrate a thorough and insightful understanding of the issue and offer creative and innovative strategies for resolution. Strategies are well informed, supported by a wide range of literature (including wider reading) and links to and application of sociological theory.			A range of relevant strategies for the provision of policy or service for children and families are recommended for the resolution of the issue. Strategies reflect understanding of social policy and service provision at different levels (ie individual, group, community, government). Responses demonstrate a thorough understanding of the issue, and offer solutions that are practical and well thought out.Strategies supported by links to literature and application of sociological theory.			Relevant strategies for the provision of policy or service for children and families are recommended for the resolution of the issue. Strategies demonstrate sound understanding of social policy and service provision relevant to the equity issue and offer some realistic solutions to the issue. Strategies supported by links to the literature and recognition of sociological literature.			Some strategies for the provision of policy or service for children and families are recommended for the resolution of the issue. The strategies recommended show understanding of social policy and service provision relevant to the equity issue. Response may be lacking in some detail or clarity.Strategies supported by minimal links to the literature.			No or limited recommendation of strategies to resolve the issue. Strategies are irrelevant to the equity issue, poorly thought out or lacking in explanation.Strategies are not supported by links to literature.							Academic literacy, use of scholarly literature, use of report format and APA referencing					/5						Grammar, spelling and punctuation are correct and used to a very high standard. Use of literature strengthens explanation and justification of the issue. Exceeds minimum source requirements. Direct quotes are used minimally and discerningly.Excellent use of a report format, with clear, logical headings and structure throughout.Reference list is extensive, complete and correct. Correct use of APA 6th referencing with no errors.			Grammar, spelling and punctuation are correct and used to a high standard. A range of quality literature and research is cited to support explanation of the issue.Exceeds minimum source requirements.Direct quotes are used discerningly.Very good use of a report format, with clear, logical headings and structure throughout.Reference list is complete and correct. APA 6th referencing is correct with minor errors.			Good use of grammar, spelling and/or punctuation with only minor errors. Literature is scholarly and relevant to the issue.Exceeds minimum source requirements. Direct quotes are used discerningly.Good use of the report format, with clear headings and structure.Reference list is generally complete and correct. Generally correct use of APA 6th referencing but with some errors.			Satisfactory use of grammar. Some spelling and/or punctuation mistakes. References and links to scholarly literature are evident. Meets minimum source requirements. Paraphrasing evident but some overuse of direct quotes.Satisfactory use of a report format, with evidence of headings and structure.Reference list is mostly correct with some errors. Some examples of weak or incredible references.APA 6th style is mostly correct.			Poor use of grammar, spelling and/or punctuation. Inadequate links to scholarly literature and/or links to research. Overuse of direct quotes. Sources not acknowledged. Does not meet minimum source requirements.Fails to utilise a report format. Format and layout are poor. Limited use of headings and/or structure. Sections of the report are missing.Reference list is incorrectly referenced, incomplete, or cites weak or incredible references. Poor use of APA 6th referencing. Does not adhere to word limit requirements.				Presentationback to topEnsure that you use the templateprovided on Interact2 and include your student name and number as well as the subject code, name and assessment number as a header or footer to your document and include page numbers.The assessment must be written as a Word document, saved as either a .doc or .docx file, and submitted via EASTS. Please use Times New Roman font size 12 with 1.5 line spacing. Do not submit a pdf document as this is unacceptable.Requirementsback to topAll academic writing is to be fully referenced following the APA (6th edition) Referencing conventions as stipulated by Charles Sturt University, Faculty of Arts and Education.A References list is required but will not be included in the overall word count.The link to the 2019 version ishttps://cdn.csu.edu.au/__data/assets/pdf_file/0011/294977/CSUs-APA-Referencing-Summary-PE-0519.pdfThe Academic Referencing Tool (ART) is another good resourcehttps://apps.csu.edu.au/reftool/apa-6

Azra S · Accepted Answer

The Title of the report- Barriers to Equity in Aboriginal Education and Remedies
Your name- Sheila Maria Kiely Gardere
Date the report was written/ submitted- September 1, 2019
Abstract
One of the most immediate issues that the Australian education is facing is that of the huge disparity in education between the Indigenous and Non-indigenous population. Several barriers stand in the way of achieving equity in education  for the Aboriginal children. This paper focuses on discussing these barriers and their implications on the various sectors of society. While the government has taken various initiatives to reduce this disparity, plenty of action needs to be taken to achieve real and convincing results. This paper concludes by giving some recommendations on how to tackle the barriers and create real change in the Australian education system to incorporate the Aboriginal and Torres Strait Islander People.
Contents
Title Page	1
Abstract	2
Contents	3
Introduction	4
Statement of Equity Issue	4
Sociological Theory in Use	5
Literature Review	6
Significance of issue to Stakeholder	6
Significance of Government Policy	8
Recommendations	9
Conclusion	10
References	12
Introduction 
The Indigenous population comprise about 20% of the total Australian population. This population is one of the most marginalized when it comes to education, standard of living, health outcomes and employment. Australia has been presented with different challenges in the face of the growing diversity of the country. Even with government intervention, the education levels of the Indigenous population continue to remain low. Low education means poorer employment choices and reduced standard of living. This has pushed the aboriginal population into a continuous cycle of poverty. 
Statement of Equity Issue 
The right to education is one of the fundamental human rights of all human beings. While efforts are being made to provide education to everyone is Australia, certain barriers stand in the way of educating children of the Indigenous population. This report will examine the barriers that result in the marginalization of the Indigenous population when it comes to education and how it can be remedied.
Sociological Theory in Use
In order to examine the barriers in detail, this report will use Max Weber’s Influential theory on inequality and social class
Max Weber’s influential theory observed inequality in society as complex with numerous dimensions and influencers. Social stratification, according to Weber relied on a complex relationship between class, status and party (Weber, 2009). 
Status relates to inequalities between people based on their judgement and relations to each other. Class refers to inequalities based on the workings of capitalism and the market place while party relates to concepts of politics. According to Weber people form groups and organisations look after their own interests thereby sustaining and reproducing social inequality.
 Status is something created by people’s judgement. The way they judge each other and themselves is how they categorize each other. Status, is thus a self affirmation of one's social group and as a consequence denial of other groups. This creates advantages for some groups and disadvantages for others. For example, members of an ethnic minority are viewed beneath others leading to disparity in education, employment and pay. Status is based on group affiliation. 
An important element of class is wealth and economic advantage. Weber believed that capitalism is an important factor in creation of status differences the working class and manual workers and the middle classes.  There is a growth and increase of classes based on differences in educational skills and qualifications (Weber, 2009). Weber’s theory thus serves as a key to understanding discrimination against the Aboriginal population.
Literature Review 
As is commonly known, education is what creates opportunity today.  Education is the most important base for improving lifestyle of any community. Through education, people can get access to better employment opportunities, better health options and improve their standard of living (Verhofstadt, De Witte, & Omey, 2007). While both participation and retention of Aboriginal students in schools has increased, there is still great disparity between the number of Aboriginal students and the non-indigenous students (Welch, 2017). 
As a fundamental right of every human, education needs to be provided equally to all Australian children with no interference from cultural backgrounds of any child. However, Australia has been prone to systematic discrimination with indigenous students bearing the brunt of social injustice (Burns, Proctor & Sriprakash, 2017). Evidence of racial stereotypes practiced by teachers is abundant (Clarke & Denton, 2013). In addition,

back to top Investigation of an Equity Issue - Report Value: 40% Due Date: 11-Sep-2019 Return Date: 04-Oct-2019 Length: 2000 Submission method options: EASTS (online) Task back to top The purpose of...

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Criteria	High Distinction (85%+)	Distinction (75-84%)	Credit (65-74%)	Pass (50-64%)	Fail (0-49%)
Identification of issue and its relevance to Australian education contexts. Awareness and appreciation of diversity in Australian society and understand how equity of access and participation affects the quality of educational provision. /5	Issue statement was focused and succinct, well articulated, justified and clearly identifies the following report structure for the reader. Provides a well articulated statement that shows clarity of understanding of the equity issue and a broad and deep understanding of the issue in the Australian education context. Statement clearly articulates how the issue is relevant to either early childhood and/or primary contexts. Relevant references used to support the issue statement.	Issue statement was succinct and orientates the reader to the report focus.Provides a well articulated and clear explanation of the equity issue that shows understanding of the issue in the Australian education context. Statement identifies clearly how the issue is relevant to either early childhood and/or primary contexts. References used to support the issue statement.	Equity issue was clearly explained and well thought out. The statement may be supported by some references and shows awareness of the importance of the issue in the Australian education context. Statement identifies the issue's relevance to either early childhood and/or primary contexts. Provides a clear identification of the equity issue.	An equity issue that is appropriate in the context of the subject content and the Australian education context was identified. Some evidence of how the issue is relevant to either early childhood and/or primary contexts. The statement may lack some detail as noted by marker.	Equity issue was not appropriate in relation to the module topics and/or marker’s suggestions to the student’s Assessment 1 submission. Indequate demonstration of how the issue is relevant to either early childhood and/or primary contexts. Equity issue is not well identified or articulated.
Discussion of the issue and application of relevant sociological theory. Awareness of conceptual frameworks for understanding family issues of relevance to curriculum, pedagogy and service provision. /10	Accurate, detailed explanation and application of sociological theory and concepts to the equity issue. An analysis and justification of the chosen sociological theory in relation to the equity issue is presented. Response shows deep understanding of appropriate sociological theory. A selective use of the readings and modules which were well synthesised and applied analytically in the student’s own words.	A detailed explanation and application of sociological theory and concepts to issue. Relevance of the theory to the equity issue is clearly articulated and well reasoned. Response shows a thorough understanding of an appropriate sociological theory and how it is applicable to the equity issue.	A relevant sociological theory and application of sociological theory and concepts to the issue are explained. Relevance of the theory to the equity issue is clearly articulated. Response shows sound understanding of an appropriate sociological theory and how it is applicable to the equity issue.	Response shows recognition of relevant sociological theory and how it is applicable to the equity issue. Response describes an appropriate sociological theory and concepts applicable to the issue.	Response does not identify relevant sociological theory. No or limited or inappropriate application of sociological theory and concepts to the issue.
Significance of the issue to stakeholders. Awareness and appreciation of diversity in Australian society and understand how equity of access and participation affects the quality of educational provision. Awareness of how social, political and educational policies and practices affect children and families. /10	A rigorous application of the literature in discussing the issue’s significance to all stakeholders. Excellent understanding and explanation of how the issue is relevant to students, families and teaching professionals with strong links to relevant research. Depth and breadth of understanding and application of policy information and its implications is clearly evident. Understanding shows awareness of diversity in Australian society by avoiding generalisations and drawing on relevant and targeted literature. Clear, logical and well-reasoned links to a range of quality scholarly literature and research.	Clear understanding of how the issue is significant to students, families, teaching professionals and governments with appropriate links to relevant research. A broad understanding and application of policy information and its implications is clearly evident. Understanding shows awareness of diversity in Australian society by avoiding generalisations and drawing on relevant and targeted literature. Clear and logical links made to scholarly literature.	Understanding of how the issue is significant to students, families, teaching professionals and governments is explained with links to relevant research. Understanding of policy information and its implications is clearly evident. Understanding shows awareness of diversity in Australian society by avoiding generalisations and drawing on relevant and targeted literature. Clear links made to scholarly literature, with a range of literature cited.	Some understanding of the significance of the issue to students, families, teaching professionals and governments. Some understanding of policy information and its implications is evident. Understanding shows some awareness of diversity in Australian society.Few links to literature are used, or links may be lacking in relevance.	No or limited identification of the the significance of the issue to stakeholders including students, families, teaching professionals and governments. Significance is poorly explained or justified. No or limited understanding of policy information and its implications is evident.
Potential strategies to address the issue (policy and/or pedagogical) and conclusion. Understanding of social policy and service provision for children and families as they apply in the early childhood and primary educational contexts. /10	A wide range of relevant and well-informed strategies for the provision of policy or service for children and families are recommended for the resolution of the issue. Strategies reflect a detailed understanding of social policy and service provision at different levels (ie individual, group, community, government). Responses demonstrate a thorough and insightful understanding of the issue and offer creative and innovative strategies for resolution. Strategies are well informed, supported by a wide range of literature (including wider reading) and links to and application of sociological theory.	A range of relevant strategies for the provision of policy or service for children and families are recommended for the resolution of the issue. Strategies reflect understanding of social policy and service provision at different levels (ie individual, group, community, government). Responses demonstrate a thorough understanding of the issue, and offer solutions that are practical and well thought out.Strategies supported by links to literature and application of sociological theory.	Relevant strategies for the provision of policy or service for children and families are recommended for the resolution of the issue. Strategies demonstrate sound understanding of social policy and service provision relevant to the equity issue and offer some realistic solutions to the issue. Strategies supported by links to the literature and recognition of sociological literature.	Some strategies for the provision of policy or service for children and families are recommended for the resolution of the issue. The strategies recommended show understanding of social policy and service provision relevant to the equity issue. Response may be lacking in some detail or clarity.Strategies supported by minimal links to the literature.	No or limited recommendation of strategies to resolve the issue. Strategies are irrelevant to the equity issue, poorly thought out or lacking in explanation.Strategies are not supported by links to literature.
Academic literacy, use of scholarly literature, use of report format and APA referencing /5	Grammar, spelling and punctuation are correct and used to a very high standard. Use of literature strengthens explanation and justification of the issue. Exceeds minimum source requirements. Direct quotes are used minimally and discerningly.Excellent use of a report format, with clear, logical headings and structure throughout.Reference list is extensive, complete and correct. Correct use of APA 6th referencing with no errors.	Grammar, spelling and punctuation are correct and used to a high standard. A range of quality literature and research is cited to support explanation of the issue.Exceeds minimum source requirements.Direct quotes are used discerningly. Very good use of a report format, with clear, logical headings and structure throughout.Reference list is complete and correct. APA 6th referencing is correct with minor errors.	Good use of grammar, spelling and/or punctuation with only minor errors. Literature is scholarly and relevant to the issue.Exceeds minimum source requirements. Direct quotes are used discerningly.Good use of the report format, with clear headings and structure.Reference list is generally complete and correct. Generally correct use of APA 6th referencing but with some errors.	Satisfactory use of grammar. Some spelling and/or punctuation mistakes. References and links to scholarly literature are evident. Meets minimum source requirements. Paraphrasing evident but some overuse of direct quotes.Satisfactory use of a report format, with evidence of headings and structure.Reference list is mostly correct with some errors. Some examples of weak or incredible references.APA 6th style is mostly correct.	Poor use of grammar, spelling and/or punctuation. Inadequate links to scholarly literature and/or links to research. Overuse of direct quotes. Sources not acknowledged. Does not meet minimum source requirements.Fails to utilise a report format. Format and layout are poor. Limited use of headings and/or structure. Sections of the report are missing.Reference list is incorrectly referenced, incomplete, or cites weak or incredible references. Poor use of APA 6th referencing. Does not adhere to word limit requirements.