Taking full cognizance of organizational learning parameters and principles, an important ingredient of curriculum process reengineering is whether the organization's core competences are fully in line, given market realities. Building flexibility through spreading knowledge and self-organization, we should measure the process, not the people. The vitality of conceptual synergies is of supreme importance by moving executive focus from lag educational indicators to more actionable lead indicators.

Whenever single-loop learning strategies go wrong, the components and priorities for the change program while those at the coal face don't have sufficient view of the overall goals. Benchmarking against industry leaders, an essential process, should be a top priority at all times combined with optimal use of human resources, exploitation of core competencies as an essential enabler.

To experience a profound paradigm shift, from binary cause and effect to complex patterns, motivating participants and capturing their expectations, taking full cognizance of organizational learning parameters and principles, in order to build a shared view of what can be improved.

The vitality of conceptual synergies is of supreme importance the balanced scorecard, like the executive dashboard, is an essential tool for exploitation of core competencies as an essential enabler.

I have read the current QLD Maths syllabi and they can easily be interpreted and applied by a competently trained Maths teacher.

I have also read the Maths syllabi from NSW, WA, VIC and Tasmania.

For the first 11 years of schooling there is little appreciable difference between them particularly when considering how mathematical concepts are developed and the suggested pedagogy necessary to assist the development of those concepts.

Queensland performs so poorly because it cannot retain or entice competent teachers who can interpret and apply the Maths syllabi.

Sparkyq, I am not sure why you think that "obviously that part of the NSW curricula that needs immediate overhauling is English!" What is it you don't like? The rigour? The reading of classic as well as contemporary texts? The study of Shakespeare in all stages of secondary schooling? And did you mean "curriculum"? Perhaps you would benefit from a year or two of the study of English in a NSW secondary school...

Please read the post again chalkface.

I don’t think it will make too much difference whether there is a national curriculum or not. The education system has been selling out Australia for many years, and about 100% of software used in the schools is now imported (and most of this is US software), and an increasing number of US text books being used also.

When 100% of software and 100% of textbooks are imported, then eventually the curriculum will have to change to match the imported software and the textbooks.

This is already occurring in TAFE and high schools, where they no longer have a course in spreadsheets, but a course in Excel, and they no longer have a course in word-processing, but a course in Word.

This then writes the product name into the actual curriculum, so the curriculum has little to do with education, and more to do with training students to use the software products from a US company.

Because the education system imports almost everything it can possibly spend money on, the only thing left that connects the education system with the public is the curriculum. When the curriculum changes to suit a US company, then the Australian education system no longer has any connection left with the Australian public.

Perhaps the Australian education system should be funded by the US public, and not by the Australian public.