Suchergebnisse

Since at least the 1990s, policies comprising welfare reform in Australia have focused on securing employment for jobless people. This article demonstrates that these policies are highly paternalistic, and argues that despite the absence of the term 'paternalism' from relevant government discourse, paternalism is indeed a substantial characteristic of the policies. Such policies have been substantially justified through appealing to the objective of advancing the interests of those people subject to the policies while simultaneously involving compulsion. The research is based on evidence from 1996 to 2011. Through the analysis of government documents and interviews with policy makers, the presence of a benevolent justification is identified and analysed, focusing on two subordinate justifications: reducing welfare dependency, and promoting social inclusion. Policies aimed at getting people into work are then examined, where it is found that compulsion is the primary policy instrument. It is shown that the compulsive elements in workfare, when linked to the objective of helping workfare subjects, renders the policies implicitly paternalistic.

The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government's Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children's wellbeing, and magnifying disparities in learning outcomes.