A profile of outdoor education programs and their implementation in Australia (original) (raw)
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The nature and scope of outdoor education in Western Australian secondary schools
2017
Outdoor Education (OE) is an important learning area taught in many Western Australian (WA) schools. However, very little is known about its nature and scope, and how its delivery may differ between school sectors. Given the valuable contribution of OE to the holistic development of children and adolescents, it appears to be an under-resourced and undervalued learning area. The primary aim of this study was to gather data regarding where and how OE was being taught in secondary schools in WA and to compare the findings to similar studies undertaken in Victoria, South Australia (SA), New Zealand and Singapore. This research used survey methodology and proceeded in three phases. In Phase 1, the main survey tool was developed by piloting the tool with nine secondary school OE teachers, with three from each school sector (Government, Catholic and Independent). The final version of the survey comprised 114 questions, with the opportunity for open-ended qualitative responses in some areas...
The Nature And Scope Of Outdoor Education In Victorian Schools
Journal of Outdoor and Environmental Education, 2001
In 1999 a collaborative project between the Victorian Outdoor Education Association (VOEA) and the Department of Outdoor Education and Nature Tourism at La TIobe University Bendigo investigated the nature and scope of Outdoor Education being offered in Victorian secondary schools. The, aim of the study was to attain a clearer understanding of who is teaching Outdoor Education~ where it is being taught, what programmes are being offered, what objectives are emphaSised and what issues or problems are encountered by Outdoor Education teachers or principals in the implementation of Outdoor Education in Victorian schools. Findings paint a picture of Outdoor Education in schools as personal development education, conducted beyond school hours, by staff who are largely lacking in qualifications. Significant findings are: (1) the majority of Outdoor Education teachers do not have specific Outdoor Education training, (2) most principals and Outdoor Education teachers responding to the survey see the development of group cooperation, self esteem and responsibility as the main objectives of Outdoor Education, (3) most Outdoor Education teachers are expected to ~ork during out of school hours but receive minimal or (\0 compensation for this, (4) the nature of programmes offered in Government schools is significantly• different to that offered in Independent schools (non-Catholic). Many practical issues identified related to the difficulties of including Outdoor Education in the traditional school programme structure and particularly to problems with finding appropriate staff for Outdoor Education practical trips.
A Critique of Outdoor Education in Victoria
This brief article examines the underlying assumptions present in mainstream outdoor education in Victoria, Australia. It critiques the educational and social values readily assumed, yet rarely considered, by outdoor educators in Victoria.
Outdoor education has a long and well documented history in Great Britain which is regularly linked to Hahn, Gordonstoun School, and the Outward Bound movement. A kayaking tragedy in 1993 resulted in the introduction of new legislation through Parliament. This has led to major changes in outdoor education in Great Britain and extensive debates, which are only partially documented. This paper outlines some of these changes and offers readers references that direct them to more detailed information. In addition, some of the resulting trends and debates that have emerged in the aftermath of the tragedy are provided. The paper concludes by considering some implications for outdoor education as a profession and argues that outdoor educators in Great Britain ought to consider the value of becoming a profession before striving to become one. Finally, some suggestions are made as to why these reflections on' turbulent times' might be relevant to the field of outdoor education in Australia and other countries.
Outdoor adventure in Australian outdoor education: Is it a case of roast for Christmas dinner?
Journal of Outdoor and Environmental Education, 2004
Outdoor adventure activities, typically originating from other countries, form the basis of most Australian outdoor education programs. Research on adventure-based outdoor education in Australia and elsewhere has tended to focus on determining the benefits of participating in such programs. Less attention has been paid to a critical examination of the educational rationale for the use of adventure activities in outdoor education contexts. This paper draws on contemporary outdoor education literature, particularly socially and culturally critical perspectives, to highlight educational issues and questions about the nature and role of adventure activities in outdoor education. It draws particular attention to issues related to social justice and environmental education objectives and suggests a need for further scrutiny of the congruence between theory and practice.
The Role and Place of Outdoor Education in the Australian National Curriculum
As Australia heads into a new era of implementing a National Curriculum, the place of Outdoor Education in Australian schools is under question. In the initial drafts of the National Curriculum, Outdoor Education has been marginalised. The authors argue that Outdoor Education should maintain a strong role, especially as processes of experiential learning are applied across the curriculum. Moreover, Outdoor Education offers distinctive content and learning experiences that would be lost in the current draft framework. This paper considers the role and place of Outdoor Education in the National Curriculum and frames possible considerations, challenges and risks
Turbulent times: Outdoor education in Great Britain 1993–2003
Outdoor education has a long and well documented history in Great Britain which is regularly linked to Hahn, Gordonstoun School, and the Outward Bound movement. A kayaking tragedy in 1993 resulted in the introduction of new legislation through Parliament. This has led to major changes in outdoor education in Great Britain and extensive debates, which are only partially documented. This paper outlines some of these changes and offers readers references that direct them to more detailed information. In addition, some of the resulting trends and debates that have emerged in the aftermath of the tragedy are provided. The paper concludes by considering some implications for outdoor education as a profession and argues that outdoor educators in Great Britain ought to consider the value of becoming a profession before striving to become one. Finally, some suggestions are made as to why these reflections on' turbulent times' might be relevant to the field of outdoor education in Aus...
What's the story? Outdoor education in New Zealand in the 21st century
Physical Educator-Journal of Physical …, 2008
Outdoor education, in its various guises, has been part of the New Zealand education system for decades and is considered by many to be Integral to school life. This paper addresses outdoor education within physical education in primary and secondary schools. It critiques the priority historically given to personal and social outcomes, suggesting that this has served to keep outdoor pursuits and adventure activities at the forefront of many school programmes, particularly in secondary schools. In turn, it is proposed that this has sidetracked the focus from outdoor environmental education, a problematic outcome given contemporary concerns about the need to foster environmental appreciation, understanding and action. A range of possibilities for a practice of outdoor education that deliberately and creatively fuses simple, 'skill-full' adventures, and student connectedness and commitment to local environments is highlighted.
The 1998 review of the Victorian Certificate of Education (VCE) recommended that VCE Outdoor Education should be amalgamated with VCE Environmental Studies to make outdoor education a more academic subject. The resultant new subject, VCE Outdoor and Environmental Studies, raised questions about relationships and knowledge in outdoor education, the role of cultural and geographical context and the pedagogical process in developing such relationships and knowledge, and the connections between theory and practice. The new subject can also be seen, in part, as embodying many of connections and disconnections the between outdoor experiences and everyday lives, and home and remote settings. This paper will discuss the change processes involved in creating the new subject, and the issues arising from it for the field of outdoor education, the teachers of the subject, and the constitution of a more academic outdoor education curriculum from a broader social, cultural and education theory perspective, particularly Foucaultian.