Summary+of+Article+-+I+am+the+future's+child

=Summary of the Article – “I am the Future’s Child”= We need to prepare young Australians to engage with the rest of the world, particularly the Asian region. Overcoming the obstacles to engagement with Asia will be critical for our future development and identity.
 * The Asia Pacific will be a strong focus in the future.** When our children are in their 20’s, half the world’s population will by Chinese and Indians. China, for example, is a growing market. There are currently ½ billion Chinese under the age of 25 who will be our children’s contemporaries.

Knowledge, skills and understanding of the countries and cultures of the Asian Region will be critical for Australian citizens for the following reasons: · __Working co-operatively with our neighbors:__ Language skills and cultural sensitivity will be the new currency of this world order. · __Economic opportunity (and competition):__ Australia’s future economic strength requires Australians to be more knowledgeable and confident in relationships with the people of Asia. Understanding the different cultures and well developed cultural skills are more important than understanding a language. In the future we will need a “Culturally Intelligent” work force. · __Building social capital, locally and globally:__ Values and beliefs that characterise contemporary Australia are ever changing. To support community harmony, and maximise the benefits of cultural diversity, schools need to teach students to develop a deep cultural awareness of the diverse history, values and beliefs of Asian society. · __Intellectual and creative enrichment:__ Issues of a nation’s neighbors, economy, security, history, cultural heritage and diversity are areas of priority when determining what is important core/essential knowledge, skills and understanding for future Australian citizens. The next generation must have the knowledge and understanding to get on with their neighbors, to solve global problems and to build a shared and prosperous future. It must start in our front yard – Asia. Studies of Asia: A statement for Australian schools (Asia Education Foundation, 2000) outlines five curriculum emphases across all learning areas: · Develop concepts of Asia: explore diversity and linkage · Challenge stereotypes: identify, analyse and counter Stereotypic views · Explore contemporary issues: identify and analyse issues, the reporting of them and action taken · Include would contributions by the people of Asia in the arts, science, technology, philosophy, business, and beliefs · Analyse likely implications of closer Asia - Australia relationships: through contributions of Asian people to Australian society, business, cultural, environmental and tourism links Studies of Asia is not a "one-off": it should be part of long term planning in which students have the opportunity to add to their knowledge of Asia at each year level in a range of curriculum areas. **How "Asian literate" are we?** 50% of Australian schools study Asia in some depth in their curriculum. 25% do so only superficial ways and 25% not at all. Less than 5% of teacher training programs have any content on Asia. Programs, processes and materials to assist schools have been established. However, the demand from schools is difficult to generate. In 2003 the Asia Education Foundation held a National Summit to reassess the rational for the inclusion of Studies of Asia in our school curriculum. Two key messages emerged for the discussion · There is now a strengthening rational for studies of Asia in Australian schools · There is place for studies of Asia in the debate about what Australian children need to know and be able to do in an interconnected world Asia Education Foundation focus and major challenges have changed over the years from put studies of Asia on the curriculum map to focusing on the 50% of school that don't study Asia in depth. __Challenge for Jurisdictions:__ Embed studies of Asia in the context of new curriculum priorities, policies and frameworks and ensure adequate funding support for teacher development __Challenge for schools:__ Develop a whole school plan for study of Asia and include it across the whole curriculum at all levels and ensure that Asia related resources are available and used __Challenge for Asia Education Foundation__: Increase the "demand" from schools and teachers while providing teacher development and high quality resources __Challenge for the **teachers** and the Australian Community:__ **To provide an education that will adequately prepare our children for their futures.**
 * What are “studies of Asia”?**
 * Education must link and identify studies of Asia within learning areas.** Curriculum frameworks already offer much opportunity and scope for teachers to incorporate studies of Asia into all learning areas, at all levels. For example poetry – study Japanese Haiku, but also Malaysian pantun and Indian epics as well as Dickinson and T.S Eliot. Contemporary arts – study contemporary masters such as Montien Booma (Thailand) or Nam Jun Paik (South Korea) as well as Europian masters.