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A major challenge identified for archaeology teaching and learning in Australia are the perceived shortcomings in archaeological qualifications, variously seen as inconsistent and/or unsuited to the goals of either students or employers. We argue that academics, not employers, are responsible for developing explicit understandings and standards for the learning outcomes of archaeology degrees but before 2003 there was little opportunity for Australian academics to discuss university education in archaeology. Beginning with a joint forum of academics and professionals in Redfern in 2003, there have been a number of successful educational initiatives in the discipline seeking to address the perceived shortcomings in archaeology programs. These have included the development of a register of work experience partners, the formation of a national committee (ANCATL) to focus on archaeology teaching and learning issues and the current benchmarking project. We review the history of these initiatives, which aimed to incorporate the whole disciplinary community, both academic and professional, before discussing the benchmarking project in some detail. Overall, forming and maintaining a shared network of understanding in the disciplinary community is seen as critical for enhancing teaching and learning outcomes for students, employers and university staff. |
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