The term 'learning management' was created to capture the increased importance of individual learning in the knowledge society. The over-arching purpose of the degree is to graduate 'Learning Managers' who have a significantly different perspective and skill/knowledge base than in the past. Bachelor of Learning Management graduates will have a 'quality guaranteed' capacity to manage the learning of students and will be able to work collaboratively with other teaching professionals, a range of other supporting professionals and the community. The Bachelor of Learning Management is a distinctive approach to pre-service teacher preparation that has widespread education industry support. A feature of the degree is that it has been devised and designed in collaboration with teachers. The degree is aimed at producing graduates whose knowledge of, and performance in, pedagogy (teaching and learning) is exemplary. This evaluation of the BLM comes at a time when there is considerable debate about teacher education in Australia. Three parliamentary inquiries have been set up in the past year; one in Victoria, one in NSW and another at the Commonwealth level. The 2004 OECD report, Teachers Matter, identified a number of common concerns about teacher quality, such as supply, teacher education, the status of teaching, and the retention of quality teachers in schools, especially in disadvantaged schools. In making its recommendations, the OECD report drew several implications for government policy, including the quality and accreditation of teacher education programs and the need to increase their flexibility and responsiveness.
Ingvarson, L., Beavis, A., Danielson, C., Ellis, L., & Elliott, A. (2005). An Evaluation of the Bachelor of Learning Management at Central Queensland University. https://research.acer.edu.au/teacher_education/5