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Journal articles on the topic 'Australian Education Council History'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

Connell, W. F. "A history of the Australian Education Council, 1936–1986." International Journal of Educational Research 12, no. 4 (January 1988): 443–46. http://dx.doi.org/10.1016/0883-0355(88)90036-5.

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2

Birch, Ian. "Book Review: A History of the Australian Education Council 1936–1986." Australian Journal of Education 32, no. 3 (November 1988): 409–10. http://dx.doi.org/10.1177/000494418803200313.

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3

Kercher, Bruce. "Many Laws, Many Legalities." Law and History Review 21, no. 3 (2003): 621–22. http://dx.doi.org/10.2307/3595123.

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Peter Karsten asks why there might be a greater comparative propensity among CANZ historians than among those of the United States. Part of the reason may lie in the legal education many of us in Australia received, and in the formal legal status of many commonwealth countries until recently. As recently as the early 1970s, Australian law students were taught that English law was as significant as that made in the Australian courts. Appeals from the Australian Supreme Courts to the Privy Council were finally abolished only in 1986. From that time onward, there was a drive within the law schools to find differences from England, to look toward comparisons with other places than England.

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4

Forsyth, Hannah. "Post-war political economics and the growth of Australian university research, c.1945-1965." History of Education Review 46, no. 1 (June 5, 2017): 15–32. http://dx.doi.org/10.1108/her-10-2015-0023.

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Purpose The purpose of this paper is to consider the national and international political-economic environment in which Australian university research grew. It considers the implications of the growing significance of knowledge to the government and capital, looking past institutional developments to also historicise the systems that fed and were fed by the universities. Design/methodology/approach The paper is based on the extensive archival research in the National Archives of Australia and the Australian War Memorial on the formation and funding of a wide range of research programmes in the immediate post-war period after the Second World War. These include the Australian Atomic Energy Commission, the NHMRC, the Commonwealth Scientific and Industrial Research Organisation, the Australian Pacific Territories Research Council, the Commonwealth Office of Education, the Universities Commission and the Murray review. This research was conducted under the Margaret George Award for emerging scholars for a project entitled “Knowledge, Nation and Democracy in Post-War Australia”. Findings After the Second World War, the Australian Government invested heavily in research: funding that continued to expand in subsequent decades. In the USA, similar government expenditure affected the trajectory of capitalist democracy for the remainder of the twentieth century, leading to a “military-industrial complex”. The outcome in Australia looked quite different, though still connected to the structure and character of Australian political economics. Originality/value The discussion of the spectacular growth of universities after the Second World War ordinarily rests on the growth in enrolments. This paper draws on a very large literature review as well as primary research to offer new insights into the connections between research and post-war political and economic development, which also explain university growth.

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Anae, Nicole. "“Brave Young Singers”: children's poetry-writing and 1930s Australian distance education." History of Education Review 43, no. 2 (September 30, 2014): 209–30. http://dx.doi.org/10.1108/her-01-2013-0002.

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Purpose – There has been virtually no explication of poetry-writing pedagogy in historical accounts of Australian distance education during the 1930s. The purpose of this paper is to satisfy this gap in scholarship. Design/methodology/approach – The paper concerns a particular episode in the cultural history of education; an episode upon which print media of the 1930s sheds a distinctive light. The paper therefore draws extensively on 1930s press reports to: contextualise the key educational debates and prime-movers inspiring verse-writing pedagogy in Australian education, particularly distance education, in order to; concentrate specific attention on the creation and popular reception of Brave Young Singers (1938), the first and only anthology of children's poetry written entirely by students of the correspondence classes of Western Australia. Findings – Published under the auspices of the Australian Council for Educational Research (ACER) with funds originating from the Carnegie Corporation, two men in particular proved crucial to the development and culmination of Brave Young Singers. As the end result of a longitudinal study conducted by James Albert Miles with the particular support of Frank Tate, the publication attracted acclaim as a research document promoting ACER's success in educational research investigating the “experiment” of poetry-writing instruction through correspondence schooling. Originality/value – The paper pays due critical attention to a previously overlooked anthology of Australian children's poetry while simultaneously presenting an original account of the emergence and implementation of verse-writing instruction within the Australian correspondence class curriculum of the 1930s.

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6

Green, Bill. "Carnegie in Australia: philanthropic power and public education in the early twentieth century." History of Education Review 48, no. 1 (June 3, 2019): 61–74. http://dx.doi.org/10.1108/her-04-2019-0012.

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Purpose The purpose of this paper is to outline a reconceptualised view of public education, with specific reference to early twentieth-century Australia, and to revisit the significance of the Carnegie Corporation of New York in this period. Further, in this regard, the paper proposes a neo-Foucaultian notion of philanthropic power, as an explanatory and analytical principle, with possible implications for thinking anew about the role and influence of American philanthropic organisations in the twentieth century. Design/methodology/approach The paper draws on mainly secondary sources but also works with primary sources gathered from relevant archives, including that of the Australian Council for Educational Research (ACER). Findings The paper concludes that the larger possibilities associated with the particular view of public education outlined here, referring to both public school and public libraries, were constrained by the emergence and consolidation of an increasingly professionalised view of education and schooling. Research limitations/implications The influence of the Carnegie Corporation of New York on early twentieth-century Australian education has been increasingly acknowledged and documented in recent historical research. More recently, Carnegie has been drawn into an interdisciplinary perspective on philanthropy and public culture in Australia. This paper seeks to add to such work by looking at schools and libraries as interconnected yet loosely coupled aspects of what can be understood as, in effect, a re-conceived public education, to a significant degree sponsored by the Corporation. Originality/value The paper draws upon but seeks to extend and to some extent re-orient existing historical research on the relationship between Australian education and the Carnegie Corporation of New York. Its originality lies in its exploration of a somewhat different view of public education and the linkage it suggests in this regard with a predominantly print-centric public culture in Australia, in the first half of the twentieth century.

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Stearns, Peter, Juanita Feros Ruys, Robert S. White, Grace Moore, Merridee L. Bailey, Una McIlvenna, and Kirk Essary. "History of Emotions: Where Are We?" Emotions: History, Culture, Society 5, no. 2 (December 23, 2021): 331–54. http://dx.doi.org/10.1163/2208522x-02010133.

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As we celebrate the tenth anniversary of the establishment of the CHE, the Australian Research Council Centre of Excellence for the History of Emotion (initially focusing on Europe 1100–1800 and with the late Professor Philippa Maddern as its founding Director) and the fifth anniversary of the launch of the journal Emotions: History, Culture, Society (founding Editors: Katie Barclay, Andrew Lynch, Giovanni Tarantino), it is only pertinent that we look back and assess our efforts by hearing from some prominent emotions scholars who contributed in different ways and capacities to this pathbreaking intellectual journey.

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8

Lai, Chi-Wan. "Experiences of Accreditation of Medical Education in Taiwan." Journal of Educational Evaluation for Health Professions 6 (December 20, 2009): 2. http://dx.doi.org/10.3352/jeehp.2009.6.2.

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This review aims to introduce the Taiwanese Medical Accreditation System: its history, role and future goals. In 1999, the Ministry of Education, Taiwanese Government commissioned the non-profit National Health Research Institutes (NHRI) to develop a new medical accreditation system. According to that policy, the Taiwan Medical Accreditation Council (TMAC) was established in the same year. The council serves a similar function to that of the Liaison Committee on Medical Education (LCME) of the United States and the Australian Medical Council (AMC). The accreditation process consists of a self-assessment plus a four-day site visit by a team of eight medical educators that are headed by one of the council members of the TMAC. The first cycle of initial visits was completed from 2001 to 2004. Subsequent follow-up visits were arranged according to the results of the survey with smaller-sized teams and shorter periods. There is evidence to suggest that the majority (seven of eleven) of the medical schools in Taiwan have made good progress. TMAC?占퐏 next step will be to monitor the progress and raise the standard of medical education in individual schools with a homogenous, superior standard of medical education.

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Peters, Michael A. "Editorial: ERA Journal Ranking Exercise An Open Letter to the Australian Research Council." Educational Philosophy and Theory 40, no. 7 (January 2008): 809–10. http://dx.doi.org/10.1111/j.1469-5812.2008.00515.x.

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10

Robertson, Carmen. "Utilising PEARL to Teach Indigenous Art History: A Canadian Example." Australian Journal of Indigenous Education 41, no. 1 (August 2012): 60–66. http://dx.doi.org/10.1017/jie.2012.9.

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This article explores the concepts advanced from the Australian Learning and Teaching Council (ALTC)-funded project, ‘Exploring Problem-Based Learning pedagogy as transformative education in Indigenous Australian Studies’. As an Indigenous art historian teaching at a mainstream university in Canada, I am constantly reflecting on how to better engage students in transformative learning. PEARL offers significant interdisciplinary theory and methodology for implementing content related to both Canadian colonial history and Indigenous cultural knowledge implicit in teaching contemporary Aboriginal art histories. This case study, based on a third-year Indigenous art history course taught at University of Regina, Saskatchewan in Canada will articulate applications for PEARL in an Aboriginal art history classroom. This content-based course lends itself to an interdisciplinary pedagogical approach because it remains outside the traditional disciplinary boundaries accepted in most Eurocentric-based histories of art. Implementing PEARL both theoretically and methodologically in tandem with examples of contemporary Indigenous art allows for innovative ways to balance course content with the sensitive material required for students to better understand and read art created by Indigenous artists in Canada in the past 40 years.

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Rud, Jeremy A. "After asylum." Narrative Inquiry 28, no. 1 (September 27, 2018): 30–55. http://dx.doi.org/10.1075/ni.17059.rud.

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Abstract In this study I examine a corpus of former refugee narratives published by the nonprofit Refugee Council of Australia (RCOA) on their website in 2011. In order to investigate the relationship between the constituent parts and the narrative as a whole, I use critical discourse analysis to examine the strategic use of person, quantified temporal phrases, broader thematic elements, and the constitution of “former refugee narrative” as a genre. I conclude that the RCOA dominates temporality and maintains authority over the narratives through specifically applied quantification yet captures the necessary subjective and emotional material of the refugee experience to achieve the authenticity the co-narratives need to be well-received by the public. Thus, by manipulating hermeneutic composability, the RCOA evidences an objective, authoritative portrayal yet captures a subjective experience worth telling, and by manipulating intertextual gaps they appeal to the Australian nationalism implicit in the contemporary political climate.

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Pursell, Carroll, and Toru Iiyoshi. "Policy Dialogue: Online Education as Space and Place." History of Education Quarterly 61, no. 4 (November 2021): 534–45. http://dx.doi.org/10.1017/heq.2021.47.

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AbstractThe rise of online learning over the past few decades has raised fundamental questions about the kinds of “spaces” and “places” this mode of education creates. Do they support meaningful exchanges? Can they advance educational equity, access, and community-building? Are they comparable to in-person classroom experiences? The recent COVID pandemic and the global turn toward virtual learning in response have brought such questions into sharp relief. These were the questions and contextual factors that brought distinguished historian Carroll Pursell and international educational technology authority Toru Iiyoshi together for this policy dialogue. Their conversation takes readers on a wide-ranging discussion about the interplay between education, technology, and society writ large. And they offer insights into the past, present, and likely future of education in an era of accelerating technological change.Carroll Pursell is the Adeline Barry Davee Distinguished Professor of History (Emeritus) at Case Western Reserve University and Distinguished Honorary Professor of History at the Australian National University. He held faculty positions at the University of California at Santa Barbara and served as the Andrew W. Mellon Distinguished Professor of the Humanities at Lehigh University. Pursell is a fellow of the American Association for the Advancement of Science (AAAS), and former president of both the International Committee for the History of Technology (ICOHTEC) and the Society for the History of Technology (SHOT), which also awarded him its Leonardo da Vinci Medal for outstanding contributions to the history of technology.Toru Iiyoshi is professor and director at the Center for the Promotion of Excellence in Higher Education at Kyoto University. Previously, he was a senior scholar and director of the Knowledge Media Laboratory at the Carnegie Foundation for the Advancement of Teaching. He also served as senior strategist in the Office of Educational Innovation and Technology at Massachusetts Institute of Technology. Iiyoshi is a member of the World Economic Forum's Global Agenda Council on Technology and Education and past recipient of the Outstanding Practice Award in Instructional Development and the Robert M. Gagne Award for Research in Instructional Design from the Association for Educational Communications and Technology.HEQ Policy Dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer a list of references to readers who wish to follow up on sources relevant to the discussion.

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Freeman, Ashley Thomas. "Bushrangers, itinerant teachers and constructing educational policy in 1860s New South Wales." History of Education Review 48, no. 1 (June 3, 2019): 15–30. http://dx.doi.org/10.1108/her-12-2017-0027.

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Purpose The purpose of this paper is to examine how rural outlaws, known in the Australian context as bushrangers, impacted on the introduction of itinerant teaching in sparsely settled areas under the Council of Education in the colony of New South Wales. In July 1867 the evolving process for establishing half-time schools was suddenly disrupted when itinerant teaching diverged down an unexpected and uncharted path. As a result the first two itinerant teachers were appointed and taught in an irregular manner that differed significantly from regulation and convention. The catalyst was a series of events arising from bushranging that was prevalent in the Braidwood area in the mid-1860s. Design/methodology/approach The paper draws on archival sources, particularly sources within State Archives and Records NSW, further contemporary sources such as reports and newspapers; and on secondary sources. Findings The paper reveals the circumstances which led to the implementation of an unanticipated form of itinerant teaching in the “Jingeras”; the impact of rural banditry or bushranging, on the nature and conduct of these early half-time schools; and the processes of policy formation involved. Originality/value This study is the first to explore the causes behind the marked deviation from the intended form and conduct of half-time schools that occurred in the Braidwood area of 1860s New South Wales. It provides a detailed account of how schooling was employed to counter rural banditry, or bushranging, in the Jingeras and provided significant insight into the education policy formation processes of the time.

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Yates, Lyn. "Schools, universities and history in the world of twenty-first century skills." History of Education Review 46, no. 1 (June 5, 2017): 2–14. http://dx.doi.org/10.1108/her-02-2015-0010.

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Purpose This paper was originally presented as a keynote presentation to the annual conference of the ANZHES whose theme was “knowledge skills and expertise”. The purpose of this paper is to reflect on history as a field of study in the context of changing conditions and new debates about knowledge in the twenty-first century. Design/methodology/approach The paper reviews three important lines of sociological argument about changed conditions for knowledge: the case to “bring knowledge back in” to school curriculum; the contention that knowledge in universities is moving from “mode 1” to “mode 2” forms; and arguments about testing and audit culture effects on the practices of universities and schools. It then draws on interviews with historians and history teachers to show how they think about the form of their field, its value, and the impact of the changing conditions signalled in those arguments. Findings The paper argues that some features of the discipline which have been important to history continue to be apparent but are under challenge in the conditions of education institutions today and that there is a disjunction between teachers’ views of the value of history and those evident in the public political arena. Research limitations/implications The paper draws on a major Australia Research Council funded study of “knowledge building across schooling and higher education” which focusses on issues of disciplinarity and the fields of physics and history. Originality/value The paper is intended as a new reflection on the field of value to those working as historians.

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Young, Marisa. "From T.T. Reed’s Colonial Gentlemen to Trove: Rediscovering Anglican Clergymen in Australia’s Colonial Newspapers." ANZTLA EJournal, no. 11 (April 19, 2015): 74–88. http://dx.doi.org/10.31046/anztla.vi11.268.

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T. T. Reed’s pioneering book on the lives of Anglican clergymen in South Australia is still an important guide to the contribution made by these men to the expansion of educational opportunities for children. However, the development of Trove by the National Library of Australia has provided new ways of tracing the educational activities of Anglican clergymen in Australia. Researchers have frequently acknowledged the importance of the roles played by Protestant ministers of religion in the expansion of primary and secondary education during the nineteenth century. Much of the focus of this research work in religious history and educational history has been linked to the contribution of Protestant clergymen in educational administrations, either through leadership roles as headmasters or through participation in activities established by school boards or councils. Numerous Protestant ministers of religion developed high profile roles during the early growth of non-government as well as government-supported primary and secondary schools in colonial South Australia. This article will emphasise the ways that information searches using Trove can highlight forgotten aspects of educational activities undertaken by clergymen. It will focus on the activities of three ministers from the Church of England who combined their parish duties in the Diocese of Adelaide with attempts to run schools funded by private fees. Their willingness to undertake teaching work in this way thrust them into the secular world of an emerging Australian education market, where promotional activity through continuous newspaper advertising was part of the evolution of early models of educational entrepreneurship. These clergymen faced considerable competition from private venture schools as well as government-supported schools in the colonial capital. This article will also highlight gender issues associated with their promotional activities, as each minister used different definitions of gender in order to build supportive social networks for their schools and attract attention to their teaching activities.

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Clunie, Simone, and Darlene Ann Parrish. "How assessment websites of academic libraries convey information and show value." Performance Measurement and Metrics 19, no. 3 (November 12, 2018): 203–12. http://dx.doi.org/10.1108/pmm-12-2017-0061.

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Purpose As libraries are required to become more accountable and demonstrate that they are meeting performance metrics, an assessment website can be a means for providing data for evidence-based decision making and an important indicator of how a library interacts with its constituents. The purpose of this paper is to share the results of a review of websites of academic libraries from four countries, including the UK, Canada, Australia and the USA. Design/methodology/approach The academic library websites included in the sample were selected from the Canadian Association of Research Libraries, Research Libraries of the United Kingdom, Council of Australian University Libraries, Historically Black College & Universities Library Alliance, Association of Research Libraries and American Indian Higher Education Consortium. The websites were evaluated according to the absence or presence of nine predetermined characteristics related to assessment. Findings It was discovered that “one size does not fit all” and found several innovative ways institutions are listening to their constituents and making improvements to help users succeed in their academic studies, research and creative endeavors. Research limitations/implications Only a sample of academic libraries from each of the four countries were analyzed. Additionally, some of the academic libraries were using password protected intranets unavailable for public access. The influences of institutional history and country-specific practices also became compelling factors during the analysis. Originality/value This paper seeks to broaden the factors for what is thought of as academic library assessment with the addition of qualitative and contextual considerations.

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Zion, Deborah, and Richard Matthews. "Can research ethics codes be a conduit for justice? An examination of Aboriginal and Torres Strait Islander guidelines in Australia." Research Ethics 18, no. 1 (October 25, 2021): 51–63. http://dx.doi.org/10.1177/17470161211053199.

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Aboriginal and Torres Strait Islander peoples in Australia, have historically experienced research as another means of colonialization and oppression. Although there are existing frameworks, guidelines and policies in place that respond to this history, the risk of exploitation and oppression arising from research still raises challenging ethical questions. Since the 1990s the National Health and Medical Research Council in Australia has developed specific sets of guidelines that govern research with these populations in an attempt to redress injustices of the past. The current guidelines: Ethical Conduct in Research with Aboriginal and Torres Strait Islander Peoples and Communities: Guidelines for Researchers and Stakeholders, 2018, emphasis six core values which are bound together by “spirit and integrity.” The values are reflected through respect for cultural inheritance, and genuine negotiation of partnerships between researchers, other stakeholders, and communities. We examine whether these guidelines can lead to research and research practices that redress some of the ongoing traumas of colonialization and racism. We draw upon Margaret Urban Walker’s formulation of restorative justice, based upon her “pragmatics of repair” which relies upon “voice, validation and vindication” and at its core, the restoration of relationships.

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Scarino, Angela. "A rationale for acknowledging the diversity of learner achievements in learning particular languages in school education in Australia." Describing School Achievement in Asian Languages for Diverse Learner Groups 35, no. 3 (January 1, 2012): 231–50. http://dx.doi.org/10.1075/aral.35.3.01sca.

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In school languages education in Australia at present there is an increasing diversity of languages and learners learning particular languages that results from a greater global movement of students. This diversity builds on a long-established profile of diversity that reflects the migration history of Australia. It stands in sharp contrast to the force of standardisation in education in general and in the history of the development of state and national frameworks for the learning of languages K-12 in Australia and indeed beyond. These frameworks have characteristically generalised across diverse languages, diverse learner groups and diverse program conditions, in particular, the amount of time made available for language learning. In addition, in the absence of empirical studies of learner achievements in learning particular languages over time, the development of such frameworks has drawn primarily on internationally available language proficiency descriptions [such as the American Council for the Teaching of Foreign Languages (ACTFL), the International Second Language Proficiency Rating Scale (ISLPR), and more recently the Common European Framework of Reference (CEFR)] that were developed primarily to serve reporting and credentialing rather than learning purposes. Drawing on a description of the current context of linguistic and cultural diversity and on a brief characterisation of the history of curriculum and assessment framework development for the languages area, I provide a rationale for acknowledging in the development and use of frameworks (i.e. descriptions of achievements) the diversity of languages that comprise the languages learning area in Australia and, in particular, the diverse learner groups who come to their learning with diverse experiences of learning and using particular languages. The Student Achievement in Asian Languages Education (SAALE) study provides an example of the development of descriptions of achievement that are sensitive to these dimensions of context. I discuss the rationale for such context-sensitive descriptions in relation to their potential purposes and uses at the language policy and planning and educational systems level, at the teaching and learning level, and in ongoing research.

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Raicevic Bajic, Dragana, Gordana Nikolic, Mihailo Gordic, Kimberley Mouvet, and Mieke Van Herreweghe. "Serbian Sign Language: officially recognised, yet not used in deaf education." DiGeSt - Journal of Diversity and Gender Studies 8, no. 1 (May 17, 2021): 75–90. http://dx.doi.org/10.21825/digest.v8i1.15646.

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The No Child Left Behind Act in the US (2001), the programme “Write it Right” in Australia (1994) and the Council of Europe’s project Languages of Schooling (2006) point towards a growing awareness of unequal access to education. All over the world legislative initiatives have been taken to ensure that all students have access, both in terms of social cost and linguistic barriers (Reffell & McKee, 2009). However, in some countries, the deaf community with its often invisible cultural linguistic identity appears not to benefit from the change in ideology towards equal education. In this paper we are looking at one such deaf community, i.e. the Serbian deaf community, and at past and present language ideologies, attitudes and practices with respect to their language, i.e. Serbian Sign Language or SZJ. We start by situating these ideological positions of language users and educators within a broader historical context by giving the first account of SZJ, its place in education and its history within the Western Balkan sociopolitical and linguistic context. We then focus on a thematic analysis of data from interviews with deaf signers and teachers about how they experienced and perceived language in education. This revealed that deaf signers see SZJ as the most important building block in their learning process whilst the teachers emphasise hearing as the major factor in learning. The findings clearly point at a discrepancy in sign language ideologies between deaf SZJ users and their teachers resulting in conflicting attitudes and practices in Serbia today. Keywords: Serbian Sign Language, deaf education, language policy, practice, language attitudes

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Stardust, Zahra, Johann Kolstee, Stefan Joksic, James Gray, and Siobhan Hannan. "A community-led, harm-reduction approach to chemsex: case study from Australia’s largest gay city." Sexual Health 15, no. 2 (2018): 179. http://dx.doi.org/10.1071/sh17145.

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Rates of drug use remain substantially higher among gay and bisexual men (GBM) and people living with HIV (PLHIV) in Sydney, New South Wales, Australia. The use of drugs to enhance sexual pleasure within cultures of Party and Play creates opportunities to discuss sexual health, mental health, consent and wellbeing. Community organisations with a history of HIV prevention, care, treatment are well-placed to respond. ACON’s (formerly the AIDS Council of New South Wales) multi-dimensional response to ‘chemsex’ includes: direct client services support for individuals seeking to manage or reduce their use; health promotion activities that support peer education; partnerships with research institutions to better understand cultures of chemsex; and policy submissions that call for drug use to be approached as a health, rather than a criminal, issue. The approach speaks the language of Party and Play subcultures; employs culturally relevant terminology and imagery; uses content designed, created and delivered by peers; and operates within a pleasure-positive, harm-reduction and community-led framework. These interventions have led to increased service uptake, strong community engagement, robust research partnerships and the recognition of GBM as a priority population in relevant strategies.

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Harcourt, John K. "AUSTRALIAN COUNCIL FOR CONTINUING EDUCATION IN DENTISTRY (ACCED)." Australian Dental Journal 31, no. 4 (August 1986): 297–98. http://dx.doi.org/10.1111/j.1834-7819.1986.tb04585.x.

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Gagnon, P. "National Council On History Education." OAH Magazine of History 6, no. 1 (June 1, 1991): 42–43. http://dx.doi.org/10.1093/maghis/6.1.42.

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Speck, Cathy, and David Prideaux. "Fundamentalist Education and Creation Science." Australian Journal of Education 37, no. 3 (November 1993): 279–95. http://dx.doi.org/10.1177/000494419303700305.

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It is argued that creation science education, because of its conservatism, has become accepted as a quiet presence in Australian education. The authors demonstrate, via an examination of the social studies and science components of a creation science education program, how these programs are at odds with widely accepted views on education in Australia and do not comply with requirements for registration of non-government schools, as set out by the Australian Education Council. Moreover the wider issue of creation science has been pushed aside as ‘too hard’ by Australian educators. It is argued that there is evidence to question seriously this narrow fundamentalist education operating in some Australian schools.

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Howells, John M., and Clifford B. Donn. "The Australian Council of Trade Unions: History and Economic Policy." Industrial and Labor Relations Review 38, no. 3 (April 1985): 458. http://dx.doi.org/10.2307/2523777.

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Lingard, Bob, Paige Porter, Leo Bartlett, and John Knight. "Federal/State Mediations in the Australian National Education Agenda: From the AEC to MCEETYA 1987–1993." Australian Journal of Education 39, no. 1 (April 1995): 41–66. http://dx.doi.org/10.1177/000494419503900104.

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Drawing on research interviews and relevant document analysis, this paper analyses the changing forms of the national education agenda as it was developed and modifed in the Australian Education Council from 1987 to 1993. Particular attention is given to four significant developments in this period: national curriculum statements and profiles in schooling, and Mayer competencies; the training reform agenda; higher education; and the National Strategy for Equity in Schools. The study is located against general developments in Australian federalism and the changing political complexion of State governments across the period which led to the creation of the Ministerial Council on Education, Employment, Training and Youth Affairs.

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Tsokhas, Kosmas. "The Australian Mining Industry Council, 1967–75." Business History 40, no. 3 (July 1998): 104–28. http://dx.doi.org/10.1080/00076799800000222.

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Barker, David. "Australian Legal Education – A Short History." Acta Universitatis Lodziensis. Folia Iuridica 99 (June 30, 2022): 9–17. http://dx.doi.org/10.18778/0208-6069.99.02.

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This article examines the history and development of legal education in Australia by tracing the establishment of university law schools and other forms of legal education in the states and territories from the time of European settlement in 1788 until the present day. It considers the critical role played by legal education in shaping the culture of law and thus determining how well the legal system operates in practice. It argues that Australian legal education can satisfactorily meet the twin objectives of training individuals as legal practitioners, whilst providing a liberal education that facilitates the acquisition of knowledge and transferable legal skills.

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Lee, Louisa Y. S. "22nd Council for Australian University Tourism and Hospitality Education (CAUTHE) Conference." Anatolia 23, no. 2 (August 2012): 291–93. http://dx.doi.org/10.1080/13032917.2012.673109.

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Berry, Paul. "Education and Technologyby Task Force on Education and Technology(Australian Education Council, Melbourne, 1985), pp. 79." Prometheus 6, no. 2 (December 1988): 434–35. http://dx.doi.org/10.1080/08109028808629335.

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Howells, John M. "Book Review: Labor History: The Australian Council of Trade Unions: History and Economic Policy." ILR Review 38, no. 3 (April 1985): 458–59. http://dx.doi.org/10.1177/001979398503800317.

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31

MASON, ROBB. "Council for Australian University Tourism and Hospitality Education (CAUTHE): 18th Annual Conference." Anatolia 19, no. 1 (July 2008): 182–84. http://dx.doi.org/10.1080/13032917.2008.9687066.

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32

FLEW, ANTONY. "The Philosophy of Schools Council History." Journal of Philosophy of Education 23, no. 1 (July 1989): 113–21. http://dx.doi.org/10.1111/j.1467-9752.1989.tb00630.x.

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33

Sheridan, Tom. "Book Reviews : The Australian Council of Trade Unions: History and Economic Policy." Journal of Industrial Relations 27, no. 2 (June 1985): 241–42. http://dx.doi.org/10.1177/002218568502700207.

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34

Bobis, Janette. "International Update: a National Australian Statement on Mathematics." Arithmetic Teacher 40, no. 8 (April 1993): 486–87. http://dx.doi.org/10.5951/at.40.8.0486.

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A National Statement on Mathematics for Australian Schools (Australian Education Council and the Curriculum Corporation 1991) wa released in July 1991. This document is the result of a collaborative project whose recommendations are to be implemented by the State and Territory Government education systems in Australia. It does not prescribe a panicularcurriculum but supplies a framework around which system and schools in the proces of planning can structure their mathematic curriculum.

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Taylor, Tony, and Sue Collins. "The politics are personal: The Australian vs the Australian curriculum in history." Curriculum Journal 23, no. 4 (December 2012): 531–52. http://dx.doi.org/10.1080/09585176.2012.731015.

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36

Ma Rhea, Zane, and Lynette Russell. "The Invisible Hand of Pedagogy in Australian Indigenous Studies and Indigenous Education." Australian Journal of Indigenous Education 41, no. 1 (August 2012): 18–25. http://dx.doi.org/10.1017/jie.2012.4.

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The Australian Learning and Teaching Council (ALTC)-funded project ‘Exploring Problem-Based Learning Pedagogy as Transformative Education in Indigenous Australian Studies’ raised a number of issues that resonated with concerns we have had as professionals engaged in teaching and researching Australian Indigenous studies and Indigenous education. In this discursive paper we air some of the concerns we share which emerge from our collective research and teaching interests. We argue that Australian Indigenous studies and Indigenous education are too frequently collapsed or used interchangeably, and while there is tension between these areas rather than see as a problem we chose to interrogate this and argue for the potential for fruitful intellectual collaboration. This article problematises pedagogy and finds that sustained effort needs to be made to understand how pedagogical approaches to Australian Indigenous studies and Indigenous education are guiding and shaping each cognate area.

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Petersen, Bob, and Andrew Spaull. "World War II and Australian Education." History of Education Quarterly 25, no. 4 (1985): 519. http://dx.doi.org/10.2307/368840.

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38

Lunney, Mark. "David Barker, A History of Australian Legal Education." American Journal of Legal History 58, no. 3 (August 10, 2018): 414–15. http://dx.doi.org/10.1093/ajlh/njy014.

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39

Bishop, A. G. "Aboriginal Students and Mathematics: Aims of the Study of Mathematics." Aboriginal Child at School 22, no. 2 (August 1994): 49–54. http://dx.doi.org/10.1017/s0310582200006167.

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In 1954 the Australian Council for Educational Research convened a conference of curriculum officers from the various State Education Departments to consider, among other things, a desirable course of study in mathematics for Australian primary schools. The report of the conference lists the following as the expected outcomes of a desirable mathematics course:

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40

Oakman, Daniel. "NGOs and Political Change: A History of the Australian Council for International Development." Australian Journal of Politics & History 63, no. 1 (March 2017): 150–51. http://dx.doi.org/10.1111/ajph.12337.

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41

Irvine, Kate. "Cooperation and Influence: History and Priorities of the Council of Australian State Libraries." Australian Academic & Research Libraries 34, no. 4 (January 2003): 234–42. http://dx.doi.org/10.1080/00048623.2003.10755243.

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42

Gough, Annette. "Ghosts in Australian Environmental Education." Australian Journal of Environmental Education 30, no. 1 (July 2014): 1–4. http://dx.doi.org/10.1017/aee.2014.14.

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The Australian Journal of Environmental Education (AJEE), first published in 1984, is a rich source for investigating the history of environmental education in Australia, as it has sampled research and writings in the field since the Australian Association for Environmental Education (AAEE) was established in 1980.

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43

Hughes, John P. "Theory into practice in Australian progressive education." History of Education Review 44, no. 1 (June 1, 2015): 115–27. http://dx.doi.org/10.1108/her-03-2014-0027.

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Purpose – The purpose of this paper is to scrutinize the avowedly progressive curriculum delivered in the 1930s at the Enmore Activity School. Through this examination it delineates a gap in Australia between the theoretical formulations of progressive education and school practice. The study of this curriculum is used to locate historical trends and influences that aided or hindered the application of progressive education in Australia during the 1930s. Design/methodology/approach – Through a review of the archival and historical literature on the curriculum at the Enmore Activity School the paper defines the ways progressive education was understood in Australia at that time. Findings – The analysis reveals that Enmore delivered a type of progressive education Tyack dubs “administrative progressivism” in a programme that remained essentially orthodox. Yet although an authentically progressive curriculum proved elusive at Enmore the school did, by example, influence several later curriculums. Originality/value – This close up study provides insights into how central tenets of progressive education were understood, accepted, or rejected at the local level in Australia in the 1930s. It offers fresh perspectives on contemporary educational debates about progressive education.

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McCulloch, Gary, Marjorie R. Theobald, and R. J. W. Selleck. "Family, School, and State in Australian History." History of Education Quarterly 31, no. 4 (1991): 528. http://dx.doi.org/10.2307/368174.

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Caiger, John. "‘Asia in Australian higher education’." Asian Studies Association of Australia. Review 13, no. 1 (July 1989): 48–50. http://dx.doi.org/10.1080/03147538908712594.

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Clark, Peter. "Having Our Say: The Youth Environment Council." Australian Journal of Environmental Education 14 (1998): 113–14. http://dx.doi.org/10.1017/s0814062600004006.

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On May 12-13 1997, at the instigation of the Chief Executive officer of what was the South Australian Department for Education and Children's services a student forum held in Adelaide dealt with many issues surrounding the idea of ecologically sustainable living. It was attended by 250 students from Years 4-12 with participants coming from most parts of the state. At the end of two days of group discussions and guest speakers students presented group responses to the Ministers for Education and Children's Services and for Environment and Natural Resources. Student responses addressed the following questions:What and how should we learn about ecologically sustainable living in school?What do schools need to do to be places that follow the principles of ecologically sustainable living?What could the Department for Education and Children's Services do to support students and schools to achieve ecologically sustainable living practices?

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Cairns, Rebecca. "Deimperialising Asia-related history: An Australian case study." Curriculum Inquiry 50, no. 2 (March 14, 2020): 126–48. http://dx.doi.org/10.1080/03626784.2020.1747936.

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MEYER, PAULA. "15th International Research Conference Council for Australian University Tourism and Hospitality Education (CAUTHE) Conference." Anatolia 16, no. 1 (July 2005): 100–101. http://dx.doi.org/10.1080/13032917.2005.9687167.

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SHERWOOD, PETER. "16th International Research Conference Council for Australian University Tourism and Hospitality Education (CAUTHE) Conference." Anatolia 17, no. 1 (July 2006): 118–19. http://dx.doi.org/10.1080/13032917.2006.9687031.

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50

Irvine, Donald. "A short history of the General Medical Council." Medical Education 40, no. 3 (March 2006): 202–11. http://dx.doi.org/10.1111/j.1365-2929.2006.02397.x.

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