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Journal articles on the topic 'Australian Education Council'
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1
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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McIntosh, Ian. "Anthropologists and Aboriginal Reconciliation: The Efficacy of Symbolic Reconciliatory Gestures." Practicing Anthropology 23, no. 1 (January 1, 2001): 10–14. http://dx.doi.org/10.17730/praa.23.1.wh27t417114206u1.
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The context of this article is the quest for justice and reparations for Australia's indigenous citizens. In 1991 the Council for Aboriginal Reconciliation was established through a unanimous vote in both houses of the Australian federal parliament. Comprised of twenty-five members (twelve of whom are Aboriginal and two Torres Strait Islanders) the Council identified eight key goals for a process centered on fostering the recognition of indigenous cultures by non-Aboriginal Australians, and on promoting fair and proper standards for indigenous Australians in health, housing, employment and education, and other fields.
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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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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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Trudgett, Michelle, Susan Page, and Neil Harrison. "Brilliant Minds: A Snapshot of Successful Indigenous Australian Doctoral Students." Australian Journal of Indigenous Education 45, no. 1 (May 11, 2016): 70–79. http://dx.doi.org/10.1017/jie.2016.8.
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Drawing on demographic data collected from interviews with 50 Indigenous Australians with a doctoral qualification and 33 of their supervisors, this paper provides the first detailed picture of Indigenous doctoral education in Australia, with the focus on study modes, age of candidates, completion times and employment. It also analyses data produced through interviews with supervisors including age, employment levels and academic background. The study confronts a number of common perceptions in the higher education sector, to find that many Indigenous Australians are awarded their doctoral qualification in the middle stages of their career. This particular cohort is more likely to be studying in the arts and humanities, employed in higher education and enrolled on a full-time basis. This Australian Research Council (ARC) funded research provides new and important data to inform government policy, and to allow universities to implement strategies and recommendations arising from the Behrendt Report of 2012.
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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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Oliver, Rhonda, Honglin Chen, and Stephen Moore. "Review of selected research in applied linguistics published in Australia (2008–2014)." Language Teaching 49, no. 4 (September 23, 2016): 513–48. http://dx.doi.org/10.1017/s0261444816000148.
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This article reviews the significant and diverse range of research in applied linguistics published in Australia in the period 2008–2014. Whilst acknowledging that a great deal of research by Australian scholars has been published internationally during these seven years, this review is based on books, journal articles, and conference proceedings published in Australia. Many of these sources will be unfamiliar to an international audience, and the purpose of this article is to highlight this body of research and the themes emerging from it. The journals selected in this review includeAustralian Journal of Language and Literacy, Australian Review of Applied Linguistics (ARAL), BABEL, English in Australia, English Australia, Papers in Language Testing and Assessment, Prospect: An Australian Journal of TESOL, TESOL in Context, andUniversity of Sydney Papers in TESOL. Selected refereed proceedings are from key national conferences including: ALAA (Applied Linguistics Association of Australia), ACTA (Australian Council of TESOL Association), ASFLA (Australian Systemic Functional Linguistics Association), and ALS (Australian Linguistics Society). Our review of selected applied linguistics work revolves around the following themes: the responses to the needs of government planning and policy; the complexity of Australia's multicultural, multilingual society; the concern for recognizing context and culture as key factors in language and language learning; social activism in supporting language pedagogy and literacy programmes at all levels of education; and acknowledgement of the unique place held by Indigenous languages and Aboriginal English in the national linguistic landscape.
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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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Leechman, Gareth, Norman McCulla, and Laurie Field. "Local school governance and school leadership: practices, processes and pillars." International Journal of Educational Management 33, no. 7 (November 4, 2019): 1641–52. http://dx.doi.org/10.1108/ijem-12-2018-0401.
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Purpose The purpose of this paper is to investigate the processes and relationships between school councils and school leadership teams in the local governance of 18 independent, faith-based schools in New South Wales, Australia. Design/methodology/approach A three-phase, mixed-method research design was used incorporating development of a conceptual framework for local school governance drawn from current literature, face-to face interviews with chairs of school councils and principals, and a subsequent survey of school council members and within-school leadership teams. Findings Noting a lack of research into the practices and processes of school council operations and their interface with school leadership, the study identified five key areas that were seen to be foundational to the effectiveness of local governance. Research limitations/implications The study contributes an Australian perspective to an international need to better understand local governance arrangements in school leadership and management. Practical implications At a practical level, the study provides valuable insights to principals, and to those aspiring to the role, on the nature of the relationship between the school council and school leadership teams. Social implications The study responds to a marked increase internationally in local governance arrangements for schools by way of school councils or boards. Originality/value A review of literature reveals that, somewhat surprisingly, there has been relatively little research undertaken in this key area of leading and managing schools.
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Scarino, Angela, and Penny McKay. "The Australian Language Levels (ALL) project – a response to curriculum needs in Australia." Australian Review of Applied Linguistics 11, no. 1 (January 1, 1988): 134–46. http://dx.doi.org/10.1075/aral.11.1.11sca.
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Abstract The Australian Language Levels (ALL) Project is a national project funded jointly by the Curriculum Development Council, Canberra and the S.A. Education Department. It has been set up to develop an organizational framework and curriculum guidelines which will permit all those involved in language education (teachers, syllabus planners, advisers, curriculum writers) to work together to bring about curriculum renewal in language teaching in Australia. This paper examines the curriculum implications of the complexity of the language situation in Australia and the processes through which the ALL Project is responding to curriculum needs in the languages field on a national scale.
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Vaughan, Graeme, and Pam Cahir. "A National Framework for Children's Services: AECA's View." Australasian Journal of Early Childhood 21, no. 2 (June 1996): 35–45. http://dx.doi.org/10.1177/183693919602100208.
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Council of Australian Governments (COAG) proposed, in its discussion paper released in November 1995, that it develop a national framework for children's services in Australia. This is part of its review of intergovernmental responsibilities for the delivery of children's services. The review consists of two steps, the first being intergovernmental agreement on a national framework, and the second, bilateral agreements between the Commonwealth and each State and Territory to implement the national framework. The Australian Early Childhood Association, Inc. (AECA) has prepared a submission which sets out its views on the objectives, outcomes, and features of a national framework for children's services. The Association strongly believes that the interests of children should be the paramount consideration in developing the national framework for a children's services system.
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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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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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Cooper, Helen. "Changing Roles of Health Information Managers: An Education Perspective." Health Information Management Journal 38, no. 3 (October 2009): 38–42. http://dx.doi.org/10.1177/183335830903800306.
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Health information management graduates are employed across health, education, corporate and other sectors. Common to all health information management professionals are foundational skills and knowledge in health sciences, information and management. Unique to each individual is their ongoing education and professional development; professional growth motivated by interest, change and/or opportunity. This presents both challenge and opportunity in the design and content of educational programs. The establishment of the Australian Health Informatics Education Council (AHIEC) (formerly the National Health Informatics Education Committee) provides both framework and opportunity for new ways and approaches to health informatics education in Australia. There are however process matters that proposed changes to education programs need to acknowledge.
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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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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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Thompson, Walter R., Garry D. Phillips, and Michael J. Cousins. "Anaesthesia underpins acute patient care in hospitals." Australian Health Review 31, no. 5 (2007): 116. http://dx.doi.org/10.1071/ah07s116.
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The Australian and New Zealand College of Anaesthetists (ANZCA) carried out a review of the roles of anaesthetists in providing acute care services in both public and private hospitals in Europe, North America and South-East Asia. As a result, ANZCA revised its education and training program and its processes relating to overseastrained specialists. The new training program, introduced in 2004, formed the basis for submissions to the Australian Medical Council, and the Australian Competition and Consumer Commission/ Australian Health Workforce Officials? Committee review of medical colleges. A revised continuing professional development program will be in place in 2007. Anaesthetists in Australia and New Zealand play a pivotal role in providing services in both public and private hospitals, as well as supporting intensive care medicine, pain medicine and hyperbaric medicine. Anaesthesia allows surgery, obstetrics, procedural medicine and interventional medical imaging to function optimally, by ensuring that the patient journey is safe and has high quality care. Specialist anaesthetists in Australia now exceed Australian Medical Workforce Advisory Committee recommendations
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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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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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Kift, Sally. "The decline and demise of the Commonwealth’s strategic investment in quality learning and teaching." Student Success 7, no. 2 (July 24, 2016): 1–9. http://dx.doi.org/10.5204/ssj.v7i2.336.
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In May 2016, the Australian Government announced that the funding to be saved from closing the Office for Learning and Teaching (OLT), a branch of the federal Department of Education and Training, would not be redirected to a new National Institute for Learning and Teaching (Milbourne, 2015) as had been promised by (then) Education Minister Christopher Pyne in 2015. This decision has significant ramifications, not only for the quality and competitiveness of Australian higher education, but also for the inevitable long-term impact that withdrawal of strategic investment for systemic change and innovation will have on the nation’s third largest export earner (Universities Australia, 2016). This Invited Feature republishes a statement from Professor Sally Kift, President of the Australian Learning and Teaching Fellows (ALTF) and one of the Editors of Student Success, and is representative of the national reaction to the closure of the Office. It highlights the significant role the OLT and its predecessor bodies (the Carrick Institute and the Australian Learning and Teaching Council [ALTC]) have played, both symbolically and financially, in enabling collaboration and developing and disseminating sector-wide innovation and good practice in tertiary learning and teaching.
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Thwaite, Anne. "Inclusive and Empowering Discourse in an Early Childhood Literacy Classroom with Indigenous Students." Australian Journal of Indigenous Education 36, no. 1 (2007): 21–31. http://dx.doi.org/10.1017/s1326011100004385.
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AbstractThis paper presents an analysis of the classroom discourse and strategies of Marcia, an early childhood teacher of a class with a high percentage of Indigenous Australian students. These students have been demonstrably successful on standardised literacy tests, which is not the case for Indigenous students in general in Australia (e.g., MCEETYA, 200). It will be suggested here that Marcia’s approach and relationships with the students, as constructed in her discourse, have been a large contributing factor in this success. Marcia’s discourse can be described as both inclusive and empowering and, as such, it will be proposed that awareness of her techniques may be of benefit to teachers who are working with groups whom education systems tend to marginalise and disempower. Marcia’s lessons were observed as part of the project, “Teaching Indigenous Students with Conductive Hearing Loss in Remote and Urban Schools of Western Australia”. This project was based in Kurongkurl Katitjin, School of Indigenous Studies, at Edith Cowan University, Perth, Western Australia, and was funded by an Australian Research Council Strategic Partnerships with Industry [SPIRT] Grant and the industry partners: Department of Education of Western Australia, Catholic Education Commission of Western Australia and Aboriginal Independent Community Schools, Western Australia.
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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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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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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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Lefoe, Geraldine E., and D. Boud. "Editorial." Journal of University Teaching and Learning Practice 5, no. 1 (January 1, 2008): 2–3. http://dx.doi.org/10.53761/1.5.1.1.
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We welcome you to the first edition of JUTLP for 2008. This special edition is focussed on meeting the needs of practice through an examination of changes in assessment at the institutional, faculty, course and subject level. The Special Edition was prompted by a roundtable 'Assessing student learning: Using interdisciplinary synergies to develop good teaching and assessment practice' in Sydney on Tuesday 6th September, 2007 sponsored by the Carrick Institute (now renamed the Australian Learning and Teaching Council). The forum hosted 45 people from around Australia and New Zealand to discuss strategies for improving assessment in the higher education sector. Participants, and those who expressed an interest in the Forum, were invited to develop papers and submit them for consideration in this special issue.
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McGrath, Pam, Saras Henderson, Hamish A. Holewa, David Henderson, and John Tamargo. "International medical graduates' reflections on facilitators and barriers to undertaking the Australian Medical Council examination." Australian Health Review 36, no. 3 (2012): 296. http://dx.doi.org/10.1071/ah11082.
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Objective. In Australia, 25% of international medical graduates (IMGs) make up the medical workforce. Concern is expressed in the literature about the lack of awareness and knowledge of issues that impinge on IMGs’ education. Although there is literature alluding to difficulties IMGs face with undertaking the Australian Medical Council (AMC) examination, there is little research detailing this experience. We therefore explored IMGs’ reflections on facilitators and barriers in undertaking the AMC examination. Methods. After ethics approval, in-depth telephone interviews were conducted with 30 IMGs selected from a hospital in Queensland. Data were coded and analysed using thematic analysis principles. Results. Two facilitating themes were identified: ability to sit for the first part of the examination in country of origin; and having access to resources such as bridging courses and study groups. Three themes represented barriers: not understanding procedural steps; financial issues; and lack of information on examination content and standards. Conclusion. The themes provide new insights and add depth to existing literature that can be used to improve procedural processes and education for IMGs towards successful outcomes in the AMC examination. What is known about the topic? There is concern expressed in the literature about the lack of awareness and knowledge of issues that impinge on IMGs education. The Australian work that is available only depicts educational experience of fellowships or education and training strategies after IMGs have passed their AMC examination. What does this paper add? The findings indicate that the process of sitting for the AMC examination is perceived as one of the major difficulties associated with entering and integrating into the Australian health system. The findings indicate a range of practical, financial and resource problems faced by IMGs attempting to sit for the AMC examination. What are the implications for practitioners? The detailed accounts from IMGs about their experience with undertaking the AMC examination will provide up-skilling program coordinators with the information they need to better assist IMGs to prepare for the examination. The provision of appropriate medical training and educational support will contribute to more effective integration of IMGs into the healthcare system.
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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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Townsend, Michelle. "Educational outcomes of children on guardianship or custody orders: A pilot study: Australian Institute of Health and Welfare." Children Australia 32, no. 3 (2007): 4–5. http://dx.doi.org/10.1017/s1035077200011603.
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The Australian Institute of Health and Welfare (AIHW) has recently released a report on the educational outcomes for children and young people on guardianship or custody orders. This report, four years in the making, represents one of the first comprehensive Australian assessments based on educational performance data from multiple jurisdictions for children on guardianship or custody orders. Developed for the National Child Protection and Support Services data group, the study was funded by the Community and Disability Services Ministers’ Advisory Council (AIHW 2007).This pilot study examines how children on guardianship/custody orders are performing compared with all Australian children in education department-based testing for reading and numeracy in years 3, 5 and 7. Mean test scores were examined in addition to the achievement of national benchmarks for reading and numeracy. These nationally agreed benchmarks are designed to assess whether children have achieved the minimum standards for years 3, 5 and 7 (AIHW 2007). Data on 895 children on guardianship or custody orders were collected from five jurisdictions - Queensland, Victoria, South Australia, Tasmania and the Australian Capital Territory - for August 2003 (AIHW 2007). The data were linked through collaborative efforts by state and territory education and community services departments.
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Philpot, Rod. "Critical Pedagogies in PETE: An Antipodean Perspective." Journal of Teaching in Physical Education 34, no. 2 (April 2015): 316–32. http://dx.doi.org/10.1123/jtpe.2014-0054.
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In the 1990s, New Zealand and Australia rolled out new school physical education curriculums (Ministry of Education, 1999, 2007; Queensland School Curriculum Council, 1999) signaling a significant change in the purpose of physical education in both countries. These uniquely Antipodean1 curriculum documents were underpinned by a socially critical perspective and physical education teacher education (PETE) programs in both countries needed to adapt to prepare teachers who are capable of engaging PE from a socially critical perspective. One way they attempted to do this was to adopt what has variously been labeled critical pedagogy. Critical pedagogies as a label is something of ‘big tent’ (Lather, 1998) and this paper reports on the published attempts to operationalize critical pedagogy and its reported success or otherwise in preparing teachers for the expectations of the socially critical oriented HPE curriculum in both Australian and New Zealand.
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Lefoe, Geraldine E. "Journal of University Teaching and Learning Practice Editorial 8.2." Journal of University Teaching and Learning Practice 8, no. 2 (April 1, 2011): 2–4. http://dx.doi.org/10.53761/1.8.2.1.
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Welcome to the second issue, Volume 8 of the Journal of University Teaching and Learning (JUTLP). We are very pleased to see the way the journal continues to grow and the improvement in the quality of the papers. For this we would like to thank our editorial board and reviewers for their considerable efforts in providing valuable feedback to the contributors. Recently many people farewelled the Australian Learning and Teaching Council at the Opera House in Sydney as they presented the final round of Teaching and Learning awards and citations. Recognition for these outstanding teachers, as well as support through a multi-million dollar grant system, has seen the profile of teaching and learning raised significantly within higher education in Australia and we look forward to seeing further support through the government body who have taken over this role.
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Babb, Yeyoung May, Janine McBurnie, and Kelly K. Miller. "Tracking the environment in Australian children’s literature: the Children’s Book Council of Australia Picture Book of the Year Awards 1955-2014." Environmental Education Research 24, no. 5 (May 11, 2017): 716–30. http://dx.doi.org/10.1080/13504622.2017.1326020.
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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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Tian, Xuemei, and Bill Martin. "Business models for higher education: an Australian perspective." Journal of Management Development 33, no. 10 (October 7, 2014): 932–48. http://dx.doi.org/10.1108/jmd-06-2012-0075.
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Purpose – The purpose of this paper is to illustrate the links between value creation and university business models in a dynamic global higher education marketplace. Design/methodology/approach – This paper combines primary and secondary research to critique the current “export led” business models of universities in a context of growing competition and conflicting perceptions of value among various stakeholders. Findings – In a context of market turbulence, funding crises and concerns over competition, complexity and sustainability, there are concerns over the longer term viability of current university business models, reflected in indications of differentiation among providers. Research limitations/implications – The paper has emerged from the primary research into business models in book publishing (Australian Research Council) and subsequent book on digital publishing (Ashgate Publishers). Here, the authors have applied the same model building process to what has been learned about university business models from the wider literature. While this means that much of the research is secondary, there is still an original element in the model building and analysis processes. Practical implications – The paper has practical implications for university planners seeking to review or replace their business models in an increasingly complex and challenging global marketplace. Social implications – The paper has implications for a number of stakeholders – university managers and their staff, business partners, students, government and professional bodies. In a wider sense it relates to concerns over complexity, social responsibility and sustainability at both organisational and community levels. Originality/value – University business models have received relatively little attention in the management literature, and frequently this has involved little more than allusions to business models than detailed treatment of their structure and content. This paper fills a gap by providing a number of alternative business models for universities. Although the broad context is that of Australian universities, the analysis is applicable to the circumstances of other countries.
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Moreton-Robinson, Aileen. "National Indigenous Research Knowledges Network (NIRAKN)—Some Reflections and Learnings." International Journal of Critical Indigenous Studies 9, no. 2 (June 1, 2016): 1–9. http://dx.doi.org/10.5204/ijcis.v9i2.135.
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This paper outlines the historical and policy context of the Australian Research Council funded National Indigenous Research and Knowledges Network (NIRAKN). Key learnings from four years of NIRAKN’s existence are set out, followed by a review of the higher education sector’s Indigenous research capacity building initiatives more generally.
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Male, Sally Amanda, and Robin W. King. "Enhancing learning outcomes from industry engagement in Australian engineering education." Journal of Teaching and Learning for Graduate Employability 10, no. 1 (May 3, 2019): 101–17. http://dx.doi.org/10.21153/jtlge2019vol10no1art792.
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Industry engagement, commonly implemented as a 12 week industry placement during a vacation towards the end of the degree, has traditionally been a provider-mandated component of externally accredited professional engineering degrees in Australia. Such placements are intended to bridge knowledge and capability gaps between academic study and engineering employment and contextualise the final phase of academic study. Changes in the composition of Australia’s engineering industries have made it progressively harder to source such placements. In-curriculum exposure to engineering practice has also been expected, but has been delivered with considerable variability. In 2014 the authors completed a national project, led by the Australian Council of Engineering Deans (ACED), with peak industry bodies and several partner universities, funded from the Commonwealth Department of Industry Workplace Innovation Program, to explore how improving industry engagement could contribute further to engineering graduates’ learning outcomes and employability. The data collected from the engineering students and employers, reported in this paper, can now be regarded as baseline data on industry engagement, against which subsequent developments can be referenced. For the first time, students’ ratings of the value of different methods for industry engagement are shown to be related to their ‘authenticity’. Several industry-inspired in-curriculum interventions were also trialled at partner universities. Guidelines for good practice were developed from melding the experiential findings with theoretical perspectives. In the years since completing the project, the accreditation body, Engineers Australia, has updated and intensified its focus on engagement with practice (including changing its language from ‘exposure’ to ‘engagement’), and many engineering faculties have significantly enhanced their models and requirements for work integrated learning and industry engagement. This paper outlines these changes and examples of new implementations, including virtual and electronically-mediated methods that also reflect ongoing changes in engineering industry practice.
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Dessaix, A. "Implementation Learnings From a Cancer-Prevention Multirisk Factor Public Education Campaign." Journal of Global Oncology 4, Supplement 2 (October 1, 2018): 133s. http://dx.doi.org/10.1200/jgo.18.50200.
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Background and context: The Cancer Council New South Wales (CCNSW) is one of Australia's leading cancer charities and is uniquely 95% community funded. Cancer prevention is one of five strategic priority areas for CCNSW. An estimated to 37,000 cancer cases are preventable each year in Australia; 33% of cancers in men and 31% in women. The CCNSW developed and implemented the 1 in 3 Cancers Campaign in 2016, the first Australian multirisk factor cancer prevention campaign. This was also the organization's first experience in implementing a social marketing mass media campaign. Over two years, the campaign's primary objective was to raise awareness that one in three cancers are preventable, to highlight why preventing cancer is important and practical steps for prevention. Aim: To undertake an organizational review of internal learnings from the development, implementation and evaluation of the 1 in 3 Cancers Campaign and make recommendations for future campaign practice. Strategy/Tactics: Cross-organizational perspectives were provided from 20 Cancer Council staff from the areas of cancer prevention, research, fundraising and community engagement through a one-day workshop. Program/Policy process: Workshop participants: 1) reviewed best practice social marketing processes, 2) reviewed published evidence on mass media public education campaigns, 3) against this framework, determined internal organizational learnings from the 1 in 3 Cancers Campaign and made recommendations for future practice. Outcomes: A summary report of key lessons learnt from the implementation of the 1 in 3 Cancers Campaign and recommendations for future practice. What was learned: Areas of strengths were identified including cross-organizational collaboration, the development of an interactive cancer risk quiz, good community awareness of the campaign and key message take out. Areas for improvement included the need for greater resource investment (namely staff capacity, skills and budget), greater lead times for thorough campaign planning and the need to focus on singular behavioral cancer risk factors in communication messaging rather than multiple risk factors. The workshop concluded that well-planned, well-resourced mass media campaigns were an important evidence-based strategy for future cancer prevention practice.
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Jenkinson, Jo. "School and Disability: A Review of the Integration Debate." Australian Educational and Developmental Psychologist 5, no. 1 (May 1988): 21–26. http://dx.doi.org/10.1017/s0816512200025785.
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ABSTRACTIntegration of students with disabilities into regular schools has come to be one of the most pervasive and controversial issues in special education. The so-called “efficacy” research is beset with methodological problems and offers no clear answer to the debate. This paper reviews influences underlying integration, presents models for its implementation, and discusses their implications for both school organization and disabled students. Some alternative approaches to research are discussed.This paper is based on Jenkinson, J.C. School and Disability: Research and Practice in Integration. Australian Education Review No. 26 Hawthorn, Vic. Australian Council for Educational Research, 1987, and is reproduced with the permission of ACER.
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Gunstone, Andrew. "Community Involvement and Education in the 1991-2000 Australian Reconciliation Process." Australian Journal of Indigenous Education 36, no. 1 (2007): 39–48. http://dx.doi.org/10.1017/s1326011100004403.
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AbstractIn 1991, the Australian Parliament implemented a formal 10-year process of reconciliation. The aim of the process was to reconcile Indigenous and non-Indigenous people by the end of 2000. The Council for Aboriginal Reconciliation (CAR) was established to promote the process. The process had three broad goals: improving education, addressing Indigenous socio-economic disadvantage and developing a document of reconciliation. This 10-year process achieved several successful outcomes, including the “People’s Movement” and the “Walks for Reconciliation”. The outcomes were predominately linked to the broad education goal and occurred due to the involvement of the Australian community in the reconciliation process.In this paper, I explore two inter-related programmes developed by CAR - community consultations and encouraging community involvement - that encouraged the involvement of the Australian community in reconciliation and were significantly responsible for the success obtained by the education goal. However, I also argue there were two issues involving many non-Indigenous people - their ignorance of reconciliation and Indigenous issues and their nationalist understandings of reconciliation - that ensured that overall the goals, despite some successful outcomes, were not fully achieved by the conclusion of the formal reconciliation process.
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Mackinlay, Elizabeth, and Katelyn Barney. "Pearls, not Problems: Exploring Transformative Education in Indigenous Australian Studies." Australian Journal of Indigenous Education 41, no. 1 (August 2012): 10–17. http://dx.doi.org/10.1017/jie.2012.3.
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This article explores the shift in terminology that occurred in a 2-year Australian Learning and Teaching Council (ALTC)-funded curriculum renewal project that set out to broadly explore current teaching and learning practice in Indigenous Australian studies (www.teaching4change.edu.au). While we started with the term ‘Problem-Based Learning’, it became clear as the project progressed that the terminology we were using was not politically or pedagogically appropriate. As the data began to reveal, the research team became increasingly uncomfortable with the colonial underpinnings and associations of the term ‘Problem-Based Learning’ (PBL), and began to explore the possibility of redefining what we do as something else entirely. A key outcome of the project was that PBL became PEARL, to describe the Political, Embodied, Active, and Reflective aspects of this teaching and learning approach in Indigenous Australian studies. The shift from PBL to PEARL was unexpected, but has resulted in exciting possibilities for migrating and extending theories of teaching and learning in Indigenous Australian studies into critical pedagogy, critical race theory and transformative education. Drawing on critical pedagogy, critical race theory and transformative education theory, this article explores the rationale behind the shift in terminology from PBL to PEARL. We also draw on student data from focus groups, questionnaires and lecturer reflection to examine the ways the results from this project hold great potential for the further implementation of PEARL into primary and secondary classrooms, specifically in relation to pedagogical practice in embedding Indigenous perspectives.
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Crowe, B. L., and I. G. Mcdonald. "Telemedicine in Australia. Recent developments." Journal of Telemedicine and Telecare 3, no. 4 (December 1, 1997): 188–93. http://dx.doi.org/10.1258/1357633971931147.
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There have been a number of important developments in Australia in the area of telemedicine. At the national level, the House of Representatives' Standing Committee on Family and Community Affairs has been conducting the Inquiry into Health Information Management and Telemedicine. The Australian Health Ministers' Advisory Council has supported the establishment of a working party convened by the South Australian Health Commission to prepare a detailed report on issues relating to telemedicine. State governments have begun a number of telemedicine projects, including major initiatives in New South Wales and Victoria and the extensive development of telepsychiatry services in Queensland. Research activities in high-speed image transmission have been undertaken by the Australian Computing and Communications Institute and Telstra, and by the Australian Navy. The matter of the funding of both capital and recurrent costs of telemedicine services has not been resolved, and issues of security and privacy of medical information are subject to discussion. The use of the Internet as a universal communications medium may provide opportunities for the expansion of telemedicine services, particularly in the area of continuing medical education. A need has been recognized for the coordinated evaluation of telemedicine services as cost-benefit considerations are seen to be very important.
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Zernetska, O. "William Wentworth – Democrat by Worldview, Australian Politician and Explorer by Calling." Problems of World History, no. 8 (March 14, 2019): 185–99. http://dx.doi.org/10.46869/2707-6776-2019-8-10.
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The article is dedicated to William Charles Wentworth, the leading Australian political figure during the first half of the 19th century, whose lifelong work for self-government culminated in the NewSouth Wales in 1855. While detecting his life-long activity we come to the conclusion that he was an exceptionally talented men: explorer, author, gifted barrister (he graduated from CambridgeUniversity with honours), landowner, and statesman. In 1819 he published a book “Statistical, Нistorical, and Political Description of The Colony of New South Wales and Its Dependant Settlements in Van Diemen’s Land” which was the first book of Australia written by native-born Australian. The analyses of this outstanding magnum opus, written by a young man before his thirties, allow to state that his book did much to stimulate emigration to Australia. It was reissued in revised and enlarged editions in 1820 and 1824. It is found out that while returning to Australia, Wentworth as a gifted orator and excellent journalist became the colony’s leading political figure of the 1820s and 1830s, calling for the abolition of convicts’ transportation and establishing representative government, freedom of the press and trial by jury. It is disclosed how he struggled for the Legislative Council (Parliament) and new Constitution in 1840s and 1850s; how he made primary education for all children in the colony a reality and did his utmost to open Sydney University. In sum: this great son of Australia accomplished everything he planned for his native land.
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Barblett, Lennie, and Gillian Kirk. "National Quality Standard in Schools: Leadership Enabling Power and Agency." Australasian Journal of Early Childhood 43, no. 3 (September 2018): 43–51. http://dx.doi.org/10.23965/ajec.43.3.05.
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THE POLITICAL IMPERATIVE that underscores the quest for continuous improvement and quality provision of early childhood education and care in Australia has seen the unparalleled development of a federal policy framework for children's services. The Council of Australian Governments (COAG) agreed to a National Quality Framework (NQF) and, as part of this, the National Quality Standard (NQS) was developed to drive continuous improvement and set a national benchmark for the provision of children's services outside the schooling sector. The Western Australian Minister for Education required not only prior-to-school children's services to meet the NQS, but also the early years of school that cater for children aged four years to eight years (Kindergarten to Year 2). This research project followed the journey of four schools that implemented the NQS in 2016, in the first year of mandatory use. A case study approach using qualitative methods of individual and focus group interviews of principals, teachers, teaching assistants and Department of Education consultants was undertaken. The data was analysed by the coding of common themes and by completing a cross-case synthesis. Leadership was the most common theme for successful implementation of the NQS. This paper reports on the aspects of leadership across multiple layers that represented the involvement of Department of Education consultants, principals and staff at four public schools. Essentially, the NQS increased staff power and agency, and united their vision for continuous quality improvement that contributes to the national quality agenda for children.
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O'Shannassy, Tim, Sharon Kemp, and Chris Booth. "Case studies in MBA strategic management curriculum development from Australian universities." Journal of Management & Organization 16, no. 3 (July 2010): 467–80. http://dx.doi.org/10.1017/s1833367200002091.
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AbstractIn recent years the Business Council of Australia (BCA) has drawn attention to the importance of the availability of a well-trained supply of employees for the Australian workplace. Specifically the BCA highlighted the benefits of a quality education imparting skills in the areas of collaboration, teamwork and leadership all of which greatly assist the effective practice of creativity, innovation and strategy. This paper makes a useful contribution to teaching practice in several ways. The paper links comments from the BCA to a significant and ongoing debate in the strategy literature on the best approaches to teaching the practice of strategy. The paper then demonstrates, with case studies from the RMIT University MBA and the Central Queensland University MBA programs, different approaches to how this can be done. This is followed by a critical discussion of the literature and case studies. Suggestions are made for future research and teaching practice.
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O'Shannassy, Tim, Sharon Kemp, and Chris Booth. "Case studies in MBA strategic management curriculum development from Australian universities." Journal of Management & Organization 16, no. 3 (July 2010): 467–80. http://dx.doi.org/10.5172/jmo.16.3.467.
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AbstractIn recent years the Business Council of Australia (BCA) has drawn attention to the importance of the availability of a well-trained supply of employees for the Australian workplace. Specifically the BCA highlighted the benefits of a quality education imparting skills in the areas of collaboration, teamwork and leadership all of which greatly assist the effective practice of creativity, innovation and strategy. This paper makes a useful contribution to teaching practice in several ways. The paper links comments from the BCA to a significant and ongoing debate in the strategy literature on the best approaches to teaching the practice of strategy. The paper then demonstrates, with case studies from the RMIT University MBA and the Central Queensland University MBA programs, different approaches to how this can be done. This is followed by a critical discussion of the literature and case studies. Suggestions are made for future research and teaching practice.
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Percy, Alisa, Nona Press, Martin B. Andrew, and Vikk Pollard. "Reframing theory of, and for, practice in higher education." Journal of University Teaching and Learning Practice 18, no. 4 (October 1, 2021): 2–7. http://dx.doi.org/10.53761/1.18.4.1.
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When the Journal of University Teaching and Learning Practice — JUTLP as we have come to know it — was established in 2004, it was to fill a perceived gap in publications related to teaching and learning practice in higher education, with practice being the operative word (Carter, 2004). While other higher education journals existed, they were mainly the purview of academic developers and the most prodigious of disciplinary academics researching their teaching. In contrast, JUTLP was to be built as open-access and its readership as ‘practitioners looking for good ideas based soundly on a body of accessible theory and research’ (McInnes, 2004, n.p.). JUTLP was established in the Australian context at a time when promoting excellence in teaching and learning was regarded as an important government agenda to improve the student experience, and not accidentally, coincided with the creation of the Carrick Institute for Learning and Teaching in Higher Education (later the Australian Learning and Teaching Council, and later again the Office for Learning and Teaching). The Carrick Institute supported national cross-institutional grants and fellowship schemes, and promoted national networks of educational research into practice to support the mission of the then Department of Education, Employment and Workplace Relations (DEEWR) to ensure all ‘Australian higher education institutions provide high quality teaching and learning for all students’ (Carrick, 2009). How times have changed.
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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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Jayasinghe, Upali W., Herbert W. Marsh, and Nigel Bond. "Peer Review in the Funding of Research in Higher Education: The Australian Experience." Educational Evaluation and Policy Analysis 23, no. 4 (December 2001): 343–64. http://dx.doi.org/10.3102/01623737023004343.
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In this article we evaluate the peer review process used to fund Australian university research across all disciplines. Peer reviews of research proposals (2,989 proposals, 6,233 external reviewers) submitted to the Australian Research Council (ARC) are related to characteristics of the researchers and of external reviewers. The reliability of the peer reviews was disappointingly low (interrater agreement of .53 for researcher ratings based on an average of 4.3 external reviewers per proposal). The gender and age of a researcher and the number of researchers on a research team did not affect the probability that funding would be granted, but professors were more likely to be funded than nonprofessors. Australian external reviewers gave lower ratings than did non-Australian reviewers, particularly those from North America. The number of external reviewers for each proposal and the number of proposals assessed by each external reviewer had small negative effects on ratings. Researcher-nominated external reviewers (those chosen by the authors of a research proposal) gave higher, less-reliable ratings than did panel-nominated external reviewers chosen by the ARC. To improve the reliability of peer reviews, we offer the following recommendations: (a) Researcher-nominated reviewers should not be used; (b) there should be more reviews per proposal; and (c) a smaller number of more highly selected reviewers should perform most of the reviews within each subdiscipline, thereby providing greater control over error associated with individual reviewers.