Academic literature on the topic 'Australian Schools Commission'
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Journal articles on the topic "Australian Schools Commission"
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Watson, Louise. "Public Accountability or Fiscal Control? Benchmarks of Performance in Australian Schooling." Australian Journal of Education 40, no. 1 (April 1996): 104–23. http://dx.doi.org/10.1177/000494419604000107.
Full textAbstract:
The Industry Commission review of service provision in school education aims to define performance benchmarks for Australia's eight government education systems, by providing comparative measures of efficiency in education provision. Such benchmarks are likely to lead to a reduction in the level of public resources for government schools unless it is possible to demonstrate the link between expenditure on schooling and school effectiveness. If efficiency audits like the Industry Commission review are to deal with issues of school effectiveness adequately, they should avoid the tendency of previous public sector audits to focus on financial data on schools expenditure to the exclusion of data on student achievement. This paper suggests an approach to measuring system performance which would establish benchmarks that reflected both the efficiency and effectiveness of Australian school systems, and warns against the misuse of performance indicators as an instrument in the determination of funding levels for schools.
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Bullivant, Brian M. "The Ethnic Success Ethic Challenges Conventional Wisdom about Immigrant Disadvantages in Education." Australian Journal of Education 32, no. 2 (August 1988): 223–43. http://dx.doi.org/10.1177/000494418803200206.
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A research project for the Human Rights Commission using a non-random (quota) sample of seven high schools within metropolitan Melbourne during 1985–86 aimed to establish whether prejudice and discrimination were affecting the occupational socialisation of senior students. Three sources of possible discrimination were hypothesised: (a) the school curriculum, structure and organisation; (b) the dynamics of interactions between non-English-speaking (NES) and Anglo-Australian students; (c) the wider school context and community. Little evidence was found that systemic discrimination existed. Many teachers favoured NES (especially Asian) students for valued traits such as diligence, discipline, achievement orientation. Many Anglo-Australian students displayed prejudice towards NES students especially because they worked too hard and had ‘brains’. NES students were contemptuous of Anglo-Australians for lacking achievement motivation and parental support. Evidence was found that both ethnic groups and Anglo-Australians in the wider community discriminated against students in jobs. The study generated speculation about the influence of the ‘success ethic’ motivating NES students and used corroborative overseas and Australian evidence to suggest that the phenomenon may be ubiquitous in western societies.
3
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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Watterson, Ray, Robert Cavanagh, and John Boersig. "Law School Based Public Interest Advocacy: An Australian Story." International Journal of Clinical Legal Education 2 (July 18, 2014): 7. http://dx.doi.org/10.19164/ijcle.v2i0.121.
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<p>This article presents a case for law schools to undertake public interest advocacy. It argues that incorporating public interest advocacy into curricula and research enhances clinical legal education and enables law schools to make a distinctive and valuable contribution to justice and law reform. The article outlines an integrated model for law school based public interest advocacy based on the experience of one of Australia’s newest law schools at Newcastle in the Hunter region of New South Wales. The article then describes a recent public interest case undertaken by academics, clinicians and students at Newcastle law school, explaining their participation in the case and exploring the contributions made by the case to legal education, the correction of injustice and reform of the law.</p><p>The case, one of Australia’s most controversial deaths in custody, concerned the fatal shooting on Bondi Beach in Sydney in June 1997 of French photographer Roni Levi. The article examines the shooting, its investigation by police, a coroner and an independent commission of inquiry. It analyses the flaws in these legal investigations, considers their justice implications, and outlines the legal and policing reforms achieved through the case.</p><p>The article concludes with the suggestion that changes in law school culture as well as curriculum are needed to ensure that law schools embrace public interest advocacy and other forms of clinical legal education for the future benefit of the law and its students.</p>
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Snow, Dianne. "Historicising the Integration Debate." Australasian Journal of Special Education 13, no. 2 (January 1990): 28–38. http://dx.doi.org/10.1017/s1030011200022193.
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The history of special education is conceived within the integration debate in a way which lends credibility to two broad claims. The first is that governments have been lax in providing educational facilities for children with disabilities, while the second comprises an argument for shifting definitional control of the notion of ‘disability’ from the medical to the educational arena. The recent Report to the Australian Schools Commission on Integration in Australia exemplifies this stance by pointing to the initial reluctance of governments to assume responsibility for educating children with special needs, followed by their eventual involvement in establishing segregated educational facilities. With segregated schooling becoming the norm, the problem now confronting educators is how to integrate these students and their supporting resources into the regular school system.
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Walsh, Kerryann, Donna Berthelsen, Kirstine Hand, Leisa Brandon, and Jan M. Nicholson. "Sexual Abuse Prevention Education in Australian Primary Schools: A National Survey of Programs." Journal of Interpersonal Violence 34, no. 20 (September 5, 2019): 4328–51. http://dx.doi.org/10.1177/0886260519869246.
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In the 2017 final report of the Australia’s Royal Commission Into Institutional Responses to Child Sexual Abuse, recommendations noted the importance of school-based prevention efforts to create child-safe communities. In this study, we report on a national evaluation of the nature and availability of child sexual abuse prevention programs delivered in Australian primary schools. A survey instrument, anchored in empirical evidence, was distributed to all providers of child sexual abuse prevention programs in Australian primary schools serving children aged 4 to 13 years. Respondents were program coordinators or facilitators who provided data on 35 school-based child sexual abuse prevention programs that reached 631,720 children (approximately 26% of the Australian primary school student population) in 1 year. On average, each program reached 18,049 children in a calendar year (ranging from 200 to 80,000 children). Median child age for program exposure was 8 years. However, program duration was poorly reported so it was difficult to establish what program dosage was received. Most programs (80%-94%) covered specific item content, “always or often,” for 13 important areas of content, including five of seven items that had the strongest evidence of effectiveness, derived from a recent Cochrane Review (e.g., distinguishing appropriate and inappropriate touching). Programs less frequently addressed such content as safety in using technology and perpetrator strategies (e.g., grooming). The findings provide important information about the scope and nature of child sexual abuse prevention programs, and baseline data against which future program advancements can be tracked.
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Fetherstonhaugh, Deirdre M., Jo-anne Rayner, Elizabeth Beattie, Ann Harrington, Yun-Hee Jeon, Wendy Moyle, Deborah Parker, and Chris Toye. "BUILDING CAPACITY TO CARE FOR OLDER PEOPLE! HOW IS CARE OF THE OLDER PERSON TAUGHT IN AUSTRALIAN SCHOOLS OF NURSING?" Innovation in Aging 3, Supplement_1 (November 2019): S3. http://dx.doi.org/10.1093/geroni/igz038.007.
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Abstract As the Australian population ages the demand for nursing care which focuses on responding to the needs of the older person will increase. Few newly graduated Registered Nurses (RNs) currently enter the aged care workforce and few select a career in caring for older people; yet older people are the largest patient group in most health care environments. This research, conducted by the Australian Hartford Consortium of Gerontological Nursing Excellence (Aus-HCGNE), explored how care of the older person is currently taught in Australian schools of nursing (SoN). The interview guide included questions about: whether care of the older person is taught in separate subjects or integrated across the curriculum; academics’ qualifications; subject content; and aged care clinical placements. The head of each of the 33 Australian schools of nursing was contacted, invited to participate and asked to nominate the appropriate academics (undergraduate/curriculum co-ordinators) who would be the most appropriate person to participate in the interview. These academics were then contacted, written informed consent was obtained, interviews were scheduled and completed. This research is timely given the current Royal Commission into Aged Care Quality and Safety in Australia, one focus of which is nurses in residential aged care in respect to numbers, education and competence. This research will be completed by mid-2019. The results will be fed back to SoN to inform the development of their curricula and the preparation of future RNs who will undoubtably need to be expert in the care of older people across the health sector.
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Gow, Lyn, John Balla, Judy Hall, Deslea Konza, and Dianne Snow. "Towards Effective Integration in Australia." Australasian Journal of Special Education 10, no. 2 (November 1986): 14–20. http://dx.doi.org/10.1017/s1030011200021588.
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AbstractFor the past twenty years integration of students with special needs has been emerging as one of the most significant educational and social challenges facing the world’s communities. Since the early 1970’s, the Commonwealth Schools Commission has supported attempts throughout Australia to integrate students with special needs into ordinary school settings, rather than to expand provision of segregated schools and centres. The nature and funding level of the Commission’s integration element has been the subject of extensive discussion in recent years and these discussions have now extended to the regular school arena where increasing numbers of students with special needs are being integrated. There was, therefore, wide consenus throughout Australia that a review of integration was needed at this time. The national review reported in this paper was commissioned by the Commonwealth Schools Commission in response to a request from the OECD Centre for Educational Research and Innovation to participate in a three-country (Australia, Sweden and France) review of integration policies and practices. The purpose of this paper is to discuss some of the factors identified in this review as being vital to effective integration in Australia.
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Kaufman, Keith L., Marcus Erooga, Benjamin Mathews, and Erin McConnell. "Recommendations for Preventing Child Sexual Abuse in Youth-Serving Organizations: Implications From an Australian Royal Commission Review of the Literature." Journal of Interpersonal Violence 34, no. 20 (September 5, 2019): 4199–224. http://dx.doi.org/10.1177/0886260519869239.
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Evidence suggests that tens of millions of children and adolescents are involved in youth-serving organizations (YSOs) outside of their homes on a daily basis. Children’s involvement with YSOs clearly offers a broad array of emotional, social, and personal development benefits. This involvement can, however, also be associated with a variety of safety risks, including the potential for child sexual abuse (CSA) victimization and the myriad short- and long-term consequences to its victims and their families. Recognizing the significance of CSA within YSOs, the Australian Royal Commission into Institutional Responses to Child Sexual Abuse funded a comprehensive review of the literature on risk and protective factors related to CSA in institutions. This yielded more than 400 primarily research articles from the United States, United Kingdom, and Australia, examining institutional CSA victims, perpetrators, and settings. Findings were provided regarding six specific types of institutional settings, including faith-based, early childhood education, childcare and schools, health care, out-of-home/foster care, and sport. This article is based on the findings of Kaufman and Erooga’s comprehensive literature review and Royal Commission findings. It provides a brief review of critical risks associated with CSA victims, perpetrators, and organizational settings, as well as highlights risks particular to specific types of YSOs and risks that are present across these organizations. Optimal prevention directions and strategies are outlined in response to identified patterns of organizational risk. Recommendations for YSO policy enhancements are also provided to complement the article’s prevention focus. Finally, suggestions are offered for future research directions to foster the development of an evidence-based foundation for work in this area.
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Lalloo, Ratilal, Newell W. Johnson, Anthony S. Blinkhorn, and Paul Ichim. "Australian dental students views on a compulsory internship scheme." Health Education Journal 70, no. 4 (October 27, 2010): 468–74. http://dx.doi.org/10.1177/0017896910385756.
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Objective: The National Health and Hospitals Reform Commission Report suggests introducing an internship period for all newly qualified dental/oral health practitioners in Australia. This study gauged the opinions of undergraduates from three dental schools in Australia. Methods: An online survey collected demographic information on gender and age, the program registered for, year and place of study. The level of support for an internship was gauged using a five-point scale. Open-ended questions on the concerns, advantages and disadvantages of an internship concluded the survey. All students in the participating universities were invited to participate via email. Results: There were 445 responses. Forty per cent of students were supportive of an internship scheme. The level of support differed by gender, age, relationship status, having a previous tertiary qualification and year of study. Males, older participants, those with children and those with previous qualifications were less supportive. The main concerns related to issues around choice, family commitments, location of internship placements and salary levels. Conclusion: Support for an internship scheme for dental graduates elicited a divided opinion amongst dental students. Many issues around financing and logistics have to be addressed before any such scheme could be implemented in Australia: there is a need to consult with dental graduates and promote the benefits to the student body.
Dissertations / Theses on the topic "Australian Schools Commission"
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Kissling, Maxine, and n/a. "An evaluation of a programme in which parents assist their chilren to acquire literacy." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060814.144057.
Full textAbstract:
In 1983 a programme was initiated by the School of Education, Canberra College of Advanced Education (CCAE) and the Australian Schools Commission
to enable parents to assist their own children in literacy. The children had
previously been identified as experiencing difficulties in acquiring the
skills of literacy. The purpose of this study was to evaluate the effects of
the parents' intervention on the children's achievements in literacy, and to
assess the quality of the programme by examining particular subskills taught
in the course. The methods of assessment were also evaluated for their
appropriateness for the circumstances.
The thirty nine children in the study were the sample of fifty two children
for whom there was complete information. Parents of these children began
the programme in July 1985 or in March 1986. They attended a course of ten
sessions over thirteen weeks in a semester. The following semester they
were allocated to a teacher who was a post graduate or fourth year degree
student in education, and given individual assistance from six to ten
sessions, and longer if necessary.
Aspects of oral reading, comprehension, writing and spelling were tested at
the beginning of the programme and again in November 1986, and the results
compared. Observational records were also kept and changes evaluated. In
addition, oral reading was measured at the end of the parents' course, and
before individual assistance commenced. Case studies were built up for
every child, and the findings grouped to observe the effect of the
intervention on the population.
The results showed that the programme achieved its aim of giving parents the
skills to assist; their own children in the acquisition of literacy. The
content of the course and the subskills taught were also justified by the
outcomes. Furthermore, the method of evaluation revealed specific and
succinct information on which to base the intervention and to monitor
progress.
The research took place over 18 months, during which time teaching and
progress were continual. A longitudinal study over several years would
confirm the results of the research.
2
Melville, William Ian. "An historical analysis of the structures established for the provision of Anglican schools in the diocese of Perth, Western Australia between 1917 and 1992." University of Western Australia. Graduate School of Education, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0032.
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[Truncated abstract] Within the State of Western Australia, from its early years, education has been provided not only by the State, but also by religious denominations, particularly the Catholic Church, the Anglican Church and other Christian groups. This thesis is concerned with Anglican education in the State from the years 1917-92. The particular focus is on the structures established for the provision of Anglican education in the Diocese of Perth throughout the period. The central argument of the thesis is as follows. During the period 1917-92, the structures established for the provision of Anglican education in the Diocese of Perth changed across four subperiods: 1917-50, 1951-60, 1961-80 and 1981-92. During the first subperiod, provision was made under structures which allow for the schools which existed to be classified according to three ‘types’: ‘religious-order schools’, ‘parish schools’, and ‘schools of the Council for Church of England Schools’. The first two types continued during the second subperiod and were joined by two new types, namely, ‘Perth Diocesan Trustees’ schools’ and ‘synod schools’, while ‘schools of the Council for Church of England Schools’ceased as a type. During the third subperiod ‘synod schools’ continued as a type, but the other three types ceased to exist. At the same time, one new type emerged, namely, ‘schools of the Church of England Schools’ Trust’. During the fourth subperiod there were also two types of schools within the Diocese, but the situation was not the same as in the previous subperiod because while ‘synod schools’ continued as a type, ‘Perth Diocesan Trustees’ schools’ ceased to exist. Furthermore, a new type was established, namely ‘schools of the Anglican Schools Commission’. This two-type structure for provision which was established during the sub-period 1981-92, is still that which exists to the present day for the provision of Anglican education within the Diocese of Perth.
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Henry, Colin, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "CASE STUDIES IN HUMAN RIGHTS EDUCATION AND CRITICAL EDUCATIONAL SCIENCE." Deakin University. School of Education, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041214.144057.
Full textAbstract:
This thesis offers an account of the history and effects of three curriculum projects sponsored by the Australian Human Rights Commission between 1983 and 1986. Each project attempted to improve observance of human rights in and through Australian schools through participatory research (or critical educational science). That is, the research included, as a conscious feature, the effort to develop new forms of curriculum work which more adequately respect the personal and professional rights of teachers, especially their entitlement as persons and professionals to participate in planning, conducting and controlling the curriculum development, evaluation and implementation that constitutes their work. In more specific terms, the Australian Human Rights Commission's three curriculum projects represented an attempt to improve the practice and theory of human rights education by engaging teachers in the practical work of evaluating, researching, and developing a human rights curriculum.
While the account of the Australian Human Rights Commission curriculum project is substantially an account of teachers1 work, it is a story which ranges well beyond the boundaries of schools and classrooms. It encompasses a history of episodes and events which illustrate how educational initiatives and their fate will often have to set within the broad framework of political, social, and cultural contestation if they are to be understood. More exactly, although the Human Rights Commission's work with schools was instrumental in showing how teachers might contribute to the challenging task of improving human rights education, the project was brought to a premature halt during the debate in the Australian Senate on the Bill of Rights in late 1985 and early 1986. At this point in time, the Government was confronted with such opposition from the Liberal/National Party Coalition that it was obliged to withdraw its Bill of Rights Legislation, close down the original Human Rights Commission, and abandon the attempt to develop a nationwide program in human rights education. The research presents an explanation of why it has been difficult for the Australian Government to live up to its international obligations to improve respect for human rights through education. More positively, however, it shows how human rights education, human rights related areas of education, and social education might be transformed if teachers (and other members of schools communities) were given opportunities to contribute to that task. Such opportunities, moreover, also represent what might be called the practice of democracy in everyday life. They thus exemplify, as well as prefigure, what it might mean to live in a more authentically democratic society.
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Perlman, Leon Joseph. "Legal and regulatory aspects of mobile financial services." Thesis, 2012. http://hdl.handle.net/10500/13362.
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The thesis deals with the emergence of bank and non-bank entities that provide a range of unique
transaction-based payment services broadly called Mobile Financial Services (MFS) to unbanked,
underserved and underbanked persons via mobile phones.
Models of MFS from Mobile Network Operators (MNOs), banks, combinations of MNOs and banks, and
independent Mobile Financial Services Providers are covered. Provision by non-banks of ‘bank-type’
services via mobile phones has been termed ‘transformational banking’ versus the ‘additive banking’
services from banks. All involve the concept of ‘branchless banking’ whereby ‘cash-in/cash out’ services
are provided through ‘agents.’
Funds for MFS payments may available through a Stored Value Product (SVP), particularly through a
Stored Value Account SVP variant offered by MNOs where value is stored as a redeemable fiat- or mobile
‘airtime’-based Store of Value.
The competitive, legal, technical and regulatory nature of non-bank versus bank MFS models is discussed,
in particular the impact of banking, payments, money laundering, telecommunications, e-commerce and
consumer protection laws. Whether funding mechanisms for SVPs may amount to deposit-taking such that
entities could be engaged in the ‘business of banking’ is discussed. The continued use of ‘deposit’ as the
traditional trigger for the ‘business of banking’ is investigated, alongside whether transaction and paymentcentric
MFS rises to the ‘business of banking.’
An extensive evaluation of ‘money’ based on the Orthodox and Claim School economic theories is
undertaken in relation to SVPs used in MFS, their legal associations and import, and whether they may be
deemed ‘money’ in law.
Consumer protection for MFS and payments generally through current statute, contract, and payment law
and common law condictiones are found to be wanting. Possible regulatory arbitrage in relation to MFS in
South African law is discussed.
The legal and regulatory regimes in the European Union, Kenya and the United States of America are
compared with South Africa. The need for a coordinated payments-specific law that has consumer
protections, enables proportional risk-based licensing of new non-bank providers of MFS, and allows for a
regulator for retail payments is recommended. The use of trust companies and trust accounts is
recommended for protection of user funds.
| viPublic, Constitutional and International Law
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Books on the topic "Australian Schools Commission"
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W, Connell R. Running twice as hard: The Disadvantaged Schools Program in Australia. Geelong, Vic: Deakin University : distributed by Deakin University Press, 1991.
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W, Connell R. Measuring up: Assessment, evaluation and educational disadvantage. Belconnen: Australian Curriculum Studies Association, 1992.
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Dudley, Janice. The politics of education: Commonwealth schools policy, 1973-95. Melbourne, Vic., Australia: Australian Council for Educational Research Ltd, 1995.
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(Editor), R. W. Connell, K. M. Johnston (Editor), and V. M. White (Editor), eds. Running Twice as Hard: The Disadvantage Schools Program in Australia. Hyperion Books, 1992.
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Pearce, D. C. Australian law schools: A discipline assessment for the Commonwealth Tertiary Education Commission. Australian Govt. Pub. Service, 1987.
Find full textBook chapters on the topic "Australian Schools Commission"
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Davis McGaw, Martha Ann. "The Growth of Learning Colleges Including a Case Study from 2008 Revisited in 2015." In Handbook of Research on Applied Learning Theory and Design in Modern Education, 520–44. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9634-1.ch025.
Full textAbstract:
In 1981, the National Commission on Excellence in Education identified “widespread public perception that something is seriously remiss in our educational system” (Fiske, 2008). Thirty years later, in 2011, Harvard School of Education's Pathways to Prosperity Project states “In an era in which education has never been more important to economic success, the U.S. has fallen behind many other nations in educational attainment and achievement.” Learning-centered learning is not a new concept, with roots dating back to the progressive movement of early 1900's, gaining prominence in post-modern education with Nation at Risk: The Imperative for Educational Reform. A major focus of applied learning theory in post-modern education is preparing learners for a profession, a basis for achieving economic independence. This chapter identifies higher education institutions in the United States, Australia, and Great Britain highlighting methodologies, best practices, challenges. Two community college case studies are reviewed, identifying successes and opportunities of current learning practices.