Relevant bibliographies by topics / Commonwealth Tertiary Education Commission

Academic literature on the topic 'Commonwealth Tertiary Education Commission'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Commonwealth Tertiary Education Commission"

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Gallagher, Tony. "The evaluation function of the commonwealth tertiary education commission." Studies in Educational Evaluation 15, no. 1 (January 1989): 151–59. http://dx.doi.org/10.1016/0191-491x(89)90028-x.

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Marshall, Neil. "BUREAUCRATIC POLITICS AND THE DEMISE OF THE COMMONWEALTH TERTIARY EDUCATION COMMISSION." Australian Journal of Public Administration 47, no. 1 (March 1988): 19–34. http://dx.doi.org/10.1111/j.1467-8500.1988.tb01043.x.

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English, Bill. "The Tertiary Education Advisory Commission (TEAC) reforms." Journal of Management & Organization 12, no. 1 (June 2006): 68–77. http://dx.doi.org/10.1017/s1833367200004168.

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In this article Bill English, New Zealand's Shadow Minister for Education, tells the story of New Zealand's tertiary education policy development over the past several years. His perspective comes from time in government and from time in opposition. He concludes with the lessons to be learnt, and his prognosis of the main issues to be confronted by that tertiary sector, in the years to come. The lessons to be learnt are just as valuable for the Australian sector as they are for New Zealand academicians.In this article, Polytechnics are the equivalent of the old Colleges of Advanced Education in Australia, or roughly between the TAFE and university sectors. MMP (mixed member proportional) is the proportional system of electing the New Zealand Parliament. This system is similar to the method by which Australians elect their federal Senate. A Wananga is a tertiary institution set up by statute to focus on the educational needs of Maori.
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English, Bill. "The Tertiary Education Advisory Commission (TEAC) reforms." Journal of Management & Organization 12, no. 1 (June 2006): 68–77. http://dx.doi.org/10.5172/jmo.2006.12.1.68.

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In this article Bill English, New Zealand's Shadow Minister for Education, tells the story of New Zealand's tertiary education policy development over the past several years. His perspective comes from time in government and from time in opposition. He concludes with the lessons to be learnt, and his prognosis of the main issues to be confronted by that tertiary sector, in the years to come. The lessons to be learnt are just as valuable for the Australian sector as they are for New Zealand academicians.In this article, Polytechnics are the equivalent of the old Colleges of Advanced Education in Australia, or roughly between the TAFE and university sectors. MMP (mixed member proportional) is the proportional system of electing the New Zealand Parliament. This system is similar to the method by which Australians elect their federal Senate. A Wananga is a tertiary institution set up by statute to focus on the educational needs of Maori.
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Jobbins, David. "A New Commonwealth Tertiary Education Agency—Is it Necessary?" Round Table 101, no. 5 (October 2012): 469–70. http://dx.doi.org/10.1080/00358533.2012.730881.

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Kashtanova, Olga. "National Education Day in Poland: history and traditions." A day in the calendar. Celebrations and memorial days as an instrument of national consolidation in Central, Eastern and South-Eastern Europe from the nineteenth to the twenty-first century, no. 1 (2019): 205–18. http://dx.doi.org/10.31168/2619-0877.2018.1.10.

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The article recounts the history of celebrating the Day of National Education in Poland, which is marked on 14 October. On this day in 1773, the Education Commission — the first ministry of education in Europe — was created. In the context of the abolition of the Order of the Jesuits, who had played a major role in the development of primary and secondary education in the Polish-Lithuanian Commonwealth, the Commission faced the task of reforming public education and giving it a secular character. The reform of education in Poland was of great importance. An orderly education system emerged, subordinate to the state and of a secular nature. Some elements of reaching across the socio-economic classes were introduced. The education system created by the Commission was the basis for the development of education in subsequent years, when, after the final partition of the Polish-Lithuanian Commonwealth in 1795 and until 1918, its former territories were ruled by Russia, Prussia (known as the German Empire since 1871) and Austria. A national holiday dedicated to teachers has been celebrated in the Polish Republic since 1957, every year on 20 November, the international day of the Charter of Educators. In 1972, a Teacher’s Day was officially enshrined in legislation, and its date was moved to 14 October to honour the creation of the Educational Commission. In 1982, the holiday was renamed the Day of National Education. In Poland, since 1997 International Teachers’ Day has also been celebrated on 5 October by teachers working in the field of higher education.
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Christensen, Peter, and Ian Lilley. "The Road Forward? Alternative Assessment for Aboriginal and Torres Strait Islander Students at the Tertiary Level." Australian Journal of Indigenous Education 25, no. 2 (October 1997): 43–46. http://dx.doi.org/10.1017/s1326011100002775.

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This report looked at the important, but contentious issue of alternative assessment for Aboriginal and Torres Strait Islander people studying at the tertiary level. Presented below, its findings give expression to the views of 47 respondents, chosen from Indigenous communities, Commonwealth and State Government departments, the tertiary education sector and business.
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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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Darvall, K. "An Outsider's View of Aboriginal Education in Arnhem Land." Aboriginal Child at School 15, no. 1 (March 1987): 43–47. http://dx.doi.org/10.1017/s0310582200014760.

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In 1986 I was successful in my application for an award under the Schools Exchange and Travel Scheme (a Commonwealth Schools Commission project). As I had expressed interest in visiting small schools with predominantly Aboriginal enrolments, arrangements were made to visit four schools in the East Arnhem Region. During the two weeks of my visit to Arnhem Land I was able to visit Numbulwar, Umbakumba, Yirrkala, Ramingining and Gapuwiyak schools, as well as two outstation schools, Raymangirr and Dhamiyaka.
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Duke, Chris. "Links between Further and Higher Education: The Case of New Zealand." Journal of Adult and Continuing Education 8, no. 1 (November 2002): 104–19. http://dx.doi.org/10.7227/jace.8.1.8.

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This article sketches distinctive and partly unique features of New Zealand society, its recent history, and its adult, community and tertiary education system, as a prelude to considering linkages. The absence of a distinct further education (FE) sector analogous to the British further education colleges (FECs) or Australian technical and further education (TAFE) institutes combined with a recent period of extreme economic rationalism to privilege competition over collaboration. A sharp change of direction in 1999 is leading into a new more planned tertiary system under a Tertiary Education Commission in 2002. This is likely to reward and drive up inter-institutional collaboration, probably also more sharply differentiating roles within the more planned tertiary sector. The article concludes by reflecting on distinctive strengths and shortcomings, and on lessons from New Zealand of possible interest elsewhere.
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Dissertations / Theses on the topic "Commonwealth Tertiary Education Commission"

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Oakshott, Stephen Craig School of Information Library &amp Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997." Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.

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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
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Books on the topic "Commonwealth Tertiary Education Commission"

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Western Australian Post-Secondary Education Commission. Planning for the 1988-90 triennium: Submission to the Commonwealth Tertiary Education Commission : summary. [Perth]: Western Australian Post Secondary Education Commission, 1986.

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2

Exon, F. C. A. A preliminary survey of Australian inter-library lending: A report to the Australian Commonwealth Tertiary Education Commission. Perth: Library, Western Australian Institute of Technology for the Commomwealth Tertiary Education Commission, 1986.

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3

Commission, Sierra Leone Tertiary Education. Statutory Instrument: The Tertiary Education Commission (Tertiary Education Institutions) Regulations, 2006. Sierra Leone: Government Printing Department, 2006.

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Commission, Virginia State Corporation. Consumer education plan: Commonwealth of Virginia State Corporation Commission report to the General Assembly. Richmond: Commonwealth of Virginia, 2000.

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5

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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6

Pearce, D. C. Australian law schools: A discipline assessment for the Commonwealth Tertiary Education Commission. Australian Govt. Pub. Service, 1987.

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The Shaping of Post-Tertiary Education in the Anglophone Caribbean: Forces, Forms and Functions (Commonwealth Case Studies in Citizenship Education). Commonwealth Secretariat, 2003.

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Book chapters on the topic "Commonwealth Tertiary Education Commission"

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Herbert, Susan, and Samuel Lochan. "An Analysis of Recent Developments in Tertiary, Technical and Vocational Education and Training (TVET), and Post-secondary Sector in Trinidad and Tobago (2000–2010)." In Education in the Commonwealth Caribbean and Netherlands Antilles, 398–416. Bloomsbury Publishing Inc, 2014. http://dx.doi.org/10.5040/9781472593467.ch-022.

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Marrett, Christine. "Experiences in Collaboration in Distance Education from the Caribbean, Looking Beyond Electronic." In E-Collaboration, 778–97. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-652-5.ch061.

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nformation communication technologies (ICTs) have facilitated institutional collaboration in distance education. Based on the study, Institutional collaboration in distance education at the tertiary level in the small, developing countries of the Commonwealth Caribbean: To what extent does it enhance human resource development? (Marrett, 2006), the author examines the experiences in the Caribbean between 1982 and 2002. She explores not only the role played by ICTs, but also some of the issues that arise beyond those presented by the technology, highlighting aspects that need attention in order to ensure successful institutional collaboration in tertiary education, and makes recommendations to overcome the challenges.
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Mejiuni, Olutoyin. "Working-Walking Alone and With Others." In Business Education and Ethics, 1260–75. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch064.

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In this chapter, the author shall argue, with materials sourced through desk work, that although formal educational institutions, business and industries, multi-lateral agencies, religious institutions, and a handful of educational non-profits provide and support education and training for the workforce of the future in Nigeria, the tension created by the conflicting frameworks that undergird the provision of, and support for, education by the parties depresses funding for tertiary education, especially in times of economic crises. Inadequate funding of public education in general, and tertiary education in particular, is not, therefore, just a fall out of economic crises; it is also a result of the tension between stakeholders who hold the view that education is a social service, those who hold the view that education is an investment in human capital, and those who believe that education straddles the two frameworks. The author makes the point that the problems associated with inadequate funding of university education are aggravated by the overbearing influence of the National Universities Commission (NUC) in the administration of universities, resulting in low synergy of the output of the formal education system with the needs of business and industries and the requirements of community transformation.
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Conference papers on the topic "Commonwealth Tertiary Education Commission"

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DREJERSKA, Nina. "EMPLOYMENT IN VS. EDUCATION FOR THE BIOECONOMY." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.245.

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A number of employees is one of the basic indicators applied for identification of the economic relevance of an industry or an economic sector. Referring to nearly 18.6 million people employed in the 28 EU Member States within the bioeconomy in 2014, it can be stated that this a an economic sphere of significant importance in the European economy. The main aims of the study are to identify a scale of employment in the bioeconomy sector across EU Member States as well as to investigate tertiary education in bioeconomy based on the Polish experience in the Bioeconomy subject area group within the Euroleague for Life Sciences (ELLS). Data used included: (1) the data portal of agro-economics modelling – DataM of the Joint Research Centre of the European Commission, (2) CAWI research among students of WULS-SGGW on their attitudes to the bioeconomy, (3) feedback of participants of the first summer school in bioeconomy coordinated by WULS-SGGW. Research results display that the majority of Polish students did not meet the term of bioeconomy generally as well as at the university. There is also one very important students’ comment which can describe their attitude: students of economic disciplines are not very much interested as they think that bioeconomy focuses on life sciences (bio) so it is not appropriate for them; students of different fields of life sciences are not very keen to study bioeconomy as according to them it focuses on economy (as in the name itself).
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Alves, Anabela C., Franz-Josef Kahlen, Shannon Flumerfelt, and Anna Bella Siriban Manalang. "Comparing Engineering Education Systems Among USA, EU, Philippines and South Africa." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-63254.

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Globalization has permeated our personal and professional lives and careers over the past two decades, to a point where communication, product development, and service delivery now are globally distributed. This means that the globalization of engineering practice is in effect. Large corporations tap into the global market for recruitment of engineers. However, the education of engineers occurs within the context of individual Higher Education Institutions. Engineers are educated with varying pacing and scoping of higher education programming with varying methods and pedagogy of higher education teaching. The expectations for engineering practice normed from the corporate side within the engineering marketplace, therefore, often do not match the widely dispersed educational experiences and outcomes of engineering education delivery. This gap brings challenges for all stakeholders, employers, higher education and the engineering graduate. But particularly, university education systems which traditionally are slow to respond to shifting market trends and demands, are expected to realign and restructure to answer this shortfall. A response to this shortfall has been prepared independently in different regions and countries. This paper discusses the response from Europe, USA, South Africa and Philippines. The European Commission started building a European Higher Education Area (EHEA) with the intention of promoting the mobility and the free movement of students and teachers in European tertiary education. US universities are introducing a design spine and strengthening students’ systems thinking and problem solving competencies. Philippines is trying to be aligned with ABET system from US. South Africa universities are evolving to a solid core undergraduate engineering curriculum with a limited set of electives available to students which include project-based learning. This is intended to address the education-workplace gap as well. This theoretical paper will provide a comparison study of the differences between the Engineering Education in USA, EU, Philippines and South Africa. The authors will compare current trends and initiatives, aimed at improving the readiness and competitiveness of regional engineering graduates in the workplace. Given that several worthwhile initiatives are underway, it is possible that these initiatives will remain as disparate responses to the need for the globalization of engineering education. Lean performance management systems are widely used in engineering practice internationally and represent one possible rallying concept for the globalization of engineering education in order to address the education-workplace gap. Therefore, this paper examines whether the introduction of a Lean Engineering Education philosophy is a worthwhile global curricular innovation for engineering courses.
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Reports on the topic "Commonwealth Tertiary Education Commission"

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Subhani, MI. VIRTUAL INTERNATIONAL CONFERENCE ON IS OPEN ACCESS KNOWLEDGE CRITICAL IN SCHOLARLY COMMUNICATION? ILMA University, 2021. http://dx.doi.org/10.46745/ilma.oric.conference.2021.01.

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Office of Research, Innovations & Commercialization, ILMA University as always plays a significant role of stimuli to provoke the understanding of publishing protocols among the publishers and other stakeholders of scholarly communications. In continuation to this role, Office of Research, Innovations & Commercialization-ILMA University is hosting a virtual international conference on IS OPEN ACCESS KNOWLEDGE CRITICAL IN SCHOLARLY COMMUNICATION? With this note, to spread growing significance of Open Access Knowledge in Scholarly Communication, I am extending an Official Invitation to your good self to attend this conference. During this extraordinary new normal time in an unprecedented year, there is no pressure to attend this conference. The conference has been designed to be as flexible as possible in the hopes that many people can participate to listen Conference KEYNOTE SPEAKERS from Higher Education Commission, Govt. of Pakistan, Web of Science, Elsevier, COPE, Creative Commons, SAGE Open, University of Jyväskylä, Finland, University De Quebec Montreal, Commonwealth University and Suan Sunandha Rajabhat University, Bangkok.
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