Academic literature on the topic 'Continuing education Victoria'
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Journal articles on the topic "Continuing education Victoria"
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Spaull, Andrew. "Deprofessionalisation of State School Teaching: A Victorian Industrial Relations Saga." Australian Journal of Education 41, no. 3 (November 1997): 289–303. http://dx.doi.org/10.1177/000494419704100307.
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DEPROFESSIONALISATION of school teaching has occurred through a number of managerial interventions. This study focuses on the erosion of teachers' rights and conditions of employment through the attempted deregulation of the state education industry in Victoria. This process, closely identified with radical labour market reforms, has been fiercely contested by Victorian state school teachers and their unions, especially over procedural rule making in industrial relations. This type of rule making relates to the processes of regulation and the jurisdictions made available to employers and unions by governments, the courts and the industrial tribunals. The recent struggles over procedural rule making, it is argued, have governed the pace and trajectory of the deprofessionalisation of state school teaching. It remains a continuing contest.
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Wong, Shinen, and Heather Tan. "Frames for the Future: Developing Continuing Education & Professional Development Programs for Spiritual Care Practitioners: A Perspective from Victoria, Australia." Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 71, no. 4 (December 2017): 237–56. http://dx.doi.org/10.1177/1542305017742348.
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This article examines the educational issues in ongoing professional education for spiritual care practitioners. A meta-evaluation of registration and evaluation data over four years (between 2013 and 2016) of one such monthly program conducted by Spiritual Health Victoria (Australia) will be examined. Recommendations are made to support healthcare managers and spiritual care educators in designing and developing continuing education programs for spiritual care practitioners in a variety of other professional health and care contexts.
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Robinson, Sanske. "Video-conferencing: under-used by rural general practitioners." Australian Health Review 25, no. 6 (2002): 131. http://dx.doi.org/10.1071/ah020131a.
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The objective was to investigate the use of and value General Practitioners place on video-conferencing as a tool in providing rural health care. The participants were 8 rural general practitioners in rural Victoria towns. I found that six out of the eight GPs did not value video-conferencing as a tool to assist with patient care, and the other two GPs were interested in the technology only for certain aspects of support with patient consultations and continuing education. I conclude that there needs to be a review of whether video-conferencing equipment should continue to be implemented in the same way that it has been so far in Victoria, and of the cost-effectiveness of providing video-conferencing facilities in rural health services. In particular, there needs to be a review of whether more training and support for rural general practitioners is needed to increase the uptake of video-conferencing. Alternatively, analysis can be undertaken of the intrinsic value of using video-conferencing as an interactive tool for obtaining specialist support for patient care or undertaking continuing education via video-conferencing, and the program discontinued if it is found to be unwarranted.
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Gill, Barry, and Brian Hand. "professional standing of the replacement teacher in the education community: a country region's perspective." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 35–48. http://dx.doi.org/10.47381/aijre.v2i1.269.
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As Australian schools move towards the twenty-frrst century more attention is being drawn to the professionalism of teachers. This has led to the recent publication of two NBEET reports, Teacher Education in Australia (September 1990) and Australia's Teachers: A Blueprint for the 90's (January 1991). These reports recognise the need for a reconceptualisation and urgent action in regards to the initial training and continuing education of Australia's teachers. Each goes into considerable detail about the need, scope and format of programs of professional development, and each highlights the importance of Employer/Higher Education Institution co-operation in such programs.
The La Trobe University College of Northern Victoria and the Bendigo Regional Office of the Victorian Ministry of Education are in the process of developing this co-operation, especially in the post initial teacher education area. Through the Research Centre for Teacher Development at the La Trobe University College of Northern Victoria, a project is underway to develop this process in close consultation with, and the full co-operation of the Loddon Campaspe Mallee Regional Office. This paper reports on the initial outcome.
Fifty-eight Primary Replacement Teachers (RTs) responded to a questionnaire regarding their employment status, professional qualifications, days worked in 1989 and 1990, and their in-service involvement and in-service needs. The investigation was undertaken in order to provide local Ministry and University College personnel with information to assist in planning future in-service needs for this particular group of teachers.
In Victoria during 1990 the Ministry employed 40,000 teachers in primary, secondary and special schools. There is constantly a pool of 10,000 teachers on leave without pay from the Ministry. During the 1989-90 financial year 14,000 teachers were employed as Replacement Teachers in primary and secondary schools. Some of these Replacement Teachers came from the pool of teachers on leave without pay, but there is still a large group of teachers whose only source of employment is RT work.
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Bryant, Catherine, and Bruno Mascitelli. "The “special experiment” in languages." History of Education Review 47, no. 1 (June 4, 2018): 54–66. http://dx.doi.org/10.1108/her-01-2017-0002.
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Purpose The Victorian School of Languages began on the margins of the Victorian education system in 1935 as a “special experiment” supported by the Chief Inspector of Secondary Schools, J.A Seitz. The purpose of this paper is to present a historical analysis of the first 15 years of the “special experiment” and it reports on the school’s fragile beginnings. Design/methodology/approach The historical analysis draws on archival materials, oral sources and other primary documents from the first 15 years of the Saturday language classes, to explore its fragile role and status within the Victorian education system. Findings The Saturday language classes were experimental in nature and were initially intended to pilot niche subjects in the languages curriculum. Despite support from influential stakeholders, widespread interest and a promising response from teachers and students, the student enrolments dwindled, especially in the war years. As fate would have it, the two languages initially established (Japanese and Italian) faced a hostile war environment and only just survived. Questions about the continuing viability of the classes were raised, but they were championed by Seitz. Originality/value To date, this is one of few scholarly explorations of the origins of the Victorian School of Languages, a school which became a model for Australia’s other State Specialist Language Schools. This paper contributes to the literature about the VSL, a school that existed on the margins but played a pioneering role in the expansion of the language curriculum in Victoria.
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Kentish, Barry, and Ian Robottom. "Community-Based Sustainability: Conservation in the Ballarat Region." Australian Journal of Environmental Education 22, no. 2 (2006): 33–43. http://dx.doi.org/10.1017/s0814062600001361.
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AbstractThe discourse of sustainability is promoted internationally, with the United Nations declaring 2005-2014 as a Decade for Education for Sustainable Development. There is discussion concerning the nature, status and significance of Education for Sustainability and its relationship with the somewhat established discourse of environmental education. This debate requires continuing theorising and one approach is to reflect critically on specific examples of sustainability within specific communities. This article seeks to promote further discussion about sustainability, and to contribute to ongoing theorisation about Education for Sustainability, by considering a particular instance – that of environmental sustainability in the Ballarat region of Victoria. The case study suggests that implementation of this local environmental sustainability strategy was dominated by technocratic and individualistic ideologies.
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Peters, Lisa, Sharon L. Bourke, Janet A. Green, Elianna Johnson, Ligi Anish, and Linda K. Jones. "Understanding the healthcare needs of Sudanese refugee women settling in Australia." Clinical Nursing Studies 8, no. 2 (June 16, 2020): 40. http://dx.doi.org/10.5430/cns.v8n2p40.
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Objective: Explore the healthcare needs of Sudanese refugee women settling in Australia.Background: Refugees from Sudan are the fastest growing community in Australia. Nurses who care for people from the Sudan will be required to be familiar with the needs of this emerging community and offer culturally competent and safe care.Methods: Integrative review of the literature.Results: Sudan is one of the countries in Africa where the practice of female genital mutilation (FGM), cutting or circumcision is considered a social norm. This is a deeply rooted traditional cultural practice that is still prevalent in many developing countries. Healthcare professionals in Australia are ill equipped to care for women and children who have undergone this procedure. This paper explores the Sudanese refugee community in Shepparton, Victoria to explore the nursing considerations caring for women affected by FGM within the Australian health care context.Conclusions: There is a need for more education in undergraduate, postgraduate and continuing professional education on the healthcare needs of women who have undergone female genital mutilation in order to provide appropriate care and support for these women.
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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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Roche, Ann M., Michael D. Parle, Jane Campbell, and John B. Saunders. "Substance Abuse Disorders: Psychiatric Trainees' Knowledge, Diagnostic Skills and Attitudes." Australian & New Zealand Journal of Psychiatry 29, no. 4 (December 1995): 645–52. http://dx.doi.org/10.3109/00048679509064980.
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Objective: The drug and alcohol related knowledge and attitudes of trainee psychiatrists were examined to obtain a baseline measure of these factors in order to determine whether current training is appropriate and adequate. Method: A questionnaire was distributed to trainees enrolled in the training program of the Royal Australian and New Zealand College of Psychiatrists in New South Wales, Victoria, Queensland and South Australia (N=425). Questions were asked relating to theoretical knowledge, diagnostic and problem solving skills for a number of drug groups; further questions concerned the respondents' attitudes and opinions on aspects of management. Results: Sixty per cent of recipients returned the questionnaire. Theoretical and applied knowledge levels were of an adequate standard overall, but highly variable. Notable areas of weakness included knowledge of opiates, barbiturates and stimulants. Trainees' views regarding treatment options were also variable. Alcoholics Anonymous was considered the best supported form of treatment from evidence from controlled trials. Low levels of self efficacy and little support were recognised for early intervention strategies. Conclusions: While positive views were generally expressed towards involvement with patients with alcohol and drug problems, specific strategies to enhance training and performance are needed. Findings are discussed in terms of continuing education. It is recommended that if sufficient training in this area is not provided then psychiatrists will have little confidence in appropriate therapeutic approaches in treating substance misusers.
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Ervin, Kaye, Carol Reid, Tegan Podubinski, and Jacquie Phillips. "Trauma-informed knowledge, awareness, practice, competence and confidence of rural health staff: A descriptive study." Journal of Nursing Education and Practice 11, no. 9 (April 22, 2021): 1. http://dx.doi.org/10.5430/jnep.v11n9p1.
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Background and objective: By adopting a trauma-informed approach to care at the organisational and clinical levels, health care systems and providers can enhance the quality of care that they deliver and improve health outcomes for individuals with a trauma history. This study aimed to explore the trauma-related knowledge, attitudes awareness, practice, competence and confidence of health service staff from three small rural health services in Victoria, Australia, and examine their self-reported capacity to respond to clients with a trauma history.Methods: Staff from each site were invited to complete a paper-based survey. The survey included demographic information and questions related to knowledge and understanding of trauma, experience of trauma-informed care and confidence engaging in, and perceived importance of, trauma-informed practices. Results: The respondents were predominately nurses. Results showed that 16% of respondents had undertaken training in trauma-informed care and 44% disagreed that they had an understanding of trauma-informed practices. There were high levels of agreement for statements related to knowledge and understanding of trauma and low levels of agreement with statements related to experience of trauma-informed care. More than 70% of respondents reported that they had little knowledge of the principals of trauma-informed care, and little experiencing with practicing trauma-informed care.Discussion and conclusions: Overall, the survey results showed that staff were trauma-aware, but supported the need for more education and training in trauma-informed practices and improved organisational approaches to support trauma-informed approaches. It is important for organisations to shift from being trauma aware to being trauma-informed, by building foundational awareness of these practices and reinforcement through continuing education.
Dissertations / Theses on the topic "Continuing education Victoria"
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McCall, Louise 1965. "Can continuing medical education in general practice psychiatry aid GPs to deal with common mental disorders ? : a study of the impact on doctors and their patients." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8363.
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Hebestreit, Lydia Karola. "An evaluation of the role of the university of the third age in the provision of lifelong learning." Thesis, 2006. http://hdl.handle.net/10500/1498.
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During the past thirty years several models for lifelong education after retirement have been developed worldwide, one of them being the University of the Third Age (U3A). This study explored the contributions of the U3A to the educational needs of older adults and evaluated the benefits they perceived from their participation in U3A by means of a literature study and an empirical investigation. The latter used a survey to explore the experiences of U3A members of two U 3As and presidents of 68 U3As in Victoria, Australia by means of two different questionnaires. As only 1.47 percent of the over-55 population of Victoria are U3A members, the survey also investigated barriers to U3A participation in general and with special reference to the male population. The findings indicated that member respondents were very satisfied with their U3A experiences which had made substantial differences in their lives. Both male and female respondents saw personal, mental, social, and physical improvement as a result of U3A participation. The majority indicated that participation had improved their intellectual development. Significant differences in the perceptions of male and female participants emerged: female members outnumbered males by three to one. Both the presidents and the members expressed some programmatic concerns, primarily obtaining tutors and classroom availability. The subject areas covered by courses presented were extensive. There was a difference in the subjects desired by males and female respondents; very few courses are offered in science and economics. Some barriers to participation identified are a lack of awareness of U3A, the stereotypical attitudinal barrier of `I am too old' and negative past educational experiences. Moreover, U3As should increase marketing endeavours. Although most U3As advertise, almost a third of the respondents indicated that they would have joined earlier if aware of U3As. A contributing factor appears to be a virtual lack of research and information provided in educational academic journals and other media about lifelong education after retirement. Based on the findings, recommendations were made for future research and for improved practice in the U3A environment as a means to enhance the quality of life for older adults.Educational Studies
D.Ed. (Comparative Education)
Books on the topic "Continuing education Victoria"
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Cane, Georgina. Telecommunications support for professional development programs for rural library networks: Report of a study undertaken for Mildura Rural City Council Library Service & Office of Local Government. Victoria, Australia: Office of Local Government, Dept. of Infrastructure, 1998.
Find full textBook chapters on the topic "Continuing education Victoria"
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Willems, Julie, Cathy Haigh, Marianne Tare, Margaret Simmons, David Reser, Adelle McArdle, and Shane Bullock. "Toward Sustainable Teaching: Staff Perceptions of the Delivery of a Rural Medical Program during the COVID-19 Pandemic." In Higher Education - Reflections From the Field [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.109417.
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What can be learned through teaching and learning in crises, such as bushfires, floods, and the global COVID-19 disruption? How can insights gained be applied to prepare for inevitable future disruption to normal operation, especially in regions identified to be prone to natural hazards? In 2021, focus groups and individual interviews were conducted with academics, clinical tutors, and professional staff members to explore staff perceptions in a regional medical school in eastern Victoria, Australia, about their experiences of teaching and learning during the COVID-19 pandemic. Strategies are suggested to sustain teaching in times of crisis or natural disaster to future-proof against inevitable change including protocols, policy, staff checklists, and staff continuing professional development.
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Stray, Christopher. "Bernard Lightman and Bennett Zon (eds), Victorian Culture and the Origin of Disciplines. (New York and London: Routledge, 2020), xiii+320pp. ISBN: 978036228422." In History of Universities: Volume XXXIV/2, 199–201. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192857545.003.0015.
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This chapter analyzes the twelve essays arranged in Bernard Lightman and Bennett Zon's Victorian Culture and the Origin of Disciplines. The book covers a wide range of academic subjects: mathematics, zoology, child psychology, history, anthropology, archaeology, classics, art history, dance history and musicology. The first section is on professional validation, in which Lightman investigates the connection, and tension, between the emergence of new specialized disciplines and the continuing concern to see science as a unity, while the second section deals with university education. The third section is concerned with society journals, such as David Lowther's piece that explores the ferocious struggles between rival British natural history journals in the second quarter of the nineteenth century. The remaining three chapters discusses literary genres, disciplinary boundaries, and interdisciplinarity.