Academic literature on the topic 'Curriculum planning Victoria Decision making'
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Journal articles on the topic "Curriculum planning Victoria Decision making"
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Tao, Min, Jinde Jiang, Xiong Wang, Jiao Zhou, and Jichen Xie. "A Decision Support Framework for Curriculum Planning in Undergraduate Supply Chain Management Program: An Integrated Approach." Mathematical Problems in Engineering 2022 (July 31, 2022): 1–17. http://dx.doi.org/10.1155/2022/3494431.
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Curriculum planning is an important but complex and challenging decision-making problem at universities. There is a growing interest in curriculum planning problem. However, the body of research on curriculum planning process using analytical methods is still small. Additionally, prior research focused on planning of an individual curriculum or making study plan for students. Curriculum planning at the program level is an under-researched topic. A robust model has not been constructed to address curriculum selection and credit allocation problems simultaneously. To help educational leaders make the most appropriate curriculum plan corresponding to their goals with the highest level of utility achieved, this study presents a new decision support framework with integrated approach. In the proposed framework, based on the competency weights derived from the analytical hierarchy process method, the importance of each potential curriculum is evaluated using the fuzzy comprehensive evaluation method. An exploratory estimation is made to calculate the contribution values of competency development by each curriculum taught at different levels. Finally, multichoice goal programming with utility function determines the curriculum to be provided and corresponding credits to minimize the aggregate deviations from predefined goals with multiple aspirations. An application to curriculum planning of an undergraduate supply chain management program is presented to validate the flexibility and practicality of the proposed approach. The implications of the study are not restricted to curriculum planning of supply chain management program.
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Johnson, Merrill L. "GIS in Business: Issues to Consider in Curriculum Decision-Making." Journal of Geography 95, no. 3 (May 1996): 98–105. http://dx.doi.org/10.1080/00221349608978700.
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Sponiar, Martine, Louise Sharpe, Phyllis Butow, and Gary Fulcher. "Reproductive Choices of Women With Multiple Sclerosis." International Journal of MS Care 9, no. 1 (January 1, 2007): 9–12. http://dx.doi.org/10.7224/1537-2073-9.1.9.
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A decision aid may be needed for women with multiple sclerosis (MS) in making family-planning choices. Four hundred sixty-one women responded to a mailing asking them where they were in deciding whether to have children. The mailing was sent to female members of the MS Societies in New South Wales and Victoria, Australia, who were between 20 and 40 years of age. Results showed that 46% of respondents were currently unsure about whether they would start, forego, or enlarge their families. More women with relapsing-remitting MS and women who were unsure of their MS type were undecided about motherhood than those with primary progressive and secondary progressive MS. The results indicate that a decision-making tool to assist women with family planning may be useful.
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Saufi, Akhmad, and Hambali Hambali. "MENGGAGAS PERENCANAAN KURIKULUM MENUJU SEKOLAH UNGGUL." AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM 3, no. 1 (June 30, 2019): 29–54. http://dx.doi.org/10.33650/al-tanzim.v3i1.497.
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Excellent school is identical with quality school. Many people assume that to become a Excellent school must have large financial capital because the availability of facilities and capable resources require big costs. This statement is not entirely true, because besides facilities and human resources involved in educational activities, the most important part of education is the curriculum. This paper aims to find out how curriculum planning ideas can be applied in excellent school. The curriculum as a medium for achieving educational goals also serves as the main guideline for implementing learning activities. Therefore, the design of the curriculum in education must be positioned as a platform for schools to develop education. The results of the author's analysis describe that the curriculum planning framework in excellent schools is developed from local-regional to national level. Curriculum planning process must pay attention to the holistic approach and eliminate hierarchies in decision making. The socio-cultural approach is also essential by involving competent human resources including teachers as curriculum implementers.
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Wood, Larry A., and Peggy L. Hedges. "Active Learning-Reflective Exercises for Face-to-Face and Remote Delivery of Governance and Business Ethics Classes." Journal of Business Ethics Education 18 (2021): 181–98. http://dx.doi.org/10.5840/jbee20211810.
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Despite revisions to curriculum in ethics education in business schools, there continues to be high profile examples of unethical decision making regularly spotlighted in the media. Rather than simply teaching about behaviors and how they might impact decision makers and stakeholders, we describe a suite of activities used to highlight various behaviors and biases that impact the decisions individuals might make. These activities are intertwined with course materials regarding ethics and corporate governance to remind and help students better understand how decision making can be influenced and challenged by personal ethics. We provide lesson planning suggestions including adapting to remote delivery, and student handouts. This suite of activities can be incorporated into any undergraduate or graduate level course that has content dealing with ethical decision making.
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Kovács, Ildiko Gabriella. "Participatory Planning Pedagogy." Canadian Journal of Children's Rights / Revue canadienne des droits des enfants 7, no. 1 (November 6, 2020): 199–227. http://dx.doi.org/10.22215/cjcr.v7i1.2576.
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This paper describes a Children’s Right to the City initiative of a Canadian provincial non-profit organization. The program and its underlying Participatory Planning Pedagogy (PPP) and curriculum follow a student-led and rights-based approach that builds upon global Child Friendly Cities scholarship. The goal of the program is two-fold: First, to uphold children’s participation rights in local decision-making by ensuring that young people’s perspectives are sought out and included in community planning initiatives, and second, to provide meaningful sustainability and citizenship education through participatory planning, and real-world local problem solving that promotes social change. Working in close collaboration with planning teams of the local municipality, the program is implemented within local public elementary schools. This paper will outline the PPP curriculum’s implementation in practice, present the underlying theories informing this work, and discuss benefits, challenges, and future potential of this children’s rights initiative.
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Babenko, Oksana, Mao Ding, and Ann S. Lee. "In-Person or Online? The Effect of Delivery Mode on Team-Based Learning of Clinical Reasoning in a Family Medicine Clerkship." Medical Sciences 10, no. 3 (August 8, 2022): 41. http://dx.doi.org/10.3390/medsci10030041.
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In health professions education, team-based learning (TBL) has been used to help learners develop clinical reasoning and decision-making skills. The COVID-19 pandemic has challenged institutions to move curriculum delivery from largely in-person to online. With the anticipated return to in-person instruction and arguments made in favor of online instruction in certain circumstances, evidence is needed to support decision making in curriculum planning. The purpose of this study was to examine the effect of delivery mode (in-person vs. online) on student learning of clinical reasoning and clinical decision-making (CR/CDM) in the family medicine clerkship. Data from three cohorts of third-year medical students were included in the study: 2018/2019 cohort, in-person; 2019/2020 cohort, half of the cohort in-person, half of the cohort online; 2020/2021 cohort, online. Students’ performance data—individual readiness assurance test (IRAT) and group readiness assurance test (GRAT) scores—were used. The Generalized Estimating Equations (GEE) analysis was performed. As expected, students scored higher in GRAT than IRAT across the three cohorts. No significant IRAT-GRAT differences were observed between in-person and online delivery of TBL sessions. Student learning of CR/CDM in TBL is comparable between the two modes of delivery in the family medicine clerkship. Future research in other clerkships, years of medical education, and professional programs is needed to inform decision making regarding the TBL delivery mode.
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Teychenne, Megan, Kate Parker, Danielle Teychenne, Shannon Sahlqvist, Susie Macfarlane, and Sarah Costigan. "A pre-post evaluation of an online career planning module on university students’ career adaptability." Journal of Teaching and Learning for Graduate Employability 10, no. 1 (May 3, 2019): 42–55. http://dx.doi.org/10.21153/jtlge2019vol10no1art781.
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Indecisiveness and negative thinking regarding career pathways can hinder university students’ career planning, motivation, and mental health. Students intending to enter the workforce after graduation therefore need to develop skills related to career adaptability (i.e. career planning, decision-making, problem solving/confidence and exploration), particularly since career planning and construction is linked to gaining employment. This study aimed to test the effectiveness of an online career planning module on students’ career adaptability. The career-focussed online module, based on the constructs of Savickas’ (2005) theory of career construction, and tailored to students’ skills and interests, was developed and embedded into the University curriculum of a second-year exercise and public health-related unit. In 2018, 80 students completed the online module, along with pre- and post-intervention questionnaires assessing career adaptability elements including career planning, decision making, problem solving/confidence, and exploration. Dependent t-tests were conducted to assess differences in these measures pre- and post-intervention. Post-intervention, significant increases in career-planning strategies used (t(69)=5.45, p<0.001), career planning concern (t(69)=3.73, p<0.001), decision making (i.e. career path identification) (t(70)=3.86, p<0.001), decision making confidence (t(65)=2.69, p<0.01), and problem solving/confidence (t(65) = 2.16, p=0.03) were observed. Further, 80% of participants identified jobs at post-intervention not previously identified pre-intervention (exploration) and 71% of participants perceived improvements in confidence regarding job ideas/making career choices. Findings from this research indicated that completing a brief online career education module, tailored to an individual’s skills and interests, improved all dimensions of the participating students’ career adaptability. Further research utilising longer-term follow-up and randomised controlled trial designs are required to confirm the reliability and transferability of the findings.
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Safran, Safran, Ahmad Tarmizi Hasibuan, and Fitri Yuliawati. "IMPLEMENTATION OF PRINCIPLES AND PRACTICES OF DEMOCRACY INTEGRATION OF CURRICULUM INTEGRATED ON STUDENT CENTERING IN THE CITY OF MEDAN." Abdau: Jurnal Pendidikan Madrasah Ibtidaiyah 4, no. 1 (July 1, 2021): 102–15. http://dx.doi.org/10.36768/abdau.v4i1.171.
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ABSTRACTStudent-centered curriculum integration or often referred to as Curriculum Integration (CI) is a concept that is supported by democratic education. It places students at the center of learning, involving them in classroom decisions and curriculum planning. This paper examines what happens when three teachers, located in three schools in the city of Medan, explore the democratic principles and practices inherent in the integration of a student-centred curriculum. This study is a small-scale qualitative project, so interpretation of the findings should be viewed with participatory action research (PAR). The data collection technique is triangulation. The findings show that the forms of application of democratic principles and practices of student-centered Curriculum Integration in elementary schools in Medan are democratic thinking-pedagogy and practice, skillful in questioning; build a sense of community through joint decision making, jointly built curriculum.Keywords: Curriculum Integration, Democracy, Student Center.
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Vemuri, Sidharth, Jenny Hynson, Katrina Williams, and Lynn Gillam. "Conceptualising paediatric advance care planning: a qualitative phenomenological study of paediatricians caring for children with life-limiting conditions in Australia." BMJ Open 12, no. 5 (May 2022): e060077. http://dx.doi.org/10.1136/bmjopen-2021-060077.
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ObjectivesAdvance care planning (ACP) helps families and paediatricians prepare and plan for end-of-life decision-making. However, there remains inconsistency in its practice with the limited literature describing what this preparation involves, and whether paediatricians recognise a difference between the process of ACP and its outcomes, such as resuscitation plans. This study aims to understand how paediatricians conceptualise ACP when caring for children with life-limiting conditions (LLC) who are unable to participate in decision-making for his/herself.DesignIndividual, semistructured, vignette-based qualitative interviews.SettingAcute inpatient and long-term outpatient paediatric care in three secondary and two tertiary centres in Victoria, Australia.Participants25 purposively sampled paediatricians who treat children with LLC, outside the neonatal period. Paediatricians were excluded if they worked within specialist palliative care teams or assisted in this study’s design.ResultsFour key themes were identified when approaching end-of-life decision-making discussions: (1) there is a process over time, (2) there are three elements, (3) the role of exploring parental values and (4) the emotional impact. The three elements of this process are: (1) communicating the child’s risk of death, (2) moving from theoretical concepts to practice and (3) documenting decisions about resuscitation or intensive technologies. However, not all paediatricians recognised all elements as ACP, nor are all elements consistently or intentionally used. Some paediatricians considered ACP to be only documentation of decisions in advance.ConclusionThere is a preparatory process of discussions for end-of-life decision-making, with elements in this preparation practised within therapeutic relationships. Complexity in what constitutes ACP needs to be captured in guidance and training to include intentional exploration of parental values, and recognition and management of the emotional impact of ACP could increase its consistency and value.
Dissertations / Theses on the topic "Curriculum planning Victoria Decision making"
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DeLaney, Rebecca. "Parent participation in district-level curriculum decision making : a year in the life of a school district /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7740.
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Parkin, Glenda. "Confusion, clarity, cohesion, disintegration: a study of curriculum decision-making in citizenship education." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/2305.
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In the last decade, the Commonwealth Government has relied increasingly on policy-induced consortia to implement its education policy initiatives. The study focused on education policy pertaining to citizenship education, and specifically on the recommendations of the Civics Expert Group's 1994 report Whereas the people...Civics and Citizenship Education. The then Commonwealth Government called for policy-induced consortia to submit applications as a means to implement the report's recommendations. As a result, the Western Australian Consortium for Citizenship Education was formed. The Consortiums submission for a grant to assist teachers to prepare curriculum materials for citizenship education was successful. The study examined the decisions made by the Consortium members in relation to the curriculum materials project.The study was informed by an examination of literature pertaining to citizenship and citizenship education, the implementation of public policy, and group and curriculum decision-making. The review of the literature concerning the constructs of 'citizen' highlighted the contested nature of citizenship. In turn, this is reflected in the debates about the nature of citizenship education. As well, the literature review revealed many models of policy implementation and group curriculum decision-making do not adequately reflect the complexities and realities of group decision-making processes. The models often ignore the socio-political dynamics of the group, particularly in a policy-induced consortium, which exists for a specific and limited purpose, where members owe allegiance to their institutions rather than the consortium and where the consortium is accountable to a government department for the management of the project.A case study approach using qualitative methods was used. These methods and approaches are most likely to capture and interpret the humanness of group decision-making. Moreover, they take into account the importance of the values each member of the Consortium brought to the group and recognise that each member constructed his/her meaning as a result of social interaction with other Consortium members.The case study focused on a detailed examination of the work of the Western Australian Consortium for Citizenship Education and especially on the sub-group of the Project Management Committee over eighteen months. The notion of 'critical decisions' was used to analyse the Consortium's decision-making. Each critical decision had significant consequences for the ongoing work of the Consortium. The nature of the Consortium's decision-making highlighted the overwhelming importance of social dynamics over curriculum decision-making.The intentions of the study were to build towards a more complete understanding of the socio-political nature of group curriculum decision-making; to contribute to theorising about the humanness of group curriculum decision-making; and to provide an informed perspective about the significance of the Commonwealth Government's intervention in education through the mechanism of policy-induced consortia.The thesis makes a contribution to the socio-political dimension of group curriculum decision-making in federations. It illustrates that curriculum policy delivery is a socio-political process focussing on interpersonal relationships rather than a rational or deliberative process based on educational outcomes.
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Parkin, Glenda. "Confusion, clarity, cohesion, disintegration : a study of curriculum decision-making in citizenship education /." Curtin University of Technology, Faculty of Education, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12507.
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In the last decade, the Commonwealth Government has relied increasingly on policy-induced consortia to implement its education policy initiatives. The study focused on education policy pertaining to citizenship education, and specifically on the recommendations of the Civics Expert Group's 1994 report Whereas the people...Civics and Citizenship Education. The then Commonwealth Government called for policy-induced consortia to submit applications as a means to implement the report's recommendations. As a result, the Western Australian Consortium for Citizenship Education was formed. The Consortiums submission for a grant to assist teachers to prepare curriculum materials for citizenship education was successful. The study examined the decisions made by the Consortium members in relation to the curriculum materials project.The study was informed by an examination of literature pertaining to citizenship and citizenship education, the implementation of public policy, and group and curriculum decision-making. The review of the literature concerning the constructs of 'citizen' highlighted the contested nature of citizenship. In turn, this is reflected in the debates about the nature of citizenship education. As well, the literature review revealed many models of policy implementation and group curriculum decision-making do not adequately reflect the complexities and realities of group decision-making processes. The models often ignore the socio-political dynamics of the group, particularly in a policy-induced consortium, which exists for a specific and limited purpose, where members owe allegiance to their institutions rather than the consortium and where the consortium is accountable to a government department for the management of the project.A case study approach using qualitative methods was used. These methods and approaches are most likely to capture and interpret ++the humanness of group decision-making. Moreover, they take into account the importance of the values each member of the Consortium brought to the group and recognise that each member constructed his/her meaning as a result of social interaction with other Consortium members.The case study focused on a detailed examination of the work of the Western Australian Consortium for Citizenship Education and especially on the sub-group of the Project Management Committee over eighteen months. The notion of 'critical decisions' was used to analyse the Consortium's decision-making. Each critical decision had significant consequences for the ongoing work of the Consortium. The nature of the Consortium's decision-making highlighted the overwhelming importance of social dynamics over curriculum decision-making.The intentions of the study were to build towards a more complete understanding of the socio-political nature of group curriculum decision-making; to contribute to theorising about the humanness of group curriculum decision-making; and to provide an informed perspective about the significance of the Commonwealth Government's intervention in education through the mechanism of policy-induced consortia.The thesis makes a contribution to the socio-political dimension of group curriculum decision-making in federations. It illustrates that curriculum policy delivery is a socio-political process focussing on interpersonal relationships rather than a rational or deliberative process based on educational outcomes.
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Leung, Wai-kwan. "Curriculum decision-making within the hierarchy of aided secondary schools during a period of curriculum change the case of advanced supplementary level in Hong Kong /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23457156.
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Weems, Cathy Jo. "Site-based Curricular Decision Making : A Case Study." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc277991/.
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Brasier, Rebecca. "Developing participation with knowledge : a case study of parent participation in curriculum decision-making." Thesis, Queensland University of Technology, 1994. https://eprints.qut.edu.au/36497/1/36497_Brazier_1994.pdf.
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The Queensland Education Department is presently committed to
fostering genuine partnerships between schools, and the parents and
communities they serve. Part of this commitment has involved
inviting parents to participate in collaborative decision-making
regarding curriculum issues at the school level. This thesis is a case
study of a School Community Consultative Committee engaging in
collaborative decision-making about a school Human Relationships
Education program. The committee, involving parents and teachers,
was guided by the departmental document entitled Policy and
Guidelines Statement for Human Relationships Education in
Queensland Schools [Qld Education Dept 1988].
Using qualitative research methods, this study investigates the
participation and collaboration occurring on this committee, through
the recollections of serving members. The analysis of the interview
transcripts, aided by use of the NUD.IST. computer software program,
revealed that evidence of parent participation on such a committee
need not indicate that a truly collaborative decision-making process is
occurring.
Many issues were identified as able to 1mpmge upon the scope
and depth of collaboration. In this case, teachers and parents having
differing levels of knowledge, applicable to the committees' work, was
a salient issue. This knowledge was identified as pertaining to the
organisational culture of schools. The knowledge differential,
combined with the pressures of time, resulted in the scope of the
parents' participative role being limited, and therefore the
collaboration occurring also being limited. This study suggests that successful collaboration needs to include
an expectation for participation that correlates, to a degree, with the
parents' knowledge of the organisational culture of schools, and the
teachers' knowledge of implementing participative and collaborative
mechanisms. It is recommended that each of these elements be
developed, so that expectations for high levels of participation coincide
with high levels of knowledge in the other two areas. This constitutes
an attempt to avoid frustration and dissatisfaction disrupting present
and future efforts at collaborative decision-making in schools.
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Ebrahim, Radya. "Teacher participation in curriculum decision making : a study of teachers' opinions on history education at secondary schools in the Cape Peninsula." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/15988.
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Bibliography: pages 91-96.The current debates about curriculum policy decision making and the empirical investigation into the teaching of history in South Africa undertaken by the Human Sciences Research Council (1989-1991) have prompted this study. The research undertaken attempts to examine how history teachers' opinions can be collected, interpreted and utilised for curriculum policy formulation. The dissertation initially considers participation m curriculum decision-making and presents the case for the inclusion of teachers in decision making structures and processes. Recent initiatives in South Africa which have attempted to involve teachers in curriculum policy formulation are then examined. A research project was undertaken which surveyed the opinions of history teachers and the Cape Peninsula by means of questionnaires and interviews. Its results demonstrate that the research methodology employed impacts strongly on the information that is gathered and on the way that it can be utilised in curriculum policy formulation. The main conclusions reached were that teacher participation could contribute to a less technicist and more person-centered approach in curriculum development. This approach could improve the quality of the product (syllabus documents) and its subsequent adoption and implementation. The degree to which a school identifies with the syllabuses would be far greater, which would ensure flexibility and willingness to adapt to policies in which teachers have a sense of ownership.
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Leung, Wai-kwan, and 梁煒坤. "Curriculum decision-making within the hierarchy of aided secondary schools during a period of curriculum change: the case of advanced supplementary level in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31241979.
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Hinojosa, Eliu Misael. "Superintendents' perceptions of curriculum management audits." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3026198.
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Latsha, Xolisa Noluvo. "An investigation of teacher participation in decision -making, curriculum and management issues: a case study of four secondary schools in the Fort Beaufort District, Eastern Cape Province." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/1851.
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The birth of democracy in 1994 in South Africa moved away from the authoritarian leadership style of the Apartheid era to a democratic style where accountability , democracy, transformational and distributed leadership style was encouraged at school. Leadership was not deemed to be the duty of the principal alone but leadership is shared among all the stakeholders at school. The above assertion prompted the researcher to engage in this study whose purpose was to investigate the extent of teacher participation in decision making in curriculum and management issues at schools. The study sought to assess:(i)To identify the categories of teachers who participated in decision making at school level (ii) To find out the areas in which teachers are involved in decision making at school (iii) To identify the strategies used by principals/ school management in involving the teachers in decision making (iv) To find out the views of principals and teachers regarding their involvement regarding their participation in decision making in curriculum and management issues. To achieve these objectives the researcher opted for the qualitative approach which is embedded in the interpretivist paradigm. The qualitative approach typically studies people by interacting and observing the participants in their natural setting and focusing on their meanings and interpretations. This methodology was relevant because it produced the desired results and gathered information directly from the respondents through interviews, observation, and document analysis. This methodology assisted the researcher to find out the extent of teacher participation in decision making. The data revealed that all teachers are expected to be involved in decision making but that depends on the nature of the issue. The study revealed that all teachers were involved in decisions concerning disciplinary, curriculum, sport as major school activities but some teachers were not involved in financial matters. The data also found out that male teachers feel that there is imbalance of contribution in staff meetings since female teachers are more than male teachers. Furthermore , the study showed that school principals used various strategies to involve teachers in decision making such as consultation on individual basis, group or at committee level. The study also revealed that the principals and teachers felt that when they work together as the school community all organizational goals and objectives will be achieved and owned by all teachers. Teachers also viewed non involvement as what resulted in the negative impact of the activities including high teacher absenteeism and demotivation.
Books on the topic "Curriculum planning Victoria Decision making"
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McGee, Clive. Teachers and curriculum decision-making. Palmerston North, N.Z: Dunmore Press, 1997.
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Hannay, Lynne. Decision making in curriculum development. Toronto: Ontario Institute for Studies in Education, 1987.
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Curriculum improvement: Decision making and process. 8th ed. Boston: Allyn and Bacon, 1992.
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Doll, Ronald C. Curriculum improvement: Decision making and process. 9th ed. Boston: Allyn and Bacon, 1996.
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Curriculum improvement: Decision making and process. 7th ed. Boston: Allyn and Bacon, 1989.
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Curriculum improvement: Decision making and process. 6th ed. Boston: Allyn and Bacon, 1986.
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Howell, Kenneth W. Curriculum-based evaluation: Teaching and decision making. 2nd ed. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1993.
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Victor, Nolet, ed. Curriculum-based evaluation: Teaching and decision making. 3rd ed. Belmont, CA: Wadsworth, 2000.
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Association, National Catholic Educational, ed. Creating a curriculum that works: A guide to outcomes-centered curriculum decision-making. Washington, D.C: National Catholic Educational Association, 1994.
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Sturman, Andrew. Decentralisation and the curriculum: Effects of the devolution of curriculum decision making in Australia. Hawthorn, Vic., Australia: ACER, 1989.
Find full textBook chapters on the topic "Curriculum planning Victoria Decision making"
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Capon, Noel. "Curriculum Change in Context—II: Models of Organizational Decision Making." In Planning the Development of Builders, Leaders and Managers for 21st-Century Business: Curriculum Review at Columbia Business School, 309–36. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1822-1_15.
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"Post-bushfire relocation decision-making and personal wellbeing: A case study from Victoria, Australia." In Planning for Community-based Disaster Resilience Worldwide, 355–78. First Edition. | New York : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315600734-36.
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Ntuli, Esther, and Arnold Nyarambi. "Using Technology to Address the Challenges to Effective Assessment of Young Learners who are Immigrants." In Cross-Cultural Considerations in the Education of Young Immigrant Learners, 280–99. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4928-6.ch017.
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Assessment is an integral part of teaching and learning. Assessment data is gathered to monitor progress and developmental gains in child development and learning, to guide curriculum planning and decision making, to identify special needs, and to evaluate the effectiveness of early childhood programs. Current research indicates that assessment data gathered from children who are immigrants does not always lead to the development of effective curriculum and instruction, and the data is not reliable in identifying immigrant children with special needs. This chapter discusses the possible technologies available to mitigate the threats and challenges that continue to affect the gathering of effective assessment data from young learners who are immigrants.
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Willems, J. "Equity in Distance Education." In Global Challenges and Perspectives in Blended and Distance Learning, 17–35. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3978-2.ch002.
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Within the context of distance education, an understanding of the impact of social justice issues is crucial for informing research, practice, funding, and policy. Equity and the related concerns of access, social inclusion, and ethics impact all levels of distance education, from the macro (research and development, including the globalisation of distance education), through the meso (community and open learning, including choices in educational technology), and down to the micro (teaching and learning, including choices in curriculum design). As a consequence, a modification to the macro-meso-micro framework of distance education is called for: one that situates equity at a meta level. This meta level encompasses all aspects in the field of distance education, and acts as a guide for policy-makers, academics, and administrators on planning, decision-making, and practice within the discipline.
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Dimitriou, Christina. "Creating a better future for the hospitality and tourism education." In Tourism Dynamics. Goodfellow Publishers, 2021. http://dx.doi.org/10.23912/9781911635932-4960.
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In recent years, countless hospitality and tourism programs have been experiencing low enrollment, budgetary issues, low scores in the college rankings, and failure to secure good job opportunities for their graduates. This occurs due to the implementation of unethical hiring and recruiting practices for faculty and staff, poor decision-making over key operational areas, abusive supervision, lack of ethical leadership, and careless strategic planning. However, the major reason is that there has been a huge gap between the hospitality and tourism academia and the industry which keeps growing. This is a rapidly changing industry where new trends are constantly emerging, new technologies are introduced, and innovative strategies arise. Meanwhile, hospitality and tourism programs around the world fail to understand the ever-changing industry trends, adapt to the new standards, and revise their curriculum accordingly. COVID-19 was the final blow that pushed academic institutions to their limits and created additional challenges. This chapter aims to address the issues that the hospitality and tourism academia has been struggling with, offer practical recommendations that will help tackle its operational difficulties, provide top quality education, prepare the leaders of tomorrow effectively, and bring it closer to the industry.
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Muniapan, Balakrishnan, Margaret Lucy Gregory, and Lim Ai Ling. "Marketing Education in Sarawak." In Advances in Marketing, Customer Relationship Management, and E-Services, 112–30. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9784-3.ch008.
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The state of Sarawak is the biggest among the 13 states in Malaysia. It is strategically located in South East Asia in the island of Borneo. In the state of Sarawak, Marketing education has seen a tremendous growth over the years. Marketing is one of the most sought-after business courses by many school leavers. In Sarawak, Marketing education is provided by public and private universities and institutions of higher education in the form of degree and diploma courses. Marketing education views marketing as a discipline that can be learned through the classroom (off the job). However the employers' perspectives differ as they prefer hands on (on the job). The main challenge confronting the Sarawak institutions of higher learning is to produce marketing graduates capable of being competent marketing practitioners serving in public and private sectors. The question that remains unanswered is whether the marketing education curriculum content matches the trends and major forces in our external environment as proper attention to these dimensions will enable the institutions to produce graduates equipped with the relevant skills in the workforce or whether the curriculum content has been designed in recognition of the fact that students will need to cope with the complex nature of today's business planning and decision-making. The literature on marketing education in Sarawak, is limited and very few research articles are found exploring the effectiveness. The authors have contributed to the field of Marketing education in Sarawak in one of their previous article published five years ago. Therefore this chapter is an attempt by the authors to explore the effectiveness of marketing education in meeting the organizational needs in Sarawak from the perspectives of employers. This study uses qualitative methods which includes interview (face-to-face and telephone), informal discussions, email communications with managers, personal observations by the authors, and a review of literatures in the area of Marketing education. Marketing education, like marketing practice, is dynamic. Marketing education should continually evolve in such a manner to accommodate and satisfy various stakeholders such as government, business and industry, academics as well as students. The findings reveal several issues and challenges of Marketing education from the employers' perspectives in Sarawak. These findings will be useful for curriculum design of marketing courses. It will also assist marketing educators in understanding the organizational needs of marketing knowledge, skills and abilities required of a graduate. Future marketing students will also be able to know the industrial and organizational expectations required of them as a marketing graduate. This chapter clearly identifies some of the deficiencies in the area of practical skills required by marketing graduates in the context of Sarawak. This chapter is expected to provide the framework and prospect for conducting an in-depth quantitative research in Marketing education in future in Sarawak (Borneo).
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Muniapan, Balakrishnan, Margaret Lucy Gregory, and Lim Ai Ling. "Marketing Education in Sarawak." In Business Education and Ethics, 688–706. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch036.
Full textAbstract:
The state of Sarawak is the biggest among the 13 states in Malaysia. It is strategically located in South East Asia in the island of Borneo. In the state of Sarawak, Marketing education has seen a tremendous growth over the years. Marketing is one of the most sought-after business courses by many school leavers. In Sarawak, Marketing education is provided by public and private universities and institutions of higher education in the form of degree and diploma courses. Marketing education views marketing as a discipline that can be learned through the classroom (off the job). However the employers' perspectives differ as they prefer hands on (on the job). The main challenge confronting the Sarawak institutions of higher learning is to produce marketing graduates capable of being competent marketing practitioners serving in public and private sectors. The question that remains unanswered is whether the marketing education curriculum content matches the trends and major forces in our external environment as proper attention to these dimensions will enable the institutions to produce graduates equipped with the relevant skills in the workforce or whether the curriculum content has been designed in recognition of the fact that students will need to cope with the complex nature of today's business planning and decision-making. The literature on marketing education in Sarawak, is limited and very few research articles are found exploring the effectiveness. The authors have contributed to the field of Marketing education in Sarawak in one of their previous article published five years ago. Therefore this chapter is an attempt by the authors to explore the effectiveness of marketing education in meeting the organizational needs in Sarawak from the perspectives of employers. This study uses qualitative methods which includes interview (face-to-face and telephone), informal discussions, email communications with managers, personal observations by the authors, and a review of literatures in the area of Marketing education. Marketing education, like marketing practice, is dynamic. Marketing education should continually evolve in such a manner to accommodate and satisfy various stakeholders such as government, business and industry, academics as well as students. The findings reveal several issues and challenges of Marketing education from the employers' perspectives in Sarawak. These findings will be useful for curriculum design of marketing courses. It will also assist marketing educators in understanding the organizational needs of marketing knowledge, skills and abilities required of a graduate. Future marketing students will also be able to know the industrial and organizational expectations required of them as a marketing graduate. This chapter clearly identifies some of the deficiencies in the area of practical skills required by marketing graduates in the context of Sarawak. This chapter is expected to provide the framework and prospect for conducting an in-depth quantitative research in Marketing education in future in Sarawak (Borneo).
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Dumas, J. Ann. "Gender ICT and Millennium Development Goals." In Information Communication Technologies, 504–11. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch035.
Full textAbstract:
Gender equality and information and communication technology are important in the achievement of the Millennium Development Goals (MDGs) in policy, planning, and practice. The 2000 Millennium Declaration of the United Nations (UN) formed an international agreement among member states to work toward the reduction of poverty and its effects by 2015 through eight Millennium Development Goals: 1. Eradicate extreme poverty and hunger 2. Achieve universal primary education 3. Promote gender equality and the empowerment of women 4. Reduce child and maternal mortality 5. Improve maternal health care 6. Combat HIV and AIDS, malaria, and other major diseases 7. Ensure environmental sustainability 8. Develop global partnership for development Progress toward gender equality and the empowerment of women is one goal that is important to achieving the others. Poverty, hunger, illiteracy, environmental threats, HIV and AIDS, and other health threats disproportionately affect the lives of women and their dependent children. Gender-sensitive ICT applications to education, health care, and local economies have helped communities progress toward the MDGs. ICT applications facilitate rural health-care workers’ access to medical expertise through phones and the Internet. Teachers expand learning resources through the Internet and satellite services, providing a greater knowledge base for learners. Small entrepreneurs with ICT access and training move their local business into world markets. ICT diffusion into world communication systems has been pervasive. Even some of the poorest economies in Africa show the fastest cell-phone growth, though Internet access and landline numbers are still low (International Telecommunications Union [ITU], 2003b). ICT access or a lack of it impacts participation, voice, and decision making in local, regional, and international communities. ICTs impact the systems that move or inhibit MDG progress. UN secretary general Kofi Annan explained the role of the MDGs in global affairs: Millennium Development Goals are too important to fail. For the international political system, they are the fulcrum on which development policy is based. For the billion-plus people living in extreme poverty, they represent the means to a productive life. For everyone on Earth, they are a linchpin to the quest for a more secure and peaceful world. (UN, 2005, p. 28) Annan also stressed the critical need for partnerships to facilitate technology training to enable information exchange and analysis (UN, 2005). ICT facilitates sharing lessons of success and failure, and progress evaluation of work in all the MDG target areas. Targets and indicators measuring progress were selected for all the MDGs. Gender equality and women’s empowerment are critical to the achievement of each other goal. Inadequate access to the basic human needs of clean water, food, education, health services, and environmental sustainability and the support of global partnership impacts great numbers of women. Therefore, the targets and indicators for Goal 3 address females in education, employment, and political participation. Progress toward the Goal 3 target to eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015, will be measured by the following indicators. • Ratio of girls to boys in primary, secondary, and tertiary education • Ratio of literate females to males who are 15- to 24-year-olds • Share of women in wage employment in the nonagricultural sector • Proportion of seats held by women in national parliaments (World Bank, 2003) Education is positively related to improved maternal and infant health, economic empowerment, and political participation (United Nations Development Program [UNDP], 2004; World Bank, 2003). Education systems in developing countries are beginning to offer or seek ways to provide ICT training as a basic skill and knowledge base. Proactive policy for gender equality in ICT access has not always accompanied the unprecedented ICT growth trend. Many civil-society representatives to the World Summit on the Information Society (WSIS) argue for ICT access to be considered a basic human right (Girard & Ó Soichrú, 2004; UN, 1948). ICT capability is considered a basic skill for education curriculum at tertiary, secondary, and even primary levels in developed regions. In developing regions, ICT access and capability are more limited but are still tightly woven into economic communication systems. ICTs minimize time and geography barriers. Two thirds of the world’s poor and illiterate are women (World Bank, 2003). Infant and maternal health are in chronic crisis for poor women. Where poverty is highest, HIV and AIDS are the largest and fastest growing health threat. Ninety-five percent of people living with HIV and AIDS are in developing countries, partly because of poor dissemination of information and medical treatment. Women are more vulnerable to infection than men. Culturally reinforced sexual practices have led to higher rates of HIV infection for women. Gender equality and the empowerment of women, starting with education, can help fight the spread of HIV, AIDS, and other major diseases. ICT can enhance health education through schools (World Bank). Some ICT developers, practitioners, and distributors have identified ways to incorporate gender inclusiveness into their policies and practice for problem-solving ICT applications toward each MDG target area. Yet ICT research, development, education, training, applications, and businesses remain male-dominated fields, with only the lesser skilled and salaried ICT labor force approaching gender equality. Successful integration of gender equality and ICT development policy has contributed to MDG progress through several projects in the developing regions. Notable examples are the South-African-based SchoolNet Africa and Bangladesh-based Grameen Bank Village Pay Phone. Both projects benefit from international public-private partnerships. These and similar models suggest the value and importance of linking gender equality and empowerment with global partnership for development, particularly in ICT. This article reports on developing efforts to coordinate the achievement of the MDGs with policy, plans, and practice for gender equality beyond the universal educational target, and with the expansion of ICT access and participation for women and men. The article examines the background and trends of MDG 3, to promote gender equality and the empowerment of women, with particular consideration of MDG 8, to develop global partnership for development, in ICT access and participation.
Conference papers on the topic "Curriculum planning Victoria Decision making"
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Brand, Jeffrey D., and Laura A. Terlip. "Communicating STEM Learning and Ethical Reasoning: An Evaluation of Curriculum Content in K-12 Programs." In 2016: Confronting the challenges of public participation in environmental, planning and health decision-making. Iowa State University, Digital Press, 2014. http://dx.doi.org/10.31274/sciencecommunication-180809-97.
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Nagel, Jacquelyn K. S., Robert L. Nagel, Eric Pappas, and Olga Pierrakos. "Integration of a Client-Based Design Project Into the Sophomore Year." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70612.
Full textAbstract:
Often engineering design instruction based on real-world, client-based projects is relegated to a final year capstone course. The engineering program at James Madison University (JMU), however, emphasizes these real-world, client-based design experiences, and places them throughout our six-course engineering design sequence. Our six-course design sequence is anchored by the sophomore design course sequence, which serves as the cornerstone to the JMU engineering design sequence. The cornerstone experience in the sophomore year is meant to enable mastery through both directed and non-directed learning and exploration of the design process and design tools. To that end, students work in both small (4–5) and large (9–11) teams to complete a year-long design project. The course project is woven with instruction in engineering design theory and methodology; individual cognitive processes, thinking, and communication skills; decision making; sustainable design; problem solving; software; and project management. Students’ overarching task during the first semester is to follow the first two phases of the engineering design process—Planning and Concept Generation—while in the second semester, students work to reiterate on the first two phases of the engineering design process before prototyping, testing, and refining a design for the client. The project culminates with the students demonstrating their final product to the client, University, and local community. Our goal in this paper is to present our model for integrating real-world, client-based design projects into the sophomore year to facilitate meaningful design experiences across the curriculum. We believe that providing these experiences early and often not only challenges students on multiple dimensions, but also exposes them, and consequently better prepares them, for their eventual role as a practicing engineer. In this paper, we shall describe the sophomore design course sequence, the history and details of the course project, and also key learning outcome gains.