Relevant bibliographies by topics / Education, Secondary Victoria Curricula

Academic literature on the topic 'Education, Secondary Victoria Curricula'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Education, Secondary Victoria Curricula"

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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Food professionals’ opinions of the Food Studies curriculum in Australia." British Food Journal 119, no. 12 (December 4, 2017): 2945–58. http://dx.doi.org/10.1108/bfj-02-2017-0112.

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Purpose The purpose of this paper is to investigate the food system professionals’ opinions of a new senior secondary school food literacy curriculum named Victorian Certificate of Education Food Studies in Victoria, Australia. Design/methodology/approach A purposive sample of 34 food system professionals from different sub-sectors within the Australian food system was interviewed individually in late 2015 and early 2016. Interviews were analysed using the template analysis technique. Findings Most participants appreciated the extensive coverage of food literacy aspects in this new curriculum. However, many suggested amendments to the curriculum including pay less emphasis on food history-related topics and pay more focus on primary food production, nutrition awareness and promotion, and food security, food sovereignty, social justice, and food politics. Practical implications A well-structured, comprehensive secondary school food literacy curriculum could play a crucial role in providing food literacy education for adolescents. This will help them to establish healthy food patterns and become responsible food citizens. The findings of this study can be used to modify the new curriculum to make it a more comprehensive, logical, and feasible curriculum. Moreover, these findings could be used to inform the design of new secondary school food literacy curricula in Australia and other countries. Originality/value The exploration of perspectives of professionals from a broad range of food- and nutrition-related areas about school food literacy education makes this study unique. This study highlights the importance of food professionals’ opinions in secondary school food-related curricula development.
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Eilam, Efrat, Veerendra Prasad, and Helen Widdop Quinton. "Climate Change Education: Mapping the Nature of Climate Change, the Content Knowledge and Examination of Enactment in Upper Secondary Victorian Curriculum." Sustainability 12, no. 2 (January 13, 2020): 591. http://dx.doi.org/10.3390/su12020591.

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Climate change (CC) is widely accepted as the major threat of our time, posing unprecedented challenges to humanity. Yet very little is known regarding the ways in which upper-secondary curricula address the need to educate about this crisis. This study contributes to the field of CC education theoretically and empirically. From the theoretical perspective, the study contributes two CC conceptualisation frameworks: a characterisation of the nature of CC, and a mapping of the scope of CC content knowledge. The empirical contribution consists of examining CC education implementation within upper-secondary curriculum in the state of Victoria, Australia. Specifically we examined the CC conceptualisation and the scope of content present in the Victorian Certificate of Education (VCE) study designs. A total of 10 out of 94 study designs qualified for examination through referencing CC. The findings suggest that none of the study designs present a complete conceptualisation of the nature of CC. Common conceptualisations within the study designs perceive CC as a cause or an outcome, a problem of management, or of technological efficiency. CC content within the study designs is limited, and presents misconceptions, including the assumption that CC is a natural change caused by astronomical and solar systems. A cross-curriculum integration approach within the study designs is found to be ineffective. We conclude that CC presents a paradigm shift which brings about the new discipline of CC. There is a need for curricula reforms to address and incorporate CC as a coherent body of knowledge.
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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (January 2, 2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.

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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.
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Burke, Harry. "Marching backwards into the future: the introduction of the English creative music movement in state secondary schools in Victoria, Australia." British Journal of Music Education 31, no. 1 (September 2, 2013): 41–54. http://dx.doi.org/10.1017/s0265051713000235.

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In 1910, Victoria established an elite form of state secondary education that remained essentially unchanged until the introduction of a progressive curriculum during the late 1960s. This radical and voluntary curriculum introduced child-centred learning and personal development skills to state secondary schools. Many state secondary music teachers took advantage of the reform and introduced the English creative music movement (Rainbow, 1989). As music teachers were unfamiliar with progressive education they would require extensive retraining. Continual disruption to state secondary education during the 1970s, together with the lack of expertise in progressive music education in the Victorian Education Department led to music teachers being given little assistance in developing strategies for teaching creative music. No rationale was developed for creative music education until the late 1980s. As research in music education was in its infancy in Australia during the late 1960s, teachers had little understanding of the difficulties faced by many creative music teachers in England in regard to students developing traditional skills, for example music notation and performance-based skills. Dissatisfaction with progressive education led to the introduction of standards-based education in 1995. Progressive educational theories were no longer considered an important goal. Similar to the late 1960s Victorian education reforms, music teachers received little assistance from the Victorian Education Department. The introduction of standards-based Arts education has seriously reduced the teaching of classroom music throughout the state, leaving many classroom music programmes in a perilous position that is analogous to state music education before the introduction of progressive education in the late 1960s.
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Elsworth, Gerald R. "School Size and Diversity in the Senior Secondary Curriculum: A Generalisable Relationship?" Australian Journal of Education 42, no. 2 (August 1998): 183–203. http://dx.doi.org/10.1177/000494419804200205.

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UNDERPINNING the debate on the desirable size of secondary schools is the assumption that larger schools are able to offer a more diverse curriculum and thereby provide greater equality of educational opportunity and outcomes. A detailed study of curriculum provision at Year 12 in Victoria showed that the positive relationship between school size and the number of distinct subjects offered was generalisable across ‘mainstream’ schools and all curriculum fields. But many small schools were able to offer a broad range of subjects, and the increase in diversity with school size was uneven across fields. Furthermore, evidence that students actually enrolled in the additional subjects offered in the larger schools was equivocal. It remains problematic whether the apparent diversity in Year 12 subject offerings achieved in the new, larger, secondary colleges in Victoria has led to a more equitable curriculum.
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Keynton, Janice. "Classroom learners of Chinese in senior secondary school." Australian Review of Applied Linguistics 41, no. 3 (December 31, 2018): 280–306. http://dx.doi.org/10.1075/aral.17087.key.

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Abstract This study looks at the Chinese-learning experiences of six classroom learners who continued to the end of secondary school in Victoria, Australia, through in-depth interviews. Various systemic deterrents to continued Chinese language study are identified by the participants, including: (1) the schooling journey, including transition between primary and high school and disruption from uninterested students in compulsory classes; (2) the curriculum and the learning demands dictated by the form of assessment; (3) the risk of poor assessment results prejudicing post-school study options, in particular because the cohort includes large numbers of home speaker learners. In Victoria, Australia, a large part of what schools provide is dictated by the metasystem of education and the assessments at which it aims. Thus the structural deterrents to Chinese classroom learner continuation identified are within the power of government agencies to change, in order to enable more of these students to continue.
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Teese, Richard. "Mass Secondary Education and Curriculum Access: a forty‐year perspective on mathematics outcomes in Victoria." Oxford Review of Education 20, no. 1 (January 1994): 93–110. http://dx.doi.org/10.1080/0305498940200106.

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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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Thomas, Ian. "Australian Tertiary Environmental Courses: A Status Report." Australian Journal of Environmental Education 9 (1993): 135–45. http://dx.doi.org/10.1017/s0814062600003232.

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During the 1970s and 1980s there has been a growing awareness of the environment. This has been particularly evident in the general community through:• passing of environmental legislation;• growth in status of environment groups;• media coverage of environmental issues.As a result the direction of formal education has been influenced. For example, through the Victorian State Conservation Strategy, the community has indicated the direction for tertiary institutions, where one of the objectives of this strategy is to:promote and strengthen inter-disciplinary environmental education programs in schools and tertiary institutions. (Victorian Government, 1987, p.89)Similarly, the Australian Government's Ecologically Sustainable Development process (ESD) has proposed the incorporation of ESD, in tertiary curricular (Ecologically Sustainable Development Steering Committee, 1992).Linke (1979) has described the development of environmental education curricula during the 1970s whereby consideration of aspects of the environment became more common. Most activity was noted to be in primary and secondary sectors, however, at tertiary level a range of subjects focussing on the environment were apparent, as were several courses which were specifically designed to provide training in environmental understanding.
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Walker, Robert, and Colin Boylan. "Technology and distance education." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 63–66. http://dx.doi.org/10.47381/aijre.v2i1.271.

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Under the Distance Education Plan of the NSW Department of School Education, the provision of a full secondary education to rural students has been enhanced through the use of technology based communication networks. In the Riverina region of New South Wales, a pilot project linking three Central Schools into a cluster commenced in 1990. This pilot project is known as the Telematics Access Program and is similar to other projects in operation in Victoria and Queensland. Each school is linked to the other schools in the cluster by teleconference, fax and electronic blackboard computer facilities. Through the schools in the cluster sharing teacher expertise and using the technology to link students and teachers, a comprehensive Years 11 and 12 curriculum has been offered to these students. Students can select from 17 subjects currently available.
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Dissertations / Theses on the topic "Education, Secondary Victoria Curricula"

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Swedosh, Philip, and mikewood@deakin edu au. "An Investigation into the skill levels achieved by mathematics students in the V.C.E. and the H.S.C. mathematics courses." Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.153947.

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This study examines whether recent changes to the mathematics courses offered in the final year of secondary school (Year 12) in the state of Victoria, Australia have affected the learning outcomes of students in terms of then: skill levels in algebra, calculus and problem solving; and in terms of their preparation for a tertiary mathematics unit. The impact of these changes on the transition from secondary to tertiary mathematics is also considered. A comparison is made between students who attempted a first year mathematics unit at the University of Melbourne (U. of M.) having completed the new V.C.E. (Victorian Certificate of Education) mathematics courses and mathematics courses from the previous H.S.C. (Higher School Certificate) system. The comparison involves the use of tests administered upon entrance to a tertiary mathematics unit at the U. of M., and questionnaires. In 1991, V.C.E, students and H.S.C. students attempted the same mathematics test at the U. of M. and their results were compared. In 1992, the tests were attempted by V.C.E. students only. To compare new V.C.E. students and H.S.C. students, questions on the 1991 test were matched with similar questions on the 1992 tests and a panel of experts determined what the H.S.C. students who attempted the 1991 test would have been expected to average on these matched questions on the 1992 tests had they attempted them. These expected average scores were then compared with the actual scores of the new V.C.E. students. The scores of the groups were scaled when necessary. Questionnaires were administered to 1991 U. of M, mathematics students who were part of the V.C.E. pilot group in 1990, secondary mathematics educators, tertiary mathematics educators, and 1991 V.C.E. (1992 U. of M.) students. The mathematical misconceptions exhibited by new V.C.E. students are discussed and their frequencies stated. The research indicates that the new V.C.E. mathematics courses have provided the V.C.E. mathematics students in this study with significantly lower skill levels and a significantly poorer preparation for a tertiary mathematics unit than those which were previously provided by the H.S.C. mathematics courses.
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De, Souza Marian, and res cand@acu edu au. "Students' and Teachers' Perceptions of Year 12 Religious Education Programs in Catholic Schools in Victoria: Implications for curriculum." Australian Catholic University. Department of Religious Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp201.02072009.

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This research study aimed to explore and describe students' and teachers' perceptions of religious education programs for Year 12 students in Catholic schools in Victoria in light of theoretical concepts of religious education. It sought to discover how appropriate these programs were in meeting the needs of today's students and achieving the aims of religious education for senior secondary students in Catholic schools in Victoria. The purpose was to propose guiding principles that could inform a review of Year 12 religious education curriculum in Catholic schools. There were two broad areas of investigation to this study: the theory and the practice of religious education in Catholic schools, with special attention given to the Year 12 programs. With the first area, there was an examination of religious education theory as revealed in the literature. This was concerned with the nature and purpose of religious education in Catholic schools. Different approaches to religious education were explored and their strengths and weaknesses for senior secondary programs were highlighted. In addition, recent approaches to teaching and learning at the broader curriculum level were investigated to highlight possible relevance to religious education. Thirdly, the theory of and approaches to religious education were considered in relation to some aspects of the context of contemporary classrooms. The second area was an investigation into current practices in the compulsory or core Year 12 religious education programs since these were accessed by all or most students in Catholic schools. Eleven schools were involved in the study. They were drawn from the four dioceses in Victoria and were chosen because they displayed certain characteristics which were seen as representative of the wider range of Catholic schools. In order to gain an insight into classroom practices, three sources of data were collected from these schools and examined. Firstly, through the use of questionnaires and interviews, data was collected on students' perceptions of their experiences in their religious education program. Secondly, questionnaires were used to gather information on the teachers' experiences of the program, their perceptions of their students' experiences and their background in religious education. Teachers' perceptions were used as a point of comparison with students' perceptions. Thirdly, religious education documents were examined and analysed to discover their aims and objectives, the content and topics included and their assessment strategies. In general, the various approaches (in terms of content and method) to Year 12 religious education classroom programs in Catholic schools in Victoria either emphasized cognitive learning or it focused on affective learning. With the former, an intellectual study of religion through a study of different religious traditions was offered which, it was hoped, would lead to an increased understanding and appreciation of the subject. With the latter, more attention was given to the personal dimension in religious education in terms of interpersonal and intrapersonal learning. The findings of this research study indicated that, in the perceptions of a majority of students, the religious education programs were not meeting their needs. This raises the question of the pertinence of the aims for senior secondary religious education as proposed in curriculum guidelines for Catholic schools in Victoria. The findings, therefore, suggest a need for a review of such programs in Catholic schools. The study concluded with the proposal of thirteen guiding principles that could inform the development, implementation and evaluation of future Year 12 religious education programs in Catholic schools. The principles, drawn from key insights from both the theory and current practice of religious education, could have relevance for Catholic school administrators, policy makers and religious education teachers. In addition, other areas were identified which could be useful for further investigation to enhance existing knowledge in this field of study.
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Moy, Sina. "The importance of incorporating Education for Sustainable Development (ESD) into the secondary curriculum in order to minimise the problems of waste on South Tarawa : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Science in Geography /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/1017.

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Elizabeth, Tracy. "Media, Curricula, & Socioacademics." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663231.

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This dissertation is inspired by the creativity in children’s books and films, and by the possibilities for education as they are advancing with modern technology and media. Research tells us that youth are spending less time reading books and more time watching movies and television, and there is a growing trend in our culture to translate popular kids’ books into movies. Given this, I wondered: How can fiction books and their Hollywood film adaptations be leveraged to educate youth? To answer this, I present two papers, both of which explore instructional approaches for using crossmedia (books and film) in middle school classrooms in pursuit of enhancing student engagement and socioacademic success. In Paper 1, I describe The Giver Project and share findings to show how a piloted crossmedia curriculum, called The Giver Educator’s Resource was implemented in seven sixth-grade classrooms across three states: Colorado, Massachusetts, and North Carolina. Using The Giver as a case study, I use teacher interviews and student writing to explore teachers’ evaluations of the instructional approaches introduced in that curriculum. My findings indicate that teachers positively evaluate lessons that are enjoyable for students, connect to students’ social realities, and synchronistically provide academic and social benefit. Further, teachers prefer lessons that are interactive in nature and allow students to collaboratively write and act out scenes from a book or movie. In Paper 2, I extend my analysis of an activity from The Giver Educator’s Resource that was most positively reviewed by teachers. Based on those findings, I introduce an instructional approach called the Storyteller’s Literary Arts Workshop (Storyteller’s LAW). I use teacher interviews, student writing, and classroom-discussion transcripts from The Giver Project—juxtaposed with theories of constructionism, research in dialogic instruction, and practices in fanfiction—as a frame for understanding 1) the socioacademic properties in the Storyteller’s LAW and 2) why the approach was so positively evaluated by teachers. The content of this dissertation has implications for the development of future K–12 curricula that utilize entertainment media as a means to bring informal media to formal learning environments.
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Clark, I. F. "An analysis of geology curricula in secondary and tertiary education /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phc5928.pdf.

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Konana, Lois S. (Lois Sianoi). "Diversified secondary school curriculum : the Kenyan case." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39430.

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This study examined the Kenyan Diversified Secondary School Curriculum (KDSSC) which was implemented in 1985.
Data were collected from twelve provincial secondary schools selected from urban, semi-urban and rural regions. Questionnaires were administered to Form three students, teachers and staff of the Kenya Institute of Education (KIE). Additional data were collected through interviews with the deputy Director of Education in charge of the implementation of 8-4-4, deputy Director of KIE and relevant official documents.
The findings indicate that KDSSC addresses the needs of national development and is influenced by human capital theory and the philosophy of African Socialism.
KDSSC is characterized by an academic orientation and the process of implementation is affected by conceptual and operational difficulties. Consequently, a state of distress is evident in schools.
Ultimately, the study concludes that the rationale for KDSSC reflects the prevailing will of policy-makers to ensure that desirable national development takes place in Kenya. However, KDSSC as currently structured is a limited strategy for meeting the needs of national development.
The study has implications for national development strategies, curriculum planning, teaching, and theory on educational innovations. Recommendations are made which may help shape future directions of KDSSC and national development strategies. Finally, areas for further research are proposed.
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Phillips, Auburn. "Perceptions of women-specific senior secondary curricula in Western Canada." Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Women and Gender Studies, c2011, 2011. http://hdl.handle.net/10133/3115.

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Perceptions and experiences of a women-specific curriculum (Women’s Studies course) taught in a Western Canadian high school constitute the focus of this study. The available sample of fifteen adolescent girls and three professional women were interviewed, individually and in small focus groups. Supplemental data were obtained through an online survey completed by seven additional previous student respondents. Research literature that shaped the study includes Women and Gender Studies, Education (Adolescent Development and Identity, Curriculum Studies, Anti-oppressive Education), and Feminist Sociology. Benefits and challenges of integrating women-specific curricula into high school are discussed with the recommendation that such courses are needed in senior secondary education in public schools.
viii, 201 leaves ; 29 cm
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Loreman, Timothy J. (Timothy John) 1970. "Secondary school inclusion for students with moderate to severe disabilities in Victoria, Australia." Monash University, Faculty of Education, 2000. http://arrow.monash.edu.au/hdl/1959.1/8824.

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Lau, Kai-chi Anthony. "Socio-political forces and intended, resourced and implemented curricula : Chinese music in Hong Kong and Taipei junior secondary schools /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36850408.

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Ho, Moon-tim, and 何滿添. "A case study of the influence of the proposed recommendations in the "review of prevocational and secondary technical education (1997)" bythe Education Department in a technical secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960881.

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Books on the topic "Education, Secondary Victoria Curricula"

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Blades, David. Cultural diversity and secondary school curricula. Toronto: Canadian Race Relations Foundation = Fondation canadienne des relations raciales, 2002.

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H, Price Michael, ed. The Development of the secondary curriculum. London: Croom Helm, 1986.

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Derricott, R. Curriculum continuity: Primary to secondary. Windsor: NFER-Nelson, 1985.

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Whole education: A new direction to fill the relevance gap. Lanham, Md: University Press of America, 1994.

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1960-, Nordgren R. D., ed. Case studies in elementary and secondary curriculum. Thousand Oaks: SAGE Publications, 2010.

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Leonard, John Paul. Developing the secondary school curriculum. New York: Rinehart, 1987.

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Reinhartz, Judy. Secondary education: Focus on curriculum. New York: HarperCollins, 1992.

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Reinhartz, Judy. Secondary education: Focus on curriculum. New York: HarperCollins, 1992.

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Mick, Waters, ed. The secondary curriculum design handbook: Preparing our children for their futures. London: Continuum International Pub. Group, 2012.

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School Curriculum Development Committee., ed. Modular approaches to the secondary curriculum. York: Longman for the School Curriculum Development Committee, 1987.

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Book chapters on the topic "Education, Secondary Victoria Curricula"

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de Berg, Kevin C. "The Reaction in Secondary and Tertiary Education Curricula." In The Iron(III) Thiocyanate Reaction, 87–95. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27316-3_8.

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Barendsen, Erik, and Tim Steenvoorden. "Analyzing Conceptual Content of International Informatics Curricula for Secondary Education." In Informatics in Schools: Improvement of Informatics Knowledge and Perception, 14–27. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46747-4_2.

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Tatnall, Arthur. "Birth of Information Systems Curricula in Victoria in Colleges of Advanced Education and Universities." In Encyclopedia of Education and Information Technologies, 228–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_55.

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Tort, Françoise, and Béatrice Drot-Delange. "Informatics in the French Secondary Curricula: Recent Moves and Perspectives." In Informatics in Schools. Sustainable Informatics Education for Pupils of all Ages, 31–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36617-8_3.

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Tatnall, Arthur. "The Birth of Information Systems Curricula in Victoria in Colleges of Advanced Education and Universities." In Encyclopedia of Education and Information Technologies, 1–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_55-1.

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Özmen, Ünal. "The Marketization of Primary and Secondary School Curricula and Textbooks under AKP Rule." In Neoliberal Transformation of Education in Turkey, 47–57. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137097811_4.

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Rhodes, David, and Margaret Wang. "Learn to Lead: Developing Curricula that Foster Climate Change Leaders." In Education and Climate Change, 45–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_2.

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AbstractIn this chapter, we identify the need for a curriculum that is intended to not only enable educators to teach about climate change, but to also foster leaders who can engage in policy analysis and civic action related to the issue of climate change. Unlike Chap. 10.1007/978-3-030-57927-2_3, which details a whole-school approach, we have specifically focused our attention on developing a curriculum with an associated implementation plan since the ability of teachers to build transferable leadership skills in younger generations are integral to any larger reform initiative. Ultimately, the efficacy of the curriculum is enhanced by a more holistic approach to the prioritization of climate change action in the context of schools and broader education systems, so a synthesis of approaches is recommended.The Climate Change Leadership Curriculum was designed in collaboration with the Arava Institute (AI), an organization in Israel that brings together Israelis, Palestinians, Jordanians and international students from outside the region to engage in environmental and peace-building education. The work of AI is specific to tertiary education, so our initiative to build a climate change leadership curriculum constitutes an attempt to expand the reach of the mission and pedagogy of AI to encompass secondary education. The implementation plan also involves leveraging the network of AI to find partners for implementing the curriculum. The fact that there are AI alumni who work in secondary education opened possibilities for dissemination of the curriculum in collaboration with teachers who have a deep understanding of the pedagogy. As teachers integrate the curriculum into their particular contexts, our plan was to not only support them in the implementation, but to also solicit feedback to continually improve the resources and identify the most effective ways to provide support. This will enable us to make the curriculum accessible to teachers from diverse backgrounds in a wide variety of contexts, inside and outside of the target region.
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Buettner, Yvonne. "In-service teacher education - a way towards integrating information technology into secondary level curricula." In Information Technology, 144–52. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35081-3_18.

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Dube, Carolina. "The Uptake of Education for Sustainable Development in Geography Curricula in South African Secondary Schools." In Schooling for Sustainable Development in Africa, 93–105. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45989-9_7.

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Paraide, Patricia, Kay Owens, Charly Muke, Philip Clarkson, and Christopher Owens. "Before and After Independence: Community Schools, Secondary Schools and Tertiary Education, and Making Curricula Our Way." In Mathematics Education in a Neocolonial Country: The Case of Papua New Guinea, 119–48. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90994-9_5.

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Conference papers on the topic "Education, Secondary Victoria Curricula"

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Turner, Rodney. "IS Skills of Business Students in Transition from Secondary to Tertiary Studies." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2670.

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This paper reports an analysis of IT software skills of some Victorian students on entry to first year tertiary studies in Business along with an analysis of their performance in “Office” type application assignments. The assumption that youth of today are IT literate on exit from school is questioned. Despite survey results suggesting a high level of skill in word processing and, to a lesser extent in spreadsheets, results on assignments in these areas may suggest students perceive their skills as being better than their actual performance. In crowded curricula, where there is pressure to include ever more material at the expense of more traditional topics, word processing and spreadsheet applications are sometimes suggested for removal. The study reported here finds little evidence that these topics should be removed from the curriculum at this stage.
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McCarthy, Brendan, and Paul Hawking. "Teaching SAP's ABAP Programming Language to IS Students: Adopting and Adapting Web-based Technologies." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2530.

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This paper describes the experiences of Victoria University in adopting and adapting web-based technology to enhance the teaching of SAP’s ABAP programming language. The involvement of SAP relates to Victoria University integrating Enterprise Resource Planning (ERP) systems into their curricula and research programs through a strategic alliance with SAP. The SAP technical infrastructure facilitates the development of courses using Internet technology and has particular suitability to the teaching of programming. This paper describes the Web-based technologies used and how they have been adapted to improve both the teaching of programming and management of assessment. Each technology is discussed and advantages identified with possible future research developments put forward.
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Bell, Tim, Arno Pasternak, Chris Stephenson, Allen Tucker, and Jan Vahrenhold. "Panel — Implementing CS curricula in secondary education: An international perspective." In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673370.

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Egger, Daniel L., Sabrina M. Elsenbaumer, and Peter Hubwieser. "Comparing CSTA K-12 computer science standards with Austrian curricula." In the 7th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2481449.2481479.

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Paunović, Lidija. "The Course E-business in the Secondary Education Curricula – regional study." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.334p.

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The subject of research in this paper is the representation of the subject E-business in the curricula of secondary schools in the region. The development of information technologies has resulted in the emergence of new types of business. A growing number of organizations are recognizing the need for doing business through the Internet. As a promising field, subject to constant development, it finds a place in the plans and programs of universities, both technical and technological, and social and humanistic sciences. Apart from higher education, e-business, as a field, is increasingly being studied in secondary schools, i.e. it is part of secondary school curricula. The paper presents the results of the research, which included 96 educational profiles, in 14 secondary schools, in 4 municipalities of the Moravica district.
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Hubwieser, Peter, Marc Berges, Johannes Magenheim, Niclas Schaper, Kathrin Bröker, Melanie Margaritis, Sigrid Schubert, and Laura Ohrndorf. "Pedagogical content knowledge for computer science in German teacher education curricula." In the 8th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2532748.2532753.

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Carr, Ronald L., and Johannes Strobel. "Integrating engineering into secondary math and science curricula: A course for preparing teachers." In 2011 Integrated STEM Education Conference (ISEC). IEEE, 2011. http://dx.doi.org/10.1109/isecon.2011.6229623.

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Garcia-Robles, Rocio, and Santiago Fernández-Cabaleiro. "STEAM for all: New Computational Thinking Curricula in Spanish Formal Secondary Education." In ARTECH 2021: 10th International Conference on Digital and Interactive Arts. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3483529.3483662.

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Grillenberger, Andreas, and Ralf Romeike. "A comparison of the field data management and its representation in secondary CS curricula." In the 9th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2670757.2670779.

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Kelly, Kate, and Edward Lock. "Constructing a Career Mindset in First Year Students: The Building Blocks for Curriculum Design." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9240.

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Higher Education Institutions are under increasing pressure to produce competent and qualified graduates for the ever-changing labour market. However, this is no easy feat. This paper shows how a transformational change in Victoria University’s teaching model created an opportunity for teachers to redesign first-year, employability-related curricula. The approach to this challenge focuses on the development of a career mindset in first year university students. Through the examination of two courses, one from the Bachelor of Arts and one from the Bachelor of Psychological Studies, this paper demonstrates a number of active learning and engagement strategies that can be incorporated into the classroom to empower first year students to develop a career mindset that can help them to develop and integrate employability related skills throughout their degrees and beyond.
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Reports on the topic "Education, Secondary Victoria Curricula"

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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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