Relevant bibliographies by topics / Educational planning Australia

Academic literature on the topic 'Educational planning Australia'

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Published: 10 December 2022
Last updated: 21 February 2023

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Journal articles on the topic "Educational planning Australia"

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Eggington, William. "Language Policy and Planning in Australia." Annual Review of Applied Linguistics 14 (March 1994): 137–55. http://dx.doi.org/10.1017/s0267190500002865.

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Australian federal and state government language policy and planning efforts have had a remarkable effect on Australian educational and non-educational life during the past twenty years. This effort has resulted in strong international recognition of the Australian language policy experience. For example, Romaine, in the introduction to her anthology focusing on the languages of Australia states that “the movement to set up a national language policy is so far unprecedented in the major Anglophone countries” (Romaine 1991:8).
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O’Neill, Sue C., Iva Strnadová, and Therese M. Cumming. "Evidence-based transition planning practices for secondary students with disabilities: What has Australia signed up for?" Australasian Journal of Special Education 40, no. 1 (January 7, 2016): 39–58. http://dx.doi.org/10.1017/jse.2015.15.

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There are no Commonwealth or state laws in Australia that require educational authorities to provide individualised transition plans (ITPs) to secondary students with disabilities. It is argued that, in lieu of legislation, Australia's signed commitment to international treaties and national policies obliges educational jurisdictions to provide ITPs to secondary students with disabilities to improve the postschool outcomes for this vulnerable population. Document analysis methods were used to analyse these international treaties and national policies for statements aligned with evidence-based transition skills and predictors. Almost 90 transition-aligned statements were found, accounting for all evidence-based transition skill categories and most of the transition predictor categories. Implications for policymakers and educational jurisdictions are discussed.
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Chambers, Dianne, and Chris Forlin. "An Historical Review from Exclusion to Inclusion in Western Australia across the Past Five Decades: What Have We Learnt?" Education Sciences 11, no. 3 (March 11, 2021): 119. http://dx.doi.org/10.3390/educsci11030119.

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Current practices regarding inclusive education vary enormously depending on a wide range of issues, specifically the context and culture of an education system. To maximise the validity of data, and to avoid contextual confusion, this review focuses on one state in Australia, that of Western Australia. By applying a review of five-decade archival data, changes to education for learners with disability in this state are critiqued. Analysis involved applying five a priori themes to review educational reform practices. These were related to legislation and policy, support, curriculum, teacher education and parental choice. Discussion teased out the impact of these changes on the competing paradigms of special and inclusive education, and models and challenges of implementing effective inclusive practice for all learners in one Australian state. Critical reflection provides valuable insight into futures planning for all educational systems to reform practice to become more inclusive.
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Wadley, David. "Educational traditions and economic geography: a view from Australia." Journal of Geography in Higher Education 18, no. 1 (January 1994): 94–97. http://dx.doi.org/10.1080/03098269408709242.

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van Kraayenoord, Christina E. "The roles of the educational psychologist in inclusion in Australia." Educational and Child Psychology 19, no. 2 (2002): 46–58. http://dx.doi.org/10.53841/bpsecp.2002.19.2.46.

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AbstractStudents with disabilities and learning difficulties in Australia are part of a school system that is becoming increasingly inclusive. Within this system, the educational psychologist plays several different roles as a participant in ascertaining the students and in determining their level of support. Increasingly, the educational psychologist is also associated with planning and making suggestions related to the teaching and evaluation of the students’ programmes. The challenges faced by the educational psychologist are linked to concerns of the parents and teachers. Solutions to challenges in two areas, assessment and collaboration, are considered in this article.
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Haugen, Heidi Østbø, and Angela Lehmann. "Adverse articulation: Third countries in China–Australia student migration during COVID-19." Dialogues in Human Geography 10, no. 2 (June 22, 2020): 169–73. http://dx.doi.org/10.1177/2043820620934939.

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Southeast Asian countries were articulated with the Australia–China value chain for educational services early in the COVID-19 outbreak, when travelers from China could enter Australia only via stopovers in third countries. The routes, advertised by migration brokers, allowed Australia to externalize risk of infection while profiting from international student mobility.
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Stevens, Christine. "Balancing Obligations and Self-Interest: Humanitarian Program Settlers in the Australian Labor Market." Asian and Pacific Migration Journal 6, no. 2 (June 1997): 185–212. http://dx.doi.org/10.1177/011719689700600203.

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Technological and structural changes in the Australian economy have led to a decline in unskilled and semi-skilled employment and this has had a marked effect on labor market opportunities for immigrants. Educational qualifications and English language skills have become increasingly important factors influencing labor market success. With absorptive capacity for the overall immigration program defined more in economic terms, changes have been made to the selection criteria for immigrants. Greater priority is currently given to those with skills and English language proficiency. No such emphasis has been given to the selection criteria for settlers admitted under Australia's humanitarian program. This paper reviews the labor market experience of humanitarian program arrivals and considers the policy implications of high levels of unemployment among this group. It is suggested that humanitarian obligations do not end with entry to Australia, and it is in the interests of the receiving society and humanitarian program arrivals for greater public investment in skills development to help improve labor market outcomes among this group.
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Morrison-Saunders, Angus, and Gil Field. "Partnerships in Environmental Education: The University of Notre Dame Australia, CALM, Local Government and the Community." Australian Journal of Environmental Education 15 (1999): 157–59. http://dx.doi.org/10.1017/s0814062600002743.

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The Department of Conservation and Land Management (CALM), which is responsible for the management of natural areas in public ownership within Western Australian and wildlife management throughout the state, has entered into a partnership with the University of Notre Dame Australia to deliver some of the units within their Environmental Studies and Tourism programmes. CALM involvement with the university started in 1994 with the provision of occasional guest lecturers and involvement in field excursions with the students over a range of units (eg. during visits to national parks and other sites managed by CALM). More recently, however, CALM have taken the responsibility for presenting two units in their entirety: ES/ BS 181 Ecotourism and Heritage Management andES280/380 Recreation Planning and Management. In addition to the partnership between these two institutions, the two units directly involve local government and the community.This paper presents details of the two units and discusses how this partnership contributes towards community leadership and responsibility and represents effective environmental education.In order to appreciate the educational benefits of the partnership between CALM and the University of Notre Dame Australia, a brief overview of the two units taught by CALM is provided.The Ecotourism and Heritage Management unit focuses on interpretation techniques in natural and cultural heritage area management and the business of cultural and ecotourism. Subjects include interpretive planning, project design and evaluation as well as the planning, design and presentation of ecotours and other guided interpretive activities.
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Garvis, Susanne. "What is going on in early years music planning? A study of early years teachers' weekly plans." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 122–26. http://dx.doi.org/10.1177/183693911203700216.

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ARTS EDUCATION IS AN Important element of the early years curriculum. Children first learn to express themselves through the arts (dance, drama, media, visual arts and music). Furthermore, numerous studies provide evidence that quality learning experiences in the arts contribute in significant ways to social success and impact positively on a child's academic achievement and long-term education. In Australia, early years teachers are expected to teach arts education. This study explored the weekly planning of 76 early years teachers across kindergartens, preparatory classes and Years 1, 2 and 3 in Queensland, Australia. Settings took a structured ‘curriculum-focused’ approach to learning in the early years, which made the exploration of planning important. Our study looked for segments of time devoted to music throughout the week. Content analysis was used to interpret the weekly plans, with three themes emerging: (1) The majority of the weekly plans were dedicated to literacy and numeracy; (2) Little time was devoted to the teaching of music apart from the scheduled 30-minute music lesson with a specialist teacher in some schools; and (3) Of the limited number of weekly plans that featured music, activities were teacher-directed. These results provide insight to the current understanding and value of music education in the early years curriculum. Key messages can be drawn about the importance of professional development, music advocacy in the early years, and curriculum and policy planning.
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Abdalla, Mohamad, Dylan Chown, and Nadeem Memon. "Islamic Studies in Australian Islamic Schools: Learner Voice." Religions 11, no. 8 (August 6, 2020): 404. http://dx.doi.org/10.3390/rel11080404.

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This paper provides insight into senior secondary learners’ views on Islamic Studies (IS) in three large Australian Islamic schools. This study offers a ‘dialogic alternative’ of ‘speaking with’ rather than ‘speaking for’ learners in Islamic educational research, planning, and renewal within K-12 Islamic schools. The study privileges learners’ voice and enables an insight to their experience with one of the most important features of Islamic schools—Islamic Studies. Using phenomenology as a methodological framework, learner voice was elicited through focus groups where 75 learners (years 10, 11, and 12) provided information describing their experience with Islamic Studies. Thematic content analysis of the textual data suggests that learners’ dissatisfaction far outweighs their satisfaction with Islamic Studies. The findings of this paper can benefit Islamic schools in Australia and other Western contexts.
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Dissertations / Theses on the topic "Educational planning Australia"

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Hughes, Eleanor Maree. "Entry planning : a key aspect in preparing for school leadership in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/928.

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Through my work in various contexts, as a senior leader, a curriculum improvement officer, a deputy principal, a project manager for professional learning and now as principal, I recognised from experience and dabbling in research that there were gaps in professional learning offered to aspirant and beginning secondary school principals in the public system. Undertaking research in this field would either confirm or refute my theory that support for secondary principals through professional learning in the Western Australian Department of Education was limited. The premise that quality leadership enhances quality teaching was a driver in establishing my goal, which is to inform and influence the system to better support secondary principals in public schools in Western Australia. Therefore, this is a unique study of beginning principal preparation in the public secondary education sector in Western Australia. The specific purpose of the study was to investigate the level of preparation undertaken by new and experienced principals for their role and to explore to what extent entry planning could assist in the preparation for principalship. A comprehensive literature review was undertaken and to date the majority of the literature investigates the challenges facing beginning principals and how well prepared they felt they were to meet those challenges. Clarke, Wildy and Styles (2011) argue that:in educational settings where generations of school principals have taken up their appointments without any prior preparation, who have learned to do the job while on the job, and whose professional development has been driven mainly by their own initiative, it is unlikely that incumbents have an understanding of what might have been different for them in their work had they experienced a formal preparation program prior to appointment. (p. 174) The study sought to ask questions of practitioners that would either validate the global research or support the view of Clarke, Wildy and Styles. The findings were consistent between the literature and the case studies. The participating principals articulated the components of effective principal preparation programs and they have a keen desire to see these implemented in support of public education in Western Australia. The study found that professional learning and preparation for secondary principals in the public sector is adhoc, and often developed, or not, at the personal level. There were three main findings: effective principal preparation can reduce the perceived complexity of the role and therefore minimize the expectations experienced by the beginning school principal; formal implementation of informal learning opportunities such as mentoring, coaching and networking can reduce the drift from the profession; and that entry planning has a significant effect in assisting in preparation for the principalship. Principals from a range experience, from 18 months to 20 years, agree that a systemic, coordinated approach would more adequately prepare secondary principals for the complexity of expectations from local, state and national perspectives, and encourage aspirant school leaders to move into the principalship during a time when a predicted shortage in the teaching profession is making the role even more complex.
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Wright, David H. M. (David Hugh M. ). "The problematic of grand-scale curriculum reform as exemplified in New South Wales post Carrick." Thesis, The University of Sydney, 1997. https://hdl.handle.net/2123/27624.

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In recent times there have been many moves to introduce educational reform on the grand scale. This dissertation attempts to identify and elucidate some of the major influences both driving the trend and seeking to legitimate it. What the nature of the reform has to say about how we are currently tending to view and interpret the human condition - of what we feel to be most important, valuable or good - is a significant underlying theme. Political, epistemological and moral influences in particular are considered. Their inherent problematic quality is highlighted and the questioning that that should pose for policy making and governance as a whole is underscored. The argument is that only in some form of liberal/democratic/dialectical framework is due recognition likely to be given to many of the key aspects of what it means to be fully human and that the grand-scale plan, by its very nature, generally works counter to achieving that end. Recent reform in New South Wales is employed as an exemplar.
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Hutton, Heidi C. "Evaluation of the outcomes for students undertaking an externally provided physical activity programme." University of Western Australia. School of Human Movement and Exercise Science, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0166.

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[Truncated abstract] Many primary schools in Western Australia do not employ a specialist physical education (PE) teacher, leaving the teaching of this subject to the class teacher. There are concerns that some of these teachers lack the skills, confidence or knowledge to successfully implement a developmentally appropriate PE programme. A potential solution to this problem involves utilising an externally provided physical activity programme (EPPAP). Before considering this option, it is important to ensure these programmes adequately meet the needs of students, teachers and the educational curriculum. Outcomes for one such EPPAP were evaluated and compared against the outcomes attained in regular primary school PE classes. These outcomes were then compared to the Health and Physical Education (HPE) learning area outcomes (LAO) within Outcomes Based Education (OBE) of the Western Australian Curriculum Framework (CF). Approximately 460 primary school students in the Peel Region of WA participated in the EPPAP and subsequent research in 2004. In addition, approximately 135 students from the same area were invited to participate as controls. All students completed self-report questionnaires pre and post-participation in the EPPAP. ... Although not originally promoted as a programme to replace PE, the EPPAP is delivered within curriculum time with some schools intending to replace their traditional PE programme with the EPPAP. Therefore, reference to the CF is warranted. There were few opportunities to develop `skills for physical activity? (SPA) transferable to the sporting context and explicit teaching points were not consistently provided, or reinforced through teacher feedback. Activities in the lessons were generally delivered uniformly to all participants across Year 4-7 with no developmental theme, negating the opportunity for differentiation, progression or extension. In summary, the main objectives of the EPPAP was to provide students with a range of fun activities and games that were inclusive and encouraged participation. These objectives were fulfilled in this two-term evaluation. The disadvantages of the programme were it?s uniform delivery across all year groups, lack of developmental progression in both skills and games and a teacher centred approach that did not allow for student differentiation. The programme delivery and content was most suited to the students within Years K-3.
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Sutherland, Andrew T. "Principles for designing an effective, post-compulsory music curriculum suitable for Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/542.

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A new post-compulsory Music course known as the Western Australian Certificate of Education (WACE) Music course was recently introduced into Year 11 and 12 in Western Australian (WA) schools. Following a convoluted process of creation, its implementation into classrooms has been problematic. Given criticism levelled at its process of creation and implementation, the researcher questions whether the WACE Music course embodies effective, recognised principles to support the effective teaching and learning of music. This study investigates the principles which should form the basis of an effective, post-compulsory music curriculum, suitable for WA. It involved a literature review which sought to produce a set of principles for teaching and learning frameworks based upon international best practice in music education, and applicable in the unique geographical, historical and multicultural WA context. In addition, the study employed a researcher–designed survey instrument to examine whether Western Australian music teachers perceived these principles to be evident in their practical experiences of the new WACE music course. With the subsequent publishing of a draft Australian National Arts Curriculum, it is an appropriate time to review the principles which should underpin an effective Music curriculum for senior secondary students in the WA context because, without a clear set of guiding principles that are understood by curriculum writers, there is a possibility that following courses could be fundamentally flawed and not serve the best interests of students.
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Browning, Iain W. P. "Western Australian education policy and neo-classic economic influences /." Access via Murdoch University Digital Theses Project, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051129.112230.

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Smithson, Alan. "Control of state school curriculum in South Australia : issues arising from the vesting of authority in the Director-General, and with particular reference to the period 1970-1985." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phs6643.pdf.

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Bibliography: leaves 387-404. South Australia is unique amongst Australian States insofar as s82(1) of the Education Act 1972 vests the director-General of Education, rather than the minister of Education, with de jure control of State school curriculum. This locus of control is at odds with the well-established democratic convention that Ministers control the directive policy components of their portfolios. This thesis describes how this mode of curriculum control came about, its nature and implications, and mounts a challenge to its legitimacy. (abstract)
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O'Sullivan, Deborah. "A Critical Policy Trajectory Study of Local Area Education Planning in Bunbury, Western Australia, 1998-2000." Thesis, O'Sullivan, Deborah (2009) A Critical Policy Trajectory Study of Local Area Education Planning in Bunbury, Western Australia, 1998-2000. PhD thesis, Murdoch University, 2009. https://researchrepository.murdoch.edu.au/id/eprint/2973/.

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The Local Area Education Planning (LAEP) Framework was released in Western Australia in 1997 and enacted in the regional centre of Bunbury, Western Australia, in the period 1998-2000. In a similar way to many other policies within Australia and overseas, LAEP aims to reform and restructure the public education system through involving community participation in educational decision-making. The enactment of LAEP was a highly contested process over the nature of community participation and a widespread view at the local level, that the Education Department of Western Australia had a pre-determined agenda to close schools and to introduce a senior campus and middle schools. In contrast to the major regional centres and metropolitan areas of Western Australia, where there have been school closures and amalgamations, as well as the introduction of middle schools and senior campuses, the LAEP outcomes for the Bunbury Education District, on this occasion, did not result in major structural changes to the delivery of education services. Located in the broad domain of critical social research, this study applies a critical ethnographic methodology and draws on 25 semi-structured in-depth interviews and secondary data sources to examine how key participants understood, experienced and responded to the enactment of LAEP. A Critical Policy Trajectory Framework informed by critical social theory, provides the theoretical lens through which to describe and explain the LAEP policy formation and enactment process at the macro structural (global, nation-state, state), middle-range agenda-building and micro lived experience levels of the policy process. A major conclusion of the study is that the social activism at the micro level of the policy trajectory interrupted the introduction of the Minister’s and the Education Department of Western Australia’s education reform agenda in Bunbury. However, the macro level discursive constraints associated with global level economising discourses and the centralisation tendencies of the neo-liberal state saw the Education Department of Western Australia’s Central Office policy elites steer at a distance (Kickert, 1995) to produce a policy settlement that retained the option for the State to pursue a neo-liberal education restructuring agenda in the longer term. To move beyond policy analysis frameworks that describe and analyse the factors influencing policy, this study synthesises some of the key ideas, insights and lessons emerging from the research, to develop a critically engaged policy perspective in the areas of policy, research and practice.
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Sarkissian, Wendy. "With a whole heart : nurturing an ethic of caring for Nature in the education of Australian planners /." Access via Murdoch University Digital Theses Project, 1996. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051109.104544.

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Stamopoulos, Elizabeth. "School staff positions on P1 composite classes." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1060.

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As a result of a government strategic decision in 1995, a new formation (the PI class) has emerged in Western Australian primary schools and its implementation is now set to accelerate across the state. Unlike multi-age groupings, PI is constructed when there are insufficient numbers of children to run straight pre-primary classes. School staff responsible for developing PI classes have raised a number of concerns. For example, the basis on which PI curriculum is to be built has yet to be promulgated. Also, a formal process for dealing with the ideological differences with respect to pre-primary and primary education has not been articulated. A further concern centres on the exculpation of the early childhood professional community from the decision in introduce PI. As educationists and the community look towards government and employers for guidance and direction, school staff are already involved in the task of constructing, implementing and evaluating PI classes. The stance that school staff adopt towards PI will be critical to its success or failure. This study investigates that stance in terms of the conceptual and behavioural position developed by school staff involved in PI. It does so from a symbolic interactionist perspective. Data for the study came predominantly from interviews with six principles, fifteen teachers and ten teacher-aids at three government and three independent primary schools. Further data was collected from classroom observations, informal conversations with school staff and document analysis. An analysis of this data identified self-interest and educational ideology as powerful influences on the way school staff defined PI. Different definitions of the PI situation led to the construction of different modes of accommodation. For example, a supportive stance was adopted when PI was seen to enhance staff self-interest and student learning; an oppositional stance predominated when PI was seen to impede staff self-interest and student learning. Overall, the findings of the study indicate that PI’s future success is conditional on the provision of educational leadership, appropriately trained staff, mechanisms for resolving philosophical differences, PI curriculum, guidelines, and quality support structures.
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Xie, Shaohua. "Links between devolution and changes in curriculum policy : a case study of year 8-10 social studies curriculum in Western Australia since 1987." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/975.

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This study investigates the links between devolution and Year 8-10 Society and Environment (SAE) curriculum policy in Western Australia (WA) since 1987. It explores whether changes to the structure within which SAE resides, the process through which curriculum decision making occurs, and the content of SAE are consistent with the principles and practice of devolution. An attempt is made in the study to determine whether these changes would have occurred anyway, even if devolution had not been introduced. The investigation is based on a radical humanist model of social inquiry, As such, it uses a critical theory conceptual framework to inform a qualitative research paradigm. Two sources provide qualitative data for the study, namely, interviews and documentary material. The interview material comes from discussions with twenty six senior education officers, school staff, academics and other stakeholders. The documentary material includes key system-wide policy documents, Year 8-10 curriculum frameworks, guidelines and syllabi, and relevant school level publications. Generally, the analysis of data gained from those two sources support the claims made by critical theorists about the impact of devolution upon curriculum policy. More specifically, the findings show that in WA, since 1987, state curriculum development has contributed to a reinforcement of social control, a widening of social inequality and an intensification of the school's role as an agent of narrowly defined economic interests. These links are shown to be consistent with the critical theory argument that devolution is underpinned by corporate managerialism and that it involves not only a decentralisation of responsibility but also a recentralization of power. The study concludes by suggesting that the implications of WA's experience of devolution for China depend largely on whether China's context and needs are examined in terms of a consensus model or a critical theory model of society.
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Books on the topic "Educational planning Australia"

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1939-, Hargreaves David H., and Hopkins David 1949-, eds. Development planning for school improvement. London: Cassell, 1994.

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Richard, Slaughter, ed. Education for the twenty-first century. London: Routledge, 1993.

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Western Australian Higher Education Council. Planning for higher education in Western Australia. West Perth, WA: Western Australian Higher Education Council, 1991.

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Donnelly, Kevin. Australia's education revolution: How Kevin Rudd won and lost the education wars. Ballan, Vic: Connor Court Pub., 2009.

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Mockler, Nicole. Australian curriculum: Classroom approaches : history. South Yarra, Vic: Palgrave Macmillan, 2012.

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Council, Western Australia Curriculum. Curriculum framework for kindergarten to year 12 education in Western Australia. Osborne Park, W.A: The Council, 1998.

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Talbot, Debra. Australian curriculum: Classroom approaches : science. South Yarra, Vic: Palgrave Macmillan, 2013.

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1943-, Baldauf Richard B., and Luke Allan, eds. Language planning and education in Australasia and the South Pacific. Clevedon, Avon, England: Multilingual Matters, 1990.

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Inglis, Christine. Making something of myself: Educational attainment and social and economic mobility of Turkish Australian young people. Canberra: Australian Govt. Pub. Service, 1992.

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Marsh, Colin J. Producing a national curriculum: Plans and paranoia. St. Leonards, NSW, Australia: Allen & Unwin, 1994.

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Book chapters on the topic "Educational planning Australia"

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McKenzie, Phillip. "How to Make Lifelong Learning a Reality: Implications for the Planning of Educational Provision in Australia." In International Handbook of Lifelong Learning, 367–77. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0916-4_20.

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Freestone, Robert, Christine Garnaut, and David Nichols. "Tertiary Education and Postwar Reconstruction: The First Australian Planning Programs." In Urban Planning Education, 101–18. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55967-4_7.

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McLean, Emina. "Docklands Primary School, Melbourne, Australia." In Systematic synthetic phonics: case studies from Sounds-Write practitioners, 43–53. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1358.

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Our brand-new school, Docklands Primary School, opened in January 2021. Located in the heart of Melbourne, Australia, we are a state school for students in Foundation through to Year 6. At the time of this case study first being written, we had 255 students enrolled, but numbers continue to grow. We have a vibrant and diverse student community, with over 60% of our students speaking English as an additional language. Our students were born in 21 different countries, and there are at least thirteen different languages spoken at home. As the English and Literacy Leader, I oversee curriculum, assessment, instruction, intervention, and professional learning in those domains. Part of that foundational work has involved ensuring staff are formally trained in Sounds-Write, and that the programme is implemented with consistency and fidelity across classrooms. We teach Sounds-Write in the first three years of school (Foundation-Year 2). Students receive 30 minutes of instruction daily and planning and delivery is consistent across year level classrooms. In 2021, there were six Foundation classes, two Year 1 classes, and one Year 2 class. We are not considered a particularly advantaged or disadvantaged school, with an Index of Community Socio-Educational Advantage value close to the average of 1,000 (range of 800-1,200).
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Nielsen, Jens Laurits. "Critical Success Factors for Implementing an ERP System." In Qualitative Case Studies on Implementation of Enterprise Wide Systems, 211–31. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-447-7.ch013.

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This chapter involves an investigation into critical success factors (CSFs) for implementing an enterprise resource planning (ERP) system into an Australian university. Existing ERP research has neglected the higher education sector (HES) worldwide and in Australia, even though a majority of Australian universities have implemented an ERP solution. Findings from the case study found that interviewees discussed 22 of the 29 factors identified from contemporary literature. Additionally, four new factors are identified, namely, competitive edge, service for students, knowledge management, and system ownership.
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"Planning education: work-integrated learning (WIL)." In Contemporary Issues in Australian Urban and Regional Planning, 374–89. Routledge, 2015. http://dx.doi.org/10.4324/9781315744698-31.

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"Contemporary planning education – in the online environment." In Contemporary Issues in Australian Urban and Regional Planning, 390–403. Routledge, 2015. http://dx.doi.org/10.4324/9781315744698-32.

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Issa, Tomayess, and Pedro Isaias. "Promoting Human-Computer Interaction and Usability Guidelines and Principles through Reflective Journal Assessment." In Web Design and Development, 1706–26. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8619-9.ch076.

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This chapter aims to examine the challenges to, and opportunities for, promoting Human Computer Interaction (HCI) and usability guidelines and principles through reflective journal assessment by information systems students from the Australian and Portuguese higher education sectors. In order to raise students' awareness of HCI and aspects of usability, especially in the Web development process, a new unit was developed by the first researcher called Information Systems 650 (IS650) in Australia. From this unit was derived the Web Site Planning and Development (WSPD) course introduced in Portugal. The reflective journal assessment approach was employed to enhance students' learning and knowledge of HCI and its usability aspects. This study provides empirical evidence from 64 students from Australia and Portugal, based on quantitative and qualitative data derived from three sources: students' formal and informal feedback and an online survey. Students confirmed that the use of reflective journal assessment consolidated their understanding of HCI and usability guidelines and principles and improved their reading, searching, researching, and writing skills, and their proficiency with the endnote software.
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Issa, Tomayess, and Pedro Isaias. "Promoting Human-Computer Interaction and Usability Guidelines and Principles Through Reflective Journal Assessment." In Emerging Research and Trends in Interactivity and the Human-Computer Interface, 375–94. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4623-0.ch019.

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This chapter aims to examine the challenges to, and opportunities for, promoting Human Computer Interaction (HCI) and usability guidelines and principles through reflective journal assessment by information systems students from the Australian and Portuguese higher education sectors. In order to raise students’ awareness of HCI and aspects of usability, especially in the Web development process, a new unit was developed by the first researcher called Information Systems 650 (IS650) in Australia. From this unit was derived the Web Site Planning and Development (WSPD) course introduced in Portugal. The reflective journal assessment approach was employed to enhance students' learning and knowledge of HCI and its usability aspects. This study provides empirical evidence from 64 students from Australia and Portugal, based on quantitative and qualitative data derived from three sources: students’ formal and informal feedback and an online survey. Students confirmed that the use of reflective journal assessment consolidated their understanding of HCI and usability guidelines and principles and improved their reading, searching, researching, and writing skills, and their proficiency with the endnote software.
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Abbott, Carl. "Introduction." In City Planning: A Very Short Introduction, 1–7. Oxford University Press, 2020. http://dx.doi.org/10.1093/actrade/9780190944346.003.0001.

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The Introduction explains exactly what city planning is. It involves multiple actors including elected officials, professional staff in government agencies, citizens, and the real estate industry. The dimensions of the field are seen in the missions of professional organizations in Britain, Canada, the United States, and Australia. The spread of academic planning education from a handful of European and American institutions to universities around the world demonstrates the global reach of the practice and profession of city planning.
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Searle, Ian, and Hossein Zadeh. "Developing Professional Competence in Project Management Using E-Simulation on Campus." In Enterprise Resource Planning, 541–56. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4153-2.ch031.

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Professional Competency is an important aspect of tertiary education. The term implies not just theoretical knowledge but practical know-how and ability to perform in the workplace. This chapter describes an approach to building professional competency in the field of project management developed in a postgraduate Project Management course at RMIT University, Australia. The course involves an extended twelve-week project simulation in which all phases of the Project Management Life-Cycle are exercised. The aim of the simulation is to build professional competency in the management of projects with particular emphasis on the Project Management Body of Knowledge (PMBoK) project management framework. The simulation uses various techniques to provide a realistic experience for students. Some the techniques involve electronic simulation tools, including electronic communication media and animations. Student evaluation of the use of the simulation tools is presented and discussed.
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Conference papers on the topic "Educational planning Australia"

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Khezri, Rahmat, Amin Mahmoudi, and Hirohisa Aki. "Optimal Planning of Renewable Energy Resources and Battery Storage System for an Educational Campus in South Australia." In 2020 IEEE Energy Conversion Congress and Exposition (ECCE). IEEE, 2020. http://dx.doi.org/10.1109/ecce44975.2020.9235725.

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Kazak, Sibel, Jill Fielding, and Lucia Zapata-Cardona. "Investigation Cycle for Analysing Image-Based Data: Perspectives From Three Contexts." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8d1.

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A traditional data investigation cycle includes problem posing, planning and collecting data, analysing data, and making conclusions. This research studies the data investigation cycle for analysing image-based data. In three independent research projects, students at different educational levels and from different countries were provided photographic data of families and their environments around the world from the Dollar Street project. Data collected included classroom video-recordings (Australia), individual student interviews (Colombia), and pre-service mathematics teachers’ interviews (Turkey). Analysis focused on the sequence of actions that helped students when attempting to pose and answer questions based on the data set. Findings suggested a similar, iterative sequence of actions across all cohorts: context and data set familiarisation, variable identification/generation, problem posing and planning, data organisation and analysis, and drawing conclusions.
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Hawking, Paul, Susan Foster, and Penny Bassett. "An Applied Approach to Teaching HR Concepts Using an ERP System." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2501.

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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. These systems are purported to incorporate “best business practice”. Many universities have realized the potential of these systems as educational tools and have developed curriculum accordingly. Many companies in recent times have identified the benefits of the Human Resources functionality offered by ERP systems. However universities in Australia have not realized the potential of this functionality as a teaching tool to reinforce many of the concepts covered in a Human Resource Management curriculum. This paper outlines the experiences at Victoria University where SAP Human Resources functionality was incorporated for the first time. It also describes a number of student projects under development that will enhance this curriculum development. The paper will provide a model to other universities who are considering developing similar type of curriculum. .
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Saniga, Andrew, and Andrew Wilson. "Barbara van den Broek. Contributions to the Disciplines of Landscape Architecture, Town Planning and Architecture." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a4024pu9ad.

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Barbara van den Broek (1932-2001) trained as an architect in Auckland, New Zealand before moving to Brisbane with her husband and fellow architect Joop, where they established an architectural practice. van den Broek went on to run an office as a sole practitioner and took on architecture and landscape architecture projects. Over the course of her career she completed post-graduate diplomas in Town and Country Planning, Landscape Architecture and Education, and a Master of Science – Environmental Studies, and collaborated on a number of key projects in Queensland and Papua New Guinea (PNG). Our paper will build an account of her career. In assessing the significance of her contribution to landscape architecture, planning and architecture in Australasia, it will bring a number of other spheres into the frame: conservation and Australia’s environment movement; landscape design and the bush garden; and van den Broek’s personal development that included artistic expression, single parenthood, teaching, and the navigation of male-dominated professional environments to develop a practice that contributed to town planning projects in cities across Australia, and made significant contributions to landscape projects in Queensland and PNG.
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Hawking, Paul, and Brendan McCarthy. "The ERP eLearning Model for the Delivery of ERP( SAP R/3) Curriculum into the Asian Region." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2398.

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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a phenomenal growth in the last decade in the US, Europe and Australian markets. With the recent upturn in South-East Asian economies, an increase in demand for ERP systems is expected and opportunities clearly exist for provision of high-quality ERP education programs in this region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by incorporating ERP education to take advantage of the current increase in demand of ERP employment opportunities in the South-East Asian The proposed ERP eLearning Model incorporates four different technologies for the delivery of ERP education into the Asian region via the internet. Each technological solution is discussed and advantages identified.
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Hawking, Paul, and Brendan McCarthy. "Integrating E-Learning Content into Enterprise Resource Planning (ERP) Curriculum." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2796.

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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a significant growth in the last decade in the US, Europe and Australian markets and, more recently, increasing growth in Asian countries. This increase in demand for ERP systems in Asia offers opportunities for the provision of high-quality ERP education programs in the region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by offering ERP education in the region to take advantage of the current increase in demand in ERP applications. To assist with the delivery of offshore ERP education an ERP e-Learning model has been developed that integrates synchronous and asynchronous content. Asynchronous e-learning does not involve the presence of a teacher. Typically the learning content is located on a web server that students can access using the Internet. Synchronous e-learning requires the learner and teacher to be present in the event at the same time. It is a real-time, instructor-led online learning event in which all participants are available at the same time and can communicate directly with each other. The model uses four technologies to facilitate teaching: application service provision (ASP), web-CT, computer-based training and virtual classroom technology. The ERP e-learning model provides an innovative and efficient means to deliver ERP curriculum. It is able to provide greater flexibility in offshore subject delivery and to maximise student learning outcomes. This is particularly relevant in light of recent international medical (SARS) and terrorists incidents.
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Borowik, Jenine, Merry Branson, and Debbie Watson. "Interactive content and dynamic publishing – a vital part of an nso’s output and communication strategy." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13601.

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There are far reaching changes occurring in the information industry, including the world of official statistics. The Australian Bureau of Statistics (ABS) is planning to put the user at the centre by giving to them a chance to speak directly with our data. Our catch cry has become ‘freedom to share data will make data more valuable – but only if it’s managed differently.’ The ABS mission is “We assist and encourage informed decision-making, research and discussion within governments and the community, by providing a high quality, objective and responsive national statistical service.” Informed decision making presupposes a level of statistical ability which we know needs development within the Australian community. The ABS has an important leadership role in improving the statistical capability and literacy of our current and future customers. Our statistical output and communication strategy is vital to achieve the aspirational goal of a citizenry that uses statistics to make sensible, informed decisions, whatever their job, community or situation. This paper outlines some aspects of the ABS output and communication strategy, how it has changed and how the strategy increasingly supports a diverse range of customers and their requirements. The paper finishes by examining a range of innovative ABS outputs that have a stronger focus on building statistical capability in communities with lower statistical literacy, such as our youth community.
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Thavaruban Thavapragasam, Xavier. "ERP Systems and User Perceptions: An Approach for Implementation Success." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2830.

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The growth of Enterprise Resource Planning (ERP) systems since the 90’s has been immense. Their organisational wide functionality is vast and overall capabilities are enormous but their success, usability and the user perception is questioned in the information systems (IS) literature. This paper looks at an implemented ERP system in a large Australian University. The core aspect of the paper is the user perception on the implemented system, which is measured by two criteri-ons: user satisfaction and post-implementation factors. The author is using interviews, documentary analysis and observation techniques for data gathering. Based on the gathered findings, the author portrays the use of participatory design (PD) methods as a possible tool for successful ERP implementation. User-Centred Design (UCD) and Joint Application Development (JAD) were compared as part of the PD approach and it was concluded that the UCD approach would best suit for the development and the implementation of an ERP system.
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Kelly, H., L. Nolte, A. Verde, and K. Detering. "OP01 Volunteer-led advance care planning advisory and education services: an evaluation of a new model for australian service delivery." In ACP-I Congress Abstracts. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/spcare-2019-acpicongressabs.1.

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Sage, Jack, and Michael Sankey. "Managing career transitions into post-secondary Learning Designer Jobs: An Australasian perspective." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0103.

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This semi-structured qualitative study maps out the diversity of career paths of Australian and New Zealand (ANZ) learning designers (LDs) and summarises their career advice for those aspiring to be LDs. It identifies that, among the 92 participants, there were many different pathways into the profession both from an academic and from professional backgrounds. It identified that the most common entry points into the postsecondary LD profession come through previously working: as a primary and secondary teacher; in higher education student services, as an English as a Second Language (ESL) professional, a sessional academic seeking job stability; in private industry, such as in film and television and in the area of training and development. Most career transitions into LD were serendipitous, or a natural progression rather than a deliberate and planned process. The study further identified a paucity of LD and associated professions career information in ANZ public domain, which held some back from entering a Learning Design career earlier. This paper concludes with some recommended strategies to address this, to the extent that it is hoped that this paper will aid aspiring LDs in planning their career transitions more effectively.
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Reports on the topic "Educational planning Australia"

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McIntyre, Phillip, Susan Kerrigan, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Coffs Harbour. Queensland University of Technology, 2021. http://dx.doi.org/10.5204/rep.eprints.208028.

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Coffs Harbour on the north coast of NSW is a highway city sandwiched between the Great Dividing Range and the Pacific Ocean. For thousands of years it was the traditional land of the numerous Gumbaynggirr peoples. Tourism now appears to be the major industry, supplanting agriculture and timber getting, while a large service sector has grown up around a sizable retirement community. It is major holiday destination. Located further away from the coast in the midst of a dairy farming community, Bellingen has become a centre of alternative culture which relies heavily on a variety of festivals activated by energetic tree changers and numerous professionals who have relocated from Sydney. Both communities rely on the visitor economy and there have been considerable changes to how local government in this region approach strategic planning for arts and culture. The newly built Coffs Harbour Education Campus (CHEC) is an experiment in encouraging cross pollination between innovative businesses and education and incorporates TAFE NSW, Coffs Harbour Senior College and Southern Cross University as well as the Coffs Harbour Technology Park and Coffs Harbour Innovation Centre all on one site. The 250 seat Jetty Memorial Theatre is the main theatre in Coffs Harbour for local and touring productions while local halls and converted theatres are the mainstay of smaller communities in the region. As peak body Arts Mid North Coast reports, there is a good record of successful arts related events which range across all genres of music, art, sculpture, Aboriginal culture, street art, literature and even busking and opera. These are mainly managed by passionate local volunteers.
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