Relevant bibliographies by topics / Government aid to education Victoria History

Academic literature on the topic 'Government aid to education Victoria History'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Government aid to education Victoria History"

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Yung, Tim. "Visions and Realities in Hong Kong Anglican Mission Schools, 1849–1941." Studies in Church History 57 (May 21, 2021): 254–76. http://dx.doi.org/10.1017/stc.2021.13.

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This article explores the tension between missionary hopes for mass conversion through Christian education and the reality of operating mission schools in one colonial context: Hong Kong. Riding on the wave of British imperial expansion, George Smith, the first bishop of the diocese of Victoria, had a vision for mission schooling in colonial Hong Kong. In 1851, Smith established St Paul's College as an Anglo-Chinese missionary institution to educate, equip and send out Chinese young people who would subsequently participate in mission work before evangelizing the whole of China. However, Smith's vision failed to take institutional form as the college encountered operational difficulties and graduates opted for more lucrative employment instead of church work. Moreover, the colonial government moved from a laissez-faire to a more hands-on approach in supervising schools. The bishops of Victoria were compelled to reshape their schools towards more sustainable institutional forms while making compromises regarding their vision for Christian education.
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Rule, Pauline. "The Transformative Effect of Australian Experience on the Life of Ho A Mei, 1838–1901, Hong Kong Community Leader and Entrepreneur." Journal of Chinese Overseas 9, no. 2 (2013): 107–34. http://dx.doi.org/10.1163/17932548-12341256.

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Abstract Ho A Mei, one of the earliest young Chinese to receive a thorough English education in the colony of Hong Kong, spent ten difficult years from 1858 to 1868, striving to make a fortune in the gold rush Australian colony of Victoria. Here he learnt much about modern business practices and ventures and also protested against the racial hostility that the Chinese encountered. Eventually after his retreat back to Hong Kong and Guangdong Province, he was successful partly because of his experiences in the advanced capitalist economy of colonial Victoria. This led him to move beyond the mercantile enterprises and property buying, which were key activities of many Hong Kong Chinese businessmen, into the areas of modern financial and telegraph services and mining ventures. He also spoke out frequently in a provocative manner against the colonial government over injustices and discrimination that limited the rights and freedom of the Chinese in Hong Kong. During the 1880s and 1890s, he was a recognized Chinese community leader, one whose assertiveness on behalf of Chinese interests was not always appreciated by the Hong Kong authorities.
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Goddard, Christopher R. "Victoria's Protective services and the ‘Interim’ Fogarty Report: Is This the Right Road at Last?" Children Australia 15, no. 1 (1990): 12–15. http://dx.doi.org/10.1017/s1035077200002546.

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The history of the provision of child protection services in Victoria, and the lack thereof, is a long and complex one. Yet another twist in the tale occurred recently.A report by Mr Justice Fogarty and Mrs Delys Sargeant, entitled Protective Services for Children in Victoria: An Interim Report, was released in January 1989. This report (hereinafter the Fogarty Report) was commissioned by the Victorian Government in August 1988:“… to inquire into and advise it upon the operation of Victoria's child protection system and on measures to improve its effectiveness and efficiency.”
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Bower, Kevin P. "“A favored child of the state”: Federal Student Aid at Ohio Colleges and Universities, 1934–1943." History of Education Quarterly 44, no. 3 (2004): 364–87. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00014.x.

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Higher education scholars are familiar with the close relationship between American higher education and the federal government after World War II. The G.I. Bill and Cold War concerns for maintaining the nation's technological advantage made the federal government the major benefactor of postsecondary growth. The seismic shifts of that era, though, tend to overshadow earlier developing ties between the federal government and the colleges and, more specifically, the roots of direct federal aid to college students. This article seeks to redress that problem by exploring the subtle ways that federal aid became integrated into the visions and plans of the leaders of American higher education in the years prior to World War II. By examining New Deal Era college aid at a variety of institutions of higher education in the state of Ohio, we can uncover how the earlier courtship between the federal government and the colleges helped clear the way for later, more profound changes.
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Pardy, John, and Lesley F. Preston. "The great unraveling; restructuring and reorganising education and schooling in Victoria, 1980-1992." History of Education Review 44, no. 1 (June 1, 2015): 99–114. http://dx.doi.org/10.1108/her-03-2014-0025.

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Purpose – The purpose of this paper is to trace the restructure of the Victorian Education Department in Australia during the years 1980-1992. It examines how the restructuring of the department resulted in a generational reorganization of secondary schooling. This reorganization culminated in the closure of secondary technical schools that today continues to have enduring effects on access and equity to different types of secondary schooling. Design/methodology/approach – The history is based on documentary and archival research and draws on publications from the State government of Victoria, Education Department/Ministry of Education Annual Reports and Ministerial Statements and Reviews, Teacher Union Archives, Parliamentary Debates and unpublished theses and published works. Findings – As an outcome the restructuring of the Victorian Education Department, schools and the reorganization of secondary schooling, a dual system of secondary schools was abolished. The introduction of a secondary colleges occurred through a process of rationalization of schools and what secondary schooling would entail. Originality/value – This study traces how, over a decade, eight ministers of education set about to reform education by dismantling and undoing the historical development of Victoria’s distinctive secondary schools system.
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Mendes, Philip, and Badal Moslehuddin. "Moving out from the state parental home: A comparison of leaving care policies in Victoria and New South Wales." Children Australia 29, no. 2 (2004): 20–29. http://dx.doi.org/10.1017/s1035077200005976.

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Young people leaving care are arguably one of the most vulnerable and disadvantaged groups in society. Compared to most young people, they face numerous barriers to accessing educational, employment and other developmental and transitional opportunities.Using information from interviews and a range of documents, this study compares the leaving care supports currently available in two Australian states, Victoria and New South Wales. Attention is drawn to the history of the leaving care debate in both states, the nature of the existing legislative and program supports for care leavers in each state, the key political and policy actors that have either helped or hindered the development of leaving care policies and services in each state, and the principal unmet needs of care leavers in each state.The findings suggest that NSW leads the way in terms of providing effective legislative and program supports to care leavers. The differences between Victoria and NSW are attributed to a number of factors including particularly the different relationships between the respective government bureaucracies and non-government child welfare sectors.
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Campbell, Craig, and Lyndsay Connors. "Australian education policy from the 1970s: an autobiographical approach." History of Education Review 47, no. 2 (October 1, 2018): 169–85. http://dx.doi.org/10.1108/her-12-2017-0032.

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Purpose The purpose of this paper is to illuminate the history of national education policy through an interview with one of its significant makers and critics, Lyndsay Connors, a former Australian Schools Commissioner. Design/methodology/approach The paper occurs as an interview. The text is based on a revised conversation held as an event of the Australian and New Zealand History of Education Conference held at the University of Canberra, on 26 September 2017. Findings Australian educational policy is peculiarly complex, and apparently “irrational”. This appears especially so in relation to the government, tax-raised, funding of government and non-government schools. A combination of the peculiarities of Australian federalism in relation to education, political expediency, popular exhaustion with the “state aid” debate, the power of entrenched interest groups and the distancing of democratic decision making from the decision-making process in relation to education all play a part. Originality/value The originality of this contribution to a research journal lies in its combination of autobiography with historical policy analysis.
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Davies, Gareth. "Towards Big-government Conservatism: Conservatives and Federal Aid to Education in the 1970s." Journal of Contemporary History 43, no. 4 (October 2008): 621–35. http://dx.doi.org/10.1177/0022009408095419.

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Hussain, Syed Adil. "Growing the Malaysian Venture Capital and Private Equity Industry." ICR Journal 1, no. 4 (July 15, 2010): 629–48. http://dx.doi.org/10.52282/icr.v1i4.706.

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The venture capital (VC) and private equity (PE) industry in Malaysia is at a crossroads. Despite having received RM3 billion in government aid, according to practitioners the industry will be devoid of any privately-backed organisations within five years if further action is not taken. This situation is problematic for many reasons - not least being that the government believes a robust venture capital and private equity sector would contribute to Malaysia’s development goals. Through a review of existing academic literature and in-depth interviews with 25 senior executives of Malaysian financial firms, this article investigates the state of the Malaysian VC/PE industry, and whether the government should intervene to improve its condition. Many financial executives argue that government intervention to aid the VC/PE sector is necessary at the present juncture. Although government efforts to grow VC/PE sectors have yielded less than desirable results in many nations, scholars have noted that a well-structured intervention can minimise such risks. In order to overcome those problems, this article recommends the creation of a RM1 billion ‘fund-of-funds’.
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Markiewicz, Anne. "The child welfare system in Victoria: Changing context and perspectives 1945-1995." Children Australia 21, no. 3 (1996): 32–41. http://dx.doi.org/10.1017/s1035077200007185.

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This paper traces the history of child welfare in Victoria, from the formation of the Children's Welfare Department to the present time. It draws principally upon the Annual Reports of the responsible state government department, to illustrate trends in out-of-home placement for children and young people admitted to care. It describes substantial shifts in direction to the institutions in the 1960s, deinstitutionalisation of the 1980s, and the re-emergence of home-based care as a favoured, economical option.The paper traces the ebbs and flows in numbers, periods of overcrowding and the current reduced number of children and young people in care. It notes events impacting on evolving child welfare history in Victoria, the child migration program, building projects, the establishment of family group homes, regionalisation, external review, the Children and Young Persons Act (1989), and mandatory reporting legislation. Themes emerging include: early child welfare as a period of rescue and reform; the monitoring of standards and re-entry of the department to residential care; the building of institutions and rising numbers in care; redevelopment and the emergence of a community focus; the expansion of child protection; and the phasing out of old models and the search for cost efficient alternatives.A challenge for the 1990s is the need for deliberate and planned monitoring and evaluation as institutional and residential care give way to home-based care, and numbers of admissions decrease. The paper aims to provide useful, historical material for readers with an interest in child welfare work which would benefit from a descriptive review of the past.
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Dissertations / Theses on the topic "Government aid to education Victoria History"

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Roche, Vivienne Carol. "Razor gang to Dawkins : a history of Victoria College, an Australian College of Advanced Education." Connect to digital thesis, 2003. http://eprints.unimelb.edu.au/archive/00000468.

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Armontrout, David Eugene. "John F. Kennedy : a political biography on education." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4259.

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In what is historically a brief number of years, the life and times of John F. Kennedy have taken on legendary proportions. His presidency began with something less than a mandate from the American people, but he brought to the White House an inspiration and a style that offered great promises of things to come.
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McQueen, Kelvin, University of Western Sydney, of Arts Education and Social Sciences College, and School of Humanities. "The state aid struggle and the New South Wales Teachers Federation 1995 to 1999." THESIS_CAESS_HUM_McQueen_K.xml, 2003. http://handle.uws.edu.au:8081/1959.7/619.

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This thesis examines from an historical perspective the series of events between 1995 and 1999 in which the public school teachers’ union, the New South Wales Teachers federation, challenged the NSW and Australian government’s provision of funding to private schools. Such funding is known colloquially as state aid. The state aid struggle is conceived in this thesis as an industrial relations contest that went beyond issues simply of state aid. The state aid struggle was a centrepiece of the Teachers Federation’s broader challenge to government’s intensification of efforts to reduce the federation’s effectiveness in shaping the public school system’s priorities. This thesis contends that the decisive importance of the state aid struggle arose from the fundamental strategy used by governments to lower the cost of schooling over time. To achieve this they undertook the state aid strategy – cost reductions would flow from residualising public schools, de-unionising teachers and deregulating wages and conditions. The state aid strategy was implemented through those areas of policy and funding over which the Federation had negligible control or where the Federation’s membership was disunited. The Federation was undermined by governments using policy initiatives to fragment teacher unity. By the end of 1999, governments’ prosecution of the state aid strategy did not seem to have been diverted from the main thrust of its course by the federation’s struggle.
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Books on the topic "Government aid to education Victoria History"

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Fidel, Castro. Patria y humanidad se han unido para siempre en la mente y el corazón del pueblo cubano: Discursos con motivo del aniversario 40 de la victoria de Playa Girón. La Habana: Oficina de Publicaciones del Consejo de Estado, 2001.

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See government grow: Education policy from Johnson to Reagan. Lawrence, Kan: University Press of Kansas, 2007.

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Myers, Sandy. History and funding of special education in Nebraska. Lincoln, Neb: Nebraska Legislative Council, Legislative Research Division, 1985.

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Political education: National policy comes of age. New York, NY: Teachers College Press, 2010.

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Rapple, Brendan. Payment by educational results: An idea whose time has gone? thirty-five years of experimentation with educational efficiency in England (1862-1897). Normal, Ill: Center for the Study of Educational Finance, 1990.

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Bingham, Jane. Victorians. London: Wayland, 2014.

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Riyāsat-i Ḥaidarʹābād ke āk̲h̲rī ḥukmrān̲ kī vasīʻunnaz̤arī: Ārkāʼīvz ke rīkārḍ aur mashāhīr kī muʻāṣir taṣānīf se ak̲h̲z̲ kardah aham mavād kī bunyād par likhe gaʼe taḥqīqī maẓāmīn kā majmūʻah = Riyasat-i-Hyderabad ke akhiri hukmran ki wasi-un-nazari. Ḥaidarʹābād: Shugūfah Pablīkeshanz, 2014.

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Pérez-Bastardas, Alfred. Barcelona davant el pressupost extraordinari de cultura de 1908. Barcelona: Editorial Mediterrània, 2003.

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fms, Luttrell John. Come to our aid: Funding Catholic schools in NSW since 1800. Leichardt, N.S.W: Catholic Education Office, Sydney, 2009.

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Coon, E. Dean. History and status of Alaska's public school trust land: A research paper. Anchorage, Alaska: E.D. Coon, 2009.

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Book chapters on the topic "Government aid to education Victoria History"

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Anderson, Deb. "Grim Humor and Hope." In Oral History and the Environment, 13—C1.N*. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780190684969.003.0002.

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Abstract The Mallee Climate Oral History Collection is the product of a four-year research partnership with Museum Victoria. From 2004 to 2007, a series of annual recordings were conducted on the experience of drought with people in wheat-belt communities dotted across the semiarid Mallee. The timing of the project during the millennium drought coincided with a momentous shift in Australian public awareness of climate change, prompting reflexive discussion of the meaning of drought. Interviewees wore several “hats” in life—farming to health work, public service to parenting, local business to education, government science to community advocacy for rural social and environmental sustainability. These stories bear the mark of rural endurance: as the drought wore on, just one interviewee left the Mallee; the rest were determined to continue making a living here, at the inland edge of the Australian cropping zone.
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Goldman, Lawrence. "Before the Victorians." In Victorians and Numbers, 3–30. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192847744.003.0001.

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This chapter is divided into two parts. The first deals with the pre-history of Victorian statistics, examining the development of political arithmetic in Britain and ‘statistik’ in German states from the seventeenth century. Both disciplines described state and society numerically, through the collection of leading numeral indicators. Both sought to calculate population, wealth, and overall national strength. The pioneering demographic work of John Graunt and William Petty is explained and the subsequent development of political arithmetic is sketched across the eighteenth century. Similarities rather than differences between the two socio-intellectual traditions are emphasized, and political arithmetic is related to an earlier British antiquarian tradition of social and natural description and compilation. In the second part, the origins of the British statistical movement in the 1820s and 1830s are explained in relation to a varied set of social and political reforms in this era, and the intensification of the role of the state. Reforms of parliament and the franchise, of local government and the poor laws, of education and factory regulation, as well as the abolition of slavery and the financial compensation of former slaveholders, required calculations. The state needed accurate data and this stimulated the institutionalization of statistical collection and analysis both inside government, in new organizations like the General Register Office that collected demographic data, and in statistical societies formed in 1833–4 in Cambridge, London, and Manchester, which studied the profusion of numbers caused by the data revolution of the 1830s.
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Mathew, John, and Pushkar Sohoni. "Teaching and Research in Colonial Bombay." In History of Universities: Volume XXXIV/1, 259–81. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192844774.003.0013.

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Bombay did not play the kind of administrative nodal role that first Madras and later Calcutta did in terms of overarching governance in the Indian subcontinent, occupying instead a pivotal position for the region’s commerce and industry. Nonetheless, the nineteenth and twentieth centuries in Bombay were a formative age for education and research in science, as in the other Presidencies. A colonial government, a large native population enrolled in the new European-style educational system, and the rise of several institutions of instruction and learning, fostered an environment of scientific curiosity. The Asiatic Society of Bombay (1804), which was initially the hub of research in all disciplines, became increasingly antiquarian and ethnographic through the course of the nineteenth century. The Victoria and Albert Museum (conceived in 1862 and built by 1871 and opened to the public in 1872), was established to carry out research on the industrial arts of the region, taking for its original collections fine and decorative arts that highlight practices and crafts of various communities in the Bombay Presidency. The University of Bombay (1857) was primarily tasked with teaching, and it was left to other establishments to conduct research. Key institutions in this regard included the Bombay Natural History Society (1883) given to local studies of plants and animals, and the Haffkine Institute (1899), which examined the role of plague that had been a dominant feature of the social cityscape from 1896. The Royal Institute of Science (1920) marked a point of departure, as it was conceived as a teaching institution but its lavish funding demanded a research agenda, especially at the post-graduate level. The Prince of Wales Museum (1922) would prove to be seminal in matters of collection and display of objects for the purpose of research. All of these institutions would shape the intellectual debates in the city concerning higher education. Typically founded by European colonial officials, they would increasingly be administered and staffed by Indians.
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Keller, Morton, and Phyllis Keller. "The Professional Schools." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0017.

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Meritocracy flourished most luxuriantly in Harvard’s professional schools. The Big Four—the Graduate School of Arts and Sciences and the Schools of Law, Medicine, and Business—threw off the constraints of lack of money and student cutbacks imposed by World War II. The smaller professional schools—Public Health and Dentistry, Education, Divinity, Design—shared in the good times, though their old problems of scarce resources and conflicted missions continued to bedevil them. The major alteration in the Harvard postgraduate scene was the establishment of the Kennedy School of Government. By the time Derek Bok—as well disposed to the Kennedy School as Conant was to Education and Pusey to Divinity—became president in 1971, this new boy on the Harvard professional school block was well situated to capitalize on his good favor. The Graduate School of Arts and Sciences remained, as in the past, rich in renown, poor in fund-raising and administrative autonomy. Between 1952 and 1962, fewer than 5 percent of GSAS alumni donated a total of about $60,000; during the early sixties giving went down to $3,000 a year. Its dean had little or no budgetary or curricular control; its faculty, curriculum, and student admissions were in the hands of the departments. In 1954 Overseer/Judge Charles Wyzanski grandly proposed that admissions to the Graduate School be sharply cut back. The reduction, he thought, would free up the faculty for more creative thought, improve undergraduate education, and upgrade the level of the graduate student body. But the post–Korean War expansion of American higher education led to boom years for the Graduate School. In 1961, 190 male and 60 female Woodrow Wilson Foundation Fellows, more than a quarter of the national total, chose to go to Harvard or Radcliffe; 80 of 172 National Science Foundation grantees wanted to go to Harvard. A 1969 rating of the nation’s graduate programs gave Harvard Chemistry a perfect 5, Mathematics 4.9, Physics, Biochemistry, Molecular Biology, History, and Classics 4.8, Art History and Sociology 4.7, English and Spanish 4.6, Philosophy and Government 4.5. Impressive enough, all in all, to sustain the faculty’s elevated impression of itself. But in the late sixties the Graduate School bubble deflated. Government aid, foundation fellowships, and college jobs declined; student disaffection grew.
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