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Goh, Edmund, Sandy Nguyen, and Rob Law. "Marketing private hotel management schools in Australia." Asia Pacific Journal of Marketing and Logistics 29, no. 4 (September 11, 2017): 880–89. http://dx.doi.org/10.1108/apjml-09-2016-0183.
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Purpose The purpose of this paper is to explore the perceptions of 46 hotel management students from four leading private hotel management schools (PHMS) in Australia on their decision in choosing a PHMS over a traditional public university. Design/methodology/approach Employing the theory of planned behaviour as a theoretical framework, the qualitative interview data identified ten key attitudes, four reference groups and four perceived difficulties as potential motivators of students deciding to enrol in PHMS. Findings This paper identified reputation of school and industry placement opportunities as key attitudinal items shaping students’ decision-making process. With regards to important social groups, education agents and family were key reference groups. In relation to perceived difficulties, students reported tuition and living costs, and far distance from home as key barriers in their decision to study at PHMS. Research limitations/implications The sample draws upon students from a single state, New South Wales, Australia and this limits the generalisability of the authors’ findings. This study also excluded students from Australian public universities who may hold different perceptions towards studying at a PHMS. Practical implications The findings have important implications for hotel schools to improve their curriculum designs and embed practical hands on the learning experience of their students. Marketing agencies can also use these motivational attributes in developing effective marketing campaigns to increase enrolment figures. Originality/value This framework has proven to be useful in helping marketers understand various underlying motivational factors to attract prospective students to enrol in private hotel management schools.
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Young, Marisa. "From T.T. Reed’s Colonial Gentlemen to Trove: Rediscovering Anglican Clergymen in Australia’s Colonial Newspapers." ANZTLA EJournal, no. 11 (April 19, 2015): 74–88. http://dx.doi.org/10.31046/anztla.vi11.268.
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T. T. Reed’s pioneering book on the lives of Anglican clergymen in South Australia is still an important guide to the contribution made by these men to the expansion of educational opportunities for children. However, the development of Trove by the National Library of Australia has provided new ways of tracing the educational activities of Anglican clergymen in Australia. Researchers have frequently acknowledged the importance of the roles played by Protestant ministers of religion in the expansion of primary and secondary education during the nineteenth century. Much of the focus of this research work in religious history and educational history has been linked to the contribution of Protestant clergymen in educational administrations, either through leadership roles as headmasters or through participation in activities established by school boards or councils. Numerous Protestant ministers of religion developed high profile roles during the early growth of non-government as well as government-supported primary and secondary schools in colonial South Australia. This article will emphasise the ways that information searches using Trove can highlight forgotten aspects of educational activities undertaken by clergymen. It will focus on the activities of three ministers from the Church of England who combined their parish duties in the Diocese of Adelaide with attempts to run schools funded by private fees. Their willingness to undertake teaching work in this way thrust them into the secular world of an emerging Australian education market, where promotional activity through continuous newspaper advertising was part of the evolution of early models of educational entrepreneurship. These clergymen faced considerable competition from private venture schools as well as government-supported schools in the colonial capital. This article will also highlight gender issues associated with their promotional activities, as each minister used different definitions of gender in order to build supportive social networks for their schools and attract attention to their teaching activities.
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Gallimore, Desirée P. M. "Multiculturalism and Students with Visual Impairments in New South Wales, Australia." Journal of Visual Impairment & Blindness 99, no. 6 (June 2005): 345–54. http://dx.doi.org/10.1177/0145482x0509900604.
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This study found that a large number of students with visual impairments in public and private schools in New South Wales come from culturally diverse backgrounds, that teacher training does not incorporate multicultural perspectives, and that instructors and itinerant vision teachers lack knowledge and skills to teach from a multicultural perspective. Recommendations are provided to guide the inclusion of multicultural perspectives in teacher preparation programs and teachers’ practices.
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Clyne, Michael. "Bilingual Education—What can We Learn from the Past?" Australian Journal of Education 32, no. 1 (April 1988): 95–114. http://dx.doi.org/10.1177/000494418803200106.
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This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.
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O'Dea, Bridianne, Catherine King, Mirjana Subotic-Kerry, Kathleen O'Moore, and Helen Christensen. "School Counselors’ Perspectives of a Web-Based Stepped Care Mental Health Service for Schools: Cross-Sectional Online Survey." JMIR Mental Health 4, no. 4 (November 20, 2017): e55. http://dx.doi.org/10.2196/mental.8369.
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Background Mental health problems are common among youth in high school, and school counselors play a key role in the provision of school-based mental health care. However, school counselors occupy a multispecialist position that makes it difficult for them to provide care to all of those who are in need in a timely manner. A Web-based mental health service that offers screening, psychological therapy, and monitoring may help counselors manage time and provide additional oversight to students. However, for such a model to be implemented successfully, school counselors’ attitudes toward Web-based resources and services need to be measured. Objective This study aimed to examine the acceptability of a proposed Web-based mental health service, the feasibility of providing this type of service in the school context, and the barriers and facilitators to implementation as perceived by school counselors in New South Wales (NSW), Australia. Methods This study utilized an online cross-sectional survey to measure school counselors’ perspectives. Results A total of 145 school counselors completed the survey. Overall, 82.1% (119/145) thought that the proposed service would be helpful to students. One-third reported that they would recommend the proposed model, with the remaining reporting potential concerns. Years of experience was the only background factor associated with a higher level of comfort with the proposed service (P=.048). Personal beliefs, knowledge and awareness, Internet accessibility, privacy, and confidentiality were found to influence, both positively and negatively, the likelihood of school counselors implementing a Web-based school mental health service. Conclusions The findings of this study confirmed that greater support and resources are needed to facilitate what is already a challenging and emotionally demanding role for school counselors. Although the school counselors in this study were open to the proposed service model, successful implementation will require that the issues outlined are carefully addressed.
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Lindoy, L. F. "Retirement of Dr John Zdysiewicz - An Appreciation." Australian Journal of Chemistry 53, no. 12 (2000): 893. http://dx.doi.org/10.1071/ch01e1.
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After 25 years with the Australian Journal of Chemistry, our editor, Dr Jan R. Zdysiewicz (known far and wide as John Z.), has recently retired. During his initial ten year period with the journal, John served as assistant editor under Bob Schoenfeld who, like John, was also very widely known throughout the Australian and New Zealand chemistry community. In 1985, John took up the editorship and under his editorial management the journal has continued to prosper. John has been an exceptionally talented editor who, despite increasing pressures over more recent times, has managed to maintain the journal’s very high editorial standard – a task aided by his wide understanding of chemistry and his truly exceptional knowledge of English usage. John had an eventful early life – details of which may be of interest to his many friends and acquaintances. He was born in Laukischken in East Prussia to parents from Mosty in eastern Poland. His parents had been taken to Germany during World War II for forced labour. After the war, the family was transferred, endlessly it seemed, from DP (displaced persons) camp to DP camp in Germany, until final acceptance for migration to Australia. After a long sea voyage on the Skaugum, the family arrived at Port Melbourne in December 1950. Then followed being shuffled between widely spread immigration holding centres in South-East Australia, finally ending up in Adelaide, where the family settled. After some difficulty in gaining enrolment, John attended Adelaide Boys High School. In 1962 at age 19, he lost his alien status and became an Australian citizen. Even during this early period, John Z. made a name for himself. He became somewhat of a celebrity for his virtuosity in playing the accordion. In 1961, he became Grand Australian Accordion Champion. On occasions, he still plays for friends and private audiences. John Z. obtained his tertiary education at the University of Adelaide. His Ph.D. research in the Department of Physical and Inorganic Chemistry was concerned with physical chemical studies on naturally occurring and synthetic polymers. He then held Post Doctoral appointments in England at the University of Lancaster (preparation and e.s.r. characterisation of radical anions), Australia at the Division of Protein Chemistry, CSIRO, Parkville (on the interactions of fluorescent compounds with protein components by photophysical techniques) and Canada at the University of Western Ontario (construction of a microsecond flash photolysis apparatus in connection with photochemical reactions involving radical ions). In 1975 he returned to Australia as the assistant editor of Aust. J. Chem. John Z. has served as the national representative on IUPAC’s Commission III.2 (on Physical Organic Chemistry) and is currently an associate member of this commission. In 1998, the Royal Australian Chemical Institute awarded him a citation for his contributions to the promotion of Australian chemistry nationally and internationally, principally through his role as editor of the journal. Finally, John is of a distinctly independent nature – perhaps a reflection of his Polish antecedents? While his management style might be said to be unique, it has always been characterised by an overriding commitment to quality. Clearly, John Zdysiewicz ranks as an exceptional individual. On behalf of my fellow advisory committee members and, indeed, also for the wider chemistry community, I thank John for a job exceedingly well done. We wish him well in his retirement.
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Saha, Lawrence J. "Do Private Schools in Australia Produce More Active Citizens?" Educational Practice and Theory 43, no. 1 (May 1, 2021): 5–22. http://dx.doi.org/10.7459/ept/43.1.02.
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The focus of this paper is whether type of Australian school attended makes a difference in student engagement in political and civic culture. Recently private schools have been said to “undermine cohesion” in Australian society. Similarly, it was argued over two decade ago that Australian private schools have skimmed the elite students from the government sector and now “impart to their pupils values and preferences of the culture from which they are drawn”, namely the dominant culture. Using data from the Youth Electoral Study (YES) survey, this analysis examines whether Australian students in government, Catholic and Independent schools differ in six political domains: voting commitment, positive attitude toward voting, political knowledge, political activism, political trust and civic volunteer behaviour. At the bivariate level, students in private schools generally show higher levels of political engagement compared to students in government schools in all domains. However, when family and school variables are controlled, the differences between these students in voting commitment, political knowledge and volunteer behaviour disappear. However students in Catholic schools show significantly higher levels in positive attitude toward voting and political activism. The effects of Independent schools disappear for five political domains but a significantly high level of political trust remains. Explanations for these patterns of outcomes are put forward, and directions for future research are explored.
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Gomes da Silva, Jonas. "Thailand Performance and Best Management Practices that saved lives against Covid-19: a comparison against ten critical countries." International Journal for Innovation Education and Research 8, no. 11 (November 1, 2020): 119–54. http://dx.doi.org/10.31686/ijier.vol8.iss11.2725.
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After 265 days, since the first reported case of Covid-19, the world has reported the lost of almost one million (969.018) precious lives (WORLDOMETERS, 2020). The pandemic is a challenge for all countries, most of them eager to learn from nations that are successful against the virus. In addition, an international survey, published on April/20, by Silva (2020, p. 600), concluded that although no country is prepared to face epidemics and pandemics (NTI, JHU, and EIU, 2019), among the 16 countries investigated, Thailand, Finland, Australia, South Korea, Denmark, and Sweden are cases that Brazil could study so as not to repeat the scenarios of China, USA, Italy, and Spain. Thus, this study investigates the performance and the best management practices adopted in Thailand to save lives against Covid-19, during the first 180 days facing the pandemic. The research is useful for academy, government policymakers and authorities. It is descriptive, with the application of an online questionnaire, bibliographic and documentary research, involving the study of official sites, articles, reports, manuals, and other technical documents. A new indicator was developed (Fatality Total Index), which allowed to identify that among 20 nations with the highest number of fatal cases, the ten most critical are 1st) Mexico; 2nd) Peru; 3rd) Italy; 4th) Ecuador; 5th) Iran; 6th) Chile; 7th) UK; 8th) Belgium; 9th) Colombia; and 10th) Brazil. Some conclusions are: first) Thailand`s FTI180 is the very low, indicating that this country has learned from the lessons of the past, reason by which is the best at saving lives against the Covid-19; Third) for 86 respondents living in Thailand, wear mask, not shake hands, not hug in public, wash hands, and not wearing shoes in the house, were the five most decisive cultural practices that saved lives; Fourth) For 96 respondents living in Thailand, the ten main policy measures adopted by Thailand Government that saved lives against the Covid-19 are: first) international travel control; 2nd) public event cancellations; 3rd) schools closures; 4th) restriction on internal movement; 5th) workplaces closures; 6th) public information campaigns; 7th) effective public-private collaboration; 8th) increase the medical and personal equipment capacity; 9th) support the expansion of testing system, and 10th) wage subsidies for workers; Fifth) to save lives against Covid-19, 28 innovative products or services were identified in Thailand, with majority led by Corporations, Universities, followed by Public Sector, Start Ups, and Others.
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Caldwell, Brian J. "Private Schools and the Future of Public Education in Australia." Phi Delta Kappan 92, no. 8 (May 2011): 95–96. http://dx.doi.org/10.1177/003172171109200825.
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Cornes, Andy, Meg J. Rohan, Jemina Napier, and Joseph M. Rey. "Reading the Signs: Impact of Signed Versus Written Questionnaires on the Prevalence of Psychopathology Among Deaf Adolescents∗." Australian & New Zealand Journal of Psychiatry 40, no. 8 (August 2006): 665–73. http://dx.doi.org/10.1080/j.1440-1614.2006.01866.x.
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Objective: There are no empirically validated measures of psychopathology that can be easily understood by signing deaf children and little reliable data on the prevalence of psychiatric disturbance in this population. The aim was to meet this need by developing an Australian Sign Language (Auslan) version of a widely used measure (the Youth Self-Report; YSR) which could be administered in an interactive CD-ROM format, to assess its reliability, and to compare the prevalence of clinically significant psychopathology in deaf adolescents when using the Auslan questionnaire versus the standard written version. This would also allow examining the validity of written questionnaires in this population. Method: Twenty-nine male and 25 female adolescents with severe or profound hearing loss from public and private schools in the Australian States of Tasmania (n = 11) and New South Wales (n = 43) agreed to participate and completed the written and the interactive Auslan versions of the YSR. Parallel forms were completed by parents (Child Behaviour Checklist) and teachers (Teacher's Report Form). Results: The Auslan version showed comparable reliability to that reported for the standard YSR: internal consistency (α) ranging from 0.77 to 0.97 and test–retest agreement (r) from 0.49 to 0.78. The interactive Auslan version yielded a prevalence of clinically significant emotional and behavioural problems in deaf adolescents of 42.6% compared with 21.4% when using the standard English version. Prevalence for the wider Australian adolescent population (18.9%) was similar to that obtained among deaf adolescents when using the standard YSR (21.4%). However, it was higher among deaf adolescents (42.6%) when using the Auslan version (OR = 3.2, 95% CI = 1.83–5.58). According to the Auslan version, the syndromes Withdrawn/Depressed (OR = 6.5, 95% CI = 2.96–14.25), Somatic Complaints (OR = 4.8, 95% CI = 2.53–9.22), Social Problems (OR = 8.3, 95% CI = 4.16–16.47) and Thought Problems (OR = 5.7, 95% CI = 2.50–12.80) were much more prevalent among deaf adolescents than in the wider adolescent population, while Attention Problems (OR = 1.1, 95% CI = 0.39–3.17) and Rule-Breaking Behaviour (OR = 1.5, 95% CI = 0.73–3.17) were not. Conclusions: An interactive Auslan version of the YSR is reliable, better accepted and yields higher rates of disturbance than the standard written questionnaire. Clinicians should be aware that using written instruments to assess psychopathology in deaf adolescents may produce invalid results or may underestimate the level of disturbance, particularly emotional problems.
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Horrocks, Liz. "Partnerships Between Special Schools and Units and Regular Schools in South Australia." Australasian Journal of Special Education 27, no. 1 (2003): 18–28. http://dx.doi.org/10.1017/s1030011200024982.
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Special schools and units have traditionally provided programs and developed expertise for students with disabilities who have a wide range of educational needs. There is a reservoir of expertise and knowledge in special schools and units that could either formally or informally support the process of inclusion in regular schools. Twenty-four principals of special schools and coordinators of special units in South Australia completed a questionnaire to discover any partnerships that were occurring at the time, potential areas that could be developed, and factors that might promote or inhibit partnerships between regular and special schools. The study showed that some mainly informal involvement was occurring and the respondents were positively disposed to increasing this. Potential partnership areas that were identified were primarily around curriculum development. Participants stated that the success of this would depend on both regular and special schools having common aims, an open attitude and clarity of purpose and roles. Consideration would also need to be given to the provision of adequate incentives such as time and funding for joint planning to occur. A range of recommendations is discussed.
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Horrocks, Liz. "Partnerships between special schools and units and regular schools in South Australia." Australasian Journal of Special Education 27, no. 1 (2003): 18–28. http://dx.doi.org/10.1080/1030011030270103.
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Languille, Sonia. "‘Affordable’ private schools in South Africa. Affordable for whom?" Oxford Review of Education 42, no. 5 (August 31, 2016): 528–42. http://dx.doi.org/10.1080/03054985.2016.1220086.
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Laws, T. A., and Brenton Fiedler. "CALCULATING THE TRUE COST OF PRIVATE SCHOOL EDUCATION: BASED ON A SURVEY OF SOUTH AUSTRALIAN SCHOOL FEES." Australian Journal of Social Issues 37, no. 4 (November 2002): 447–59. http://dx.doi.org/10.1002/j.1839-4655.2002.tb01131.x.
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Whitehead, Kay. "German Schools and Teachers in Nineteenth‐Century South Australia." Paedagogica Historica 37, no. 1 (January 2001): 55–68. http://dx.doi.org/10.1080/0030923010370104.
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Halsey, R. John. "The establishment of area schools in South Australia, 1941‐1947." History of Education Review 40, no. 2 (October 14, 2011): 127–41. http://dx.doi.org/10.1108/08198691111177217.
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Ezeonu, Chinonyelum Thecla, Clifford Onuorah Okike, Maria Nwakaego Anyansi, and James Osaeloka Ojukwu. "Health emergency preparedness: an assessment of primary schools in Abakaliki, South-Eastern Nigeria." International Journal Of Community Medicine And Public Health 4, no. 5 (April 24, 2017): 1436. http://dx.doi.org/10.18203/2394-6040.ijcmph20171752.
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Background: Children spend a significant proportion of their day in school, thus pediatric emergencies such as exacerbation of medical conditions, accidental and intentional injuries are likely to occur. An estimate of 10 -25% of injuries occur while the children are at school. It is the legal responsibility of the schools to ensure the safety and well-being of the pupils/students and staff during school hours working towards prevention of accidents and being prepared for immediate solutions when the accidents occur.Methods: A cross sectional descriptive study of 31 registered primary schools in Abakaliki Metropolis. A prepared check list of facilities necessary for emergency care at schools derived from the school health programme evaluation scale was used for the assessment. Data was analyzed using the SPSS statistical package version 8, comparing findings in public schools with the private schools using Chi square. The level of significance was set at p<0.05.Results: A health room was available in 9.7% of schools exclusively private schools. Nurses, doctors and trained first aiders were found in 6.5%, 9.7% and 32.3% respectively of schools. First aid boxes were available in 80.6% of the schools but only 67.7% of the schools could offer first aid treatment at emergencies. None of the public schools had a school safety patrol or a fire extinguisher in contrast to the private schools.Conclusions: Schools, especially the public schools in Abakaliki metropolis are ill prepared for emergencies.
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Ohide, Alyaha Daniel Felix, and Rosemary Wahu Mbogo. "Demographic Factors Affecting Teachers’ Job Satisfaction and Performance in Private Primary Schools in Yei Town, South Sudan." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 8, no. 1 (August 10, 2017): 142. http://dx.doi.org/10.21013/jems.v8.n1.p14.
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Job satisfaction is an important construct to the field of organizational behavior and the practice of human resource management. Schools are no exception to the list of organizations ensuring teachers’ job satisfaction therefore becomes inevitable if schools have to record good performances. This paper aims at examining some of the demographic factors affecting job satisfaction of teachers in private primary schools and their consequent performance. To attain this objective; the authors carried out a survey study in private schools in Yei town, South Sudan. Simple random sampling technique was used to select the respondents from ten private schools in the town. A total of 110 respondents were considered for the study constituting 10 head teachers and 100 teachers from each of the 10 schools. Questionnaires were used for data collection. Data was then analysed by the use of Statistical Package for Social Science (SPSS) version 12.0 and presented in frequencies and percentages. The factors identified included gender, age bracket, educational level, pay and length of service of teachers. Based on the findings, it is apparent that certain demographic factors have a significant influence on the level of job satisfaction of teachers in private schools.
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Asvat, R., CA Bisschoff, and CJ Botha. "Factors to Measure the Performance of Private Business Schools in South Africa." Journal of Economics and Behavioral Studies 10, no. 6(J) (December 22, 2018): 50–69. http://dx.doi.org/10.22610/jebs.v10i6(j).2594.
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This article identifies the latent variables embedded within the model to measure the performance of private business schools. In the quantitative research design, 247 questionnaires, using a five-point Likert scale, were analysed after completion by private business school supervisors and managers. The data has high reliability with a Cronbach alpha coefficient of 0.974 and excellent sample adequacy with a KMO value of 0.926. The analysis identified ten latent variables (or factors), identified using exploratory factor analysis explaining a cumulative variance of 70.56%. These are Regulatory compliance, Strategic communication, Educational technology stack, Strategic finance, Organisational development, Customer orientation, Sales, Pricing, Socio-political influence and Market focus. The study also succeeded to simplify measuring performance by eliminating 26 questions with low factor loadings (<0.40) or those that are cross-loading highly onto more than one factor from the questionnaire while retaining a satisfactory level of reliability. The results are valuable to private business school managers and to the employees wanting to measure and improve the business performance of a private business school. Researchers and academia could also benefit from the contribution of the study to either build on business performance of private business schools or, alternatively, in adopting the methodology employed in this study for another application setting.
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Asvat, R., CA Bisschoff, and CJ Botha. "Factors to Measure the Performance of Private Business Schools in South Africa." Journal of Economics and Behavioral Studies 10, no. 6 (December 22, 2018): 50. http://dx.doi.org/10.22610/jebs.v10i6.2594.
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This article identifies the latent variables embedded within the model to measure the performance of private business schools. In the quantitative research design, 247 questionnaires, using a five-point Likert scale, were analysed after completion by private business school supervisors and managers. The data has high reliability with a Cronbach alpha coefficient of 0.974 and excellent sample adequacy with a KMO value of 0.926. The analysis identified ten latent variables (or factors), identified using exploratory factor analysis explaining a cumulative variance of 70.56%. These are Regulatory compliance, Strategic communication, Educational technology stack, Strategic finance, Organisational development, Customer orientation, Sales, Pricing, Socio-political influence and Market focus. The study also succeeded to simplify measuring performance by eliminating 26 questions with low factor loadings (<0.40) or those that are cross-loading highly onto more than one factor from the questionnaire while retaining a satisfactory level of reliability. The results are valuable to private business school managers and to the employees wanting to measure and improve the business performance of a private business school. Researchers and academia could also benefit from the contribution of the study to either build on business performance of private business schools or, alternatively, in adopting the methodology employed in this study for another application setting.
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Jagger, Robert G., Vinny Vaithianathan, and Daryll C. Jagger. "A Pilot Study of the Prevalence of Orofacial and Head Injuries in Schoolboy Cricketers at Eight Private Schools in England and Australia." Primary Dental Care os16, no. 3 (July 2009): 99–102. http://dx.doi.org/10.1308/135576109788634359.
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Aims The aims of this pilot study were to determine the prevalence of head, face and dental injuries sustained by schoolboys while playing cricket and to compare the prevalence of those injuries in England and Australia. Methods A questionnaire that determined distribution and prevalence of orofacial injuries sustained when playing cricket was distributed to all players (n=411) who played cricket in four private schools in England and four private schools in Australia. There was a 100% response rate. Results Fifty subjects (24.1%) from English schools and 52 subjects (25.5%) from Australian schools reported injury/injuries to the head, face and teeth. Australian cricketers reported more injuries per player. The distribution of injuries between the two countries was similar. Sixteen players had sustained loosened or broken teeth. Two players reported avulsed teeth. Conclusion It was concluded that there was a high prevalence of head and orofacial injuries among the schoolboy cricketers but relatively few dental injuries. The distribution of types of head, face and dental injury in England and Australia were similar.
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Ben-Tovim, David I., and Jacqueline Morton. "The Epidemiology of Anorexia Nervosa in South Australia." Australian & New Zealand Journal of Psychiatry 24, no. 2 (June 1990): 182–86. http://dx.doi.org/10.3109/00048679009077680.
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A survey of 5,705 pupils in girls' schools in South Australia revealed that the one year prevalence of cases of anorexia nervosa, diagnosed according to DSM-Ill criteria, was 1.05 cases per thousand of the population studied. This study has a number of advantages in comparison to the majority of other school-based surveys, and confirms that descriptions of anorexia nervosa as a disorder of epidemic proportions may be premature.
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Dixit, Pankaj, and Rahim Jafar Mohammad Sharif. "Analysis of CSR Impact on Private Sector Secondary School: A study in North and South Delhi (India)." Journal of Scientific Papers "Social development and Security" 9, no. 6 (December 28, 2019): 11–21. http://dx.doi.org/10.33445/sds.2019.9.6.2.
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Educational organizations in private sector require strong corporate strategies. In order to get success in the globally competitive environment they must adopt the strategy of Corporate Social Responsibility. This study analyzed corporate social responsibility and its impact on private sector secondary schools in district North & South Delhi. For this purpose primary data were collected through five point Likert’s scale. The questionnaire was fielded to private sector secondary school teachers in order to get data about the impact of corporate social responsibility on performance of secondary schools. The population of the study was 184 registered private sector secondary schools (140 boys and 44 girls) which included 900 teachers (who taught to class 10th students during session 2017-18) in district North & South Delhi. A sample of 280 teachers (140 male and 140 female) in 70 private sector secondary schools (35 for boys and 35 for girls) were selected through equal allocation sampling formula. Mean, Standard Deviation and t-test were applied for analyzing the data. The Pearson’s correlation r was used to evaluate the variable effects. The result from the data indicated that all the four aspects of CSR have positive significant impact on the performance of secondary schools.
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Ohide, Alyaha Daniel Felix, and Rosemary Wahu Mbogo. "Impact of Working Conditions on Teacher’s Job Satisfaction and Performance in the Private Primary Schools in Yei Town, South Sudan." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 8, no. 1 (August 10, 2017): 122. http://dx.doi.org/10.21013/jems.v8.n1.p12.
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In South Sudan, teachers have become constant objects of ridicule whenever analysis of examinations is conducted. The poor and deplorable working conditions are among other factors contributing to teachers’ levels of job dissatisfaction. This paper examines the impact of working conditions on teacher’s job satisfaction and performance in the private primary schools in Yei town, South Sudan. The authors employ a survey design in private schools in Yei town, South Sudan to establish how working conditions affect job satisfaction of teachers and performance in private primary schools. Simple random sampling technique was used to select the respondents from ten private schools. The respondents therefore included 10 head teachers, 100 teachers giving a total of 110 respondents. Questionnaires were used for data collection. Data collected was analysed by the use of Statistical Package for Social Science (SPSS) version 12.0 was and presented in frequencies and percentages and a regression analysis performed to establish the relationships among the variables. The study concluded that the inadequacy of school facilities led to teachers’ dissatisfaction with their job.
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Zare, V. R., B. Ramesh, and Prashant Kokiwar. "Assessment of “depression, anxiety and stress” among students of schools at RHTC area catered by private medical college in South India." International Journal Of Community Medicine And Public Health 5, no. 7 (June 22, 2018): 3116. http://dx.doi.org/10.18203/2394-6040.ijcmph20182658.
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Background: It is important to screen the higher secondary school children for “depression, anxiety, and stress”. This will help in early detection of any such condition. The objective of the study was to assess depression, anxiety and stress among students of schools at RHTC area catered by private medical college in South India.Methods: Institution based cross sectional study was carried out at schools at RHTC area catered by private medical college in South India from April 2017 to December 2017 A total of 400 school children belonging to class 6th to class 10th i.e. 300 from public schools and 100 from private schools were enrolled for the present study.Results: Maximum number of study participants in public school was females (59.33%) and in private school was males (57%). It was found that depression was 13%, anxiety about 63%, stress about 13%. In private school students depression was nearly 6%, anxiety was 60%, stress was 27%. People with depression, anxiety and stress they cope up with those situation by watching TV nearly 94% in private school students and 95% in public school students. None of them share their emotions with friends.Conclusions: Prevalence of “depression, anxiety, and stress” was very high in the study area. Measures like free environment in the schools and recreational activities should be employed in all schools.
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Lye, Jenny, and Joe Hirschberg. "Secondary school fee inflation: an analysis of private high schools in Victoria, Australia." Education Economics 25, no. 5 (March 12, 2017): 482–500. http://dx.doi.org/10.1080/09645292.2017.1295024.
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Darvall, Ken. "Alive and Well: Aboriginal Education in South Australia." Australian Journal of Indigenous Education 18, no. 5 (November 1990): 9–14. http://dx.doi.org/10.1017/s1326011100600443.
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During a four-week period in March and April, 1990, I had the opportunity to visit several Aboriginal and mainstream public schools in South Australia as part of a Fellowship sponsored by the New South Wales Department of School Education.The selection of South Australia as a location to visit was recommended to the author by various colleagues in Aboriginal education who considered that “many fine things were happening” in South Australia in the area of Aboriginal education. My impressions confirmed what I had been told by others.
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Dixit, Pankaj. "Education Sector and Corporate Social Responsibility a Study on Private Sector Secondary School of District North & South Delhi (India)." Sociological Jurisprudence Journal 3, no. 1 (May 27, 2020): 14–18. http://dx.doi.org/10.22225/scj.3.1.1427.14-18.
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Educational organizations in private sector require strong corporate strategies. In order to get success in the globally competitive environment they must adopt the strategy of Corporate Social Responsibility. This study analyzed corporate social responsibility and its impact on private sector secondary schools in district North & South Delhi. For this purpose primary data were collected through five point Likert’s scale. The questionnaire was fielded to private sector secondary school teachers in order to get data about the impact of corporate social responsibility on performance of secondary schools. The population of the study was 184 registered private sector secondary schools (140 boys and 44 girls) which included 900 teachers (who taught to class 10th students during session 2017-18) in district North & South Delhi. A sample of 280 teachers (140 male and 140 female) in 70 private sector secondary schools (35 for boys and 35 for girls) were selected through equal allocation sampling formula. Mean, Standard Deviation and t-test were applied for analyzing the data. The Pearson’s correlation was used to evaluate the variable effects. The result from the data indicated that all the four aspects of CSR have positive significant impact on the performance of secondary schools.
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Afolabi, OR, AR Oloyede, TM Obuotor, LM Adegoke, AO Adeleke, and TO Komonibo. "Microbiological Safety of Ready-to-eat Foods Sold in Primary Schools in Abeokuta, South-West Nigeria." Journal of Science and Sustainable Development 5, no. 1 (June 12, 2013): 65–73. http://dx.doi.org/10.4314/jssd.v5i1.6.
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A study was conducted to assess the microbial safety of ready-to-eat (RTE) foods sold in private and public primary schools in Abeokuta, South-western Nigeria. One hundred and sixty RTE food samples were collected from forty food vendors in thirty primary schools and analysed microbiologically. Socio-economic status and their knowledge of food safety were assessed using the structured questionnaires. Total bacterial counts, total coliform counts and total fungal counts of RTE foods in public primary schools ranged from 6.27 log10cfu/g to 6.47 log10cfu/g, 6.00 log10cfu/g to 6.28 log10cfu/g and 5.85 log10cfu/g to 6.16 log10cfu/g respectively while those of private primary schools ranged from 6.30 log10cfu/g to 7.47 log10cfu/g, 6.15 log10cfu/g to 6.54 log10cfu/g and 5.60 log10cfu/g to 6.70 log10cfu/g respectively. Bacteria isolated from these samples were Bacillus cereus, Pseudomonas aeruginosa, Klebsiella pneumoniae, Staphylococcus aureus, Proteus spp, Enterobacter aerogenes, Shigella dysenteriae and Escherichia coli while the fungal isolates includeAspergillus niger, Aspergillus fumigatus, Rhizopus spp, Penicillium viridicatum, Mucor spp and Fusarium spp. RTE foods sold in both private and public primary schools were found to be highly contaminated. Inappropriate storage conditions, inadequate knowledge of food safety, attitudes and practices of the food vendors are the factors that may allow the food contamination. These findings demonstrate that ready-to-eat foods vended in public and private primary schools in Abeokuta, South-western Nigeria constitute an hazard to the pupils’ health. Provision of health education to the vendors and enforcing implementation of appropriate hygienic practices would improve food quality.Keywords · Ready-to-eat foods · Microbial safety · Primary schools
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Zhang, Haifeng (Charlie), Lorin W. Anderson, David J. Cowen, and Lisle S. Mitchell. "A Geographic Analysis of Public-Private School Choice in South Carolina, USA." International Journal of Applied Geospatial Research 1, no. 4 (October 2010): 1–15. http://dx.doi.org/10.4018/jagr.2010100101.
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Despite years of research and debate, household choice between public and private schools is not well understood. This article investigates factors associated with parental choice between public and private schools using unique census-based school enrollment data for school districts in South Carolina and for neighborhoods in the Columbia Metropolitan Area. This study extends the existing literature by examining patterns of public-private school choice for whites and blacks separately in order to control racial disparities in school choice. Results of multiple regression analyses for the whole population and subdivided racial groups generally support the assumption that public-private school enrollment rate is subject to socioeconomic status, racial proportion, and public school quality. Findings of this study not only suggests the reconciliation of the market-based theory and the racial preference theory, but also provides insights into education policies in terms of stemming white enrollment losses and fostering public school education in the United States.
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Choi, Jaesung, and Rosa Minhyo Cho. "Evaluating the effects of governmental regulations on South Korean private cram schools." Asia Pacific Journal of Education 36, no. 4 (September 25, 2015): 599–621. http://dx.doi.org/10.1080/02188791.2015.1064356.
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Pillay, Hitendra, James J. Watters, and Lutz Hoff. "Critical Attributes of Public-Private Partnerships." International Journal of Adult Vocational Education and Technology 4, no. 1 (January 2013): 31–45. http://dx.doi.org/10.4018/javet.2013010103.
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The term ‘partnership’ is increasingly used by governments, industry, community organisations and schools in supporting their daily businesses. Similar to the terms ‘ICT’ and ‘learning’, ‘partnerships’ are now ubiquitous in policy discourse. Yet, the term remains ill-defined and ambiguous. This study reviews and reflects on a government led industry-school partnership initiative in the state of Queensland, Australia, to understand how the term is used in this initiative. Given the frequent use of Public Private Partnership (PPP) language, PPP was used as a framework to review this initiative. The methodology of this qualitative case study involved consultations with stakeholders and an analysis of Gateway schools documents, policy documents, and literature. The review suggests that despite the use of terminology akin to PPP projects in Gateway school and policy documents, the implicit suggestion that this initiative is a public-private partnership is untenable. The majority of principles shaping a PPP have not been considered to a significant extent in the Gateway project. Although the review recognises the legitimate and sincere purpose of the Gateway schools initiative, the adoption of a PPP framework during the design, monitoring, or evaluation stages could have strengthened the initiative in terms of outcomes, benefits, and sustainability.
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King, Michael. "Out of obscurity: The contemporary private investigator in Australia." International Journal of Police Science & Management 22, no. 3 (June 23, 2020): 285–96. http://dx.doi.org/10.1177/1461355720931887.
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The business of private investigation has grown significantly in the past two decades. No longer can private investigating be considered an obscure form of private policing. Yet, despite the recent growth of interest in private policing, little research has been conducted on the services provided by private investigators. This article presents the results of an analysis of 33 in-depth interviews with Australian private investigators in Queensland, New South Wales and Victoria. The article discusses their contemporary role in the context of providing justice, public policing and future regulatory challenges. The article extends the limited research on the services private investigators provide, including corporate fraud and financial investigations, risk advisory, and cyber and misconduct investigations. It identifies their backgrounds and education, and describes their clients. The study found that, contrary to expectations, to meet these new services, private investigators are now highly qualified academically and professionally. It was found that regulatory gaps have been created in the licensing of contemporary private investigators, and the use of private investigators allows clients to sidestep the justice system.
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Moore, Melanie, and Chris Bayly. "South Australia Kids for Landcare Invests in the Future." Children Australia 16, no. 04 (1991): 23–25. http://dx.doi.org/10.1017/s1035077200012530.
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Today’s children are the custodians of tomorrow’s environment – and, with that in mind, an all-out effort is being made to educate South Australian children about their important role in the future of Australia as an agriculturally sustainable and profitable nation. Thousands of trees are being propagated, soils are being studied, water is being tested for salinity, frogs are being counted, kids are singing songs about caring for the environment, and country and city schools are linking together.
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Suhendri, Huri, Mailizar Mailizar, Rita Ningsih, and Rita Retnowati. "Analisis Literasi Teknologi Informasi Guru Matematika SMK Swasta Jakarta Selatan Ditinjau dari Aspek Manajemen Pendidikan." Tadbir : Jurnal Studi Manajemen Pendidikan 4, no. 2 (November 30, 2020): 291. http://dx.doi.org/10.29240/jsmp.v4i2.2116.
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In the era of information technology-based 4.0, all fields use information technology, as well as in the world of education. In learning, the use and use of information technology is very important in supporting the smooth teaching and learning process. So that the ability of teachers in information technology literacy is very important and needs to be developed. This study aims to describe the level of information technology literacy of mathematics teachers in private vocational schools in South Jakarta and identify the factors that influence it. The research method used is descriptive qualitative method. The research sample was 41 mathematics teachers at private vocational schools in South Jakarta, who were taken by purposive sampling technique. Information techniques through questionnaires and interviews. The results showed that the level of information technology literacy for mathematics teachers in private vocational schools in South Jakarta was still low. One of the factors affecting literacy is the lack of training in the use of information.
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Evans, John R., and Christina Curry. "Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools." Ágora para la Educación Física y el Deporte 20, no. 1 (May 25, 2018): 27. http://dx.doi.org/10.24197/aefd.1.2018.27-45.
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A renewed focus on Physical Education in New South Wales primary schools has the potential to act as an intervention that has positive long-term implications for the whole population. The introduction of physical education (PE) as part of the National Curriculum means the role of PE in Australian primary schools is now open for renewed attention. The rise of an international obesity epidemic means that that the role of PE in primary schools has the potential to make a positive impact on public health outcomes. There could be significant long term savings from well-organized PE programs in primary schools delivered by teaching staff educated in quality physical education. In addition there is also an historical and emerging body of research which links physical activity to academic performance. However not all teachers in primary schools have the skills or life experiences to effectively teach PE. In order to achieve these outcomes we posit that the use of a Game Centered Teaching approach and the use of an underlying pedagogy have the potential to provide more meaningful experiences for students and teachers. In order to implement a Game Centered Teaching approach we advocate the use of specialist PE teachers rather than outsourcing the delivery of PE in schools.
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Grobler, Leon. "Lion at a Private Game Reserve in Northern Transvaal Province, South Australia." Spine 35, no. 5 (March 2010): i. http://dx.doi.org/10.1097/01.brs.0000369248.14326.64.
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Cobb-Clark, Deborah. "The Balancing Act: Issues in the Funding of Public and Private Schools in Australia." Australian Economic Review 44, no. 3 (September 2011): 293–94. http://dx.doi.org/10.1111/j.1467-8462.2011.00648.x.
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Edwards, Tony, John Fitz, and Geoff Whitty. "Private Schools and Public Funding: a comparison of recent policies in England and Australia." Comparative Education 21, no. 1 (January 1985): 29–45. http://dx.doi.org/10.1080/0305006850210104.
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Bernstein, Ann. "South Africa’s Key Challenges." ANNALS of the American Academy of Political and Social Science 652, no. 1 (January 30, 2014): 20–47. http://dx.doi.org/10.1177/0002716213508913.
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The article looks at the “tough choices” (per the National Development Plan) South Africa has to make to be a successful country. It provides policy recommendations and prescriptions for many of the critical issues facing South Africa. The most urgent policy challenges revolve around high levels of unemployment, the regulation of the labor market and the role of unions, the shortage of skills, and the education system. The solutions proposed include the relaxation of labor laws, which hinder entry into the labor market, especially for young people; the introduction of special economic zones; the adoption of an open migration regime for skilled migrants; and the establishment of low-fee private schools and private tertiary education providers. The article calls for bold and visionary leadership in South Africa to ensure that the “tough choices” needing to be made are implemented.
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Weist, Mark, Kathleen Blackburn Franke, Rob Lucio, Jefferson Bass, Terry Doan, and Deborah Blalock. "Privatization and school mental health." Journal of Public Mental Health 19, no. 2 (January 27, 2020): 99–107. http://dx.doi.org/10.1108/jpmh-06-2019-0065.
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Purpose The purpose of this paper is to describe the relationship between privatization and school mental health (SMH) in the USA, as well as to present a case study of the SMH system in South Carolina. Design/methodology/approach The authors reviewed data regarding states’ mental health systems (e.g. public, private and hybrid of public and private), mental health budgets and percentages of schools with mental health clinicians. Findings The results demonstrate that the majority of states have public mental health systems. There is variability between states regarding general funding, as well as funding for SMH. Further, there was variability in the percentage of schools with SMH clinicians, with South Carolina reporting the greatest percentage. South Carolina’s mental health system, which is a public–private hybrid is reviewed, along with relevant history on the development of SMH programs in the state. Originality/value This paper contributes to the general knowledge by describing the provision and funding sources for SMH services within the USA. It yields important implications for integrating public mental health services within schools.
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Mergler, Amanda G., and Rebecca Spooner-Lane. "Assessing the Personal and Emotional Developmental Outcomes of High-School Students." Australian Educational and Developmental Psychologist 25, no. 2 (October 1, 2008): 4–16. http://dx.doi.org/10.1375/aedp.25.2.4.
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AbstractAn examination of recent education policy and research demonstrates that the development of personal and emotional competence amongst Australian school students is a national priority (Commonwealth of Australia, 2005; Lewis & Frydenberg, 2002; Reid, 2006). In an attempt to determine whether high-schools are indeed supporting the personal and emotional development of young people, the present study investigated personal responsibility, emotional intelligence and self-esteem among a sample of year 11 public (n = 274) and private (n = 124) school students. The study found that all participants demonstrated high levels of personal responsibility and emotional intelligence, with no significant differences between the public and private school. Public and private school participants significantly differed on self-esteem, with private school participants reporting high levels of self-esteem (M = 30.36) and public school participants (M = 26.92) reporting moderate levels of self-esteem. It is sometimes assumed that private schools facilitate better developmental outcomes among students than public schools. Whilst findings are limited to results obtained from one public and one private school, the current study did not find evidence to support that the personal and emotional development of students is hindered in a public school environment.
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Kern, Anwynne, Zaytoon Amod, Joseph Seabi, and Adri Vorster. "South African Foundation Phase Teachers’ Perceptions of ADHD at Private and Public Schools." International Journal of Environmental Research and Public Health 12, no. 3 (March 11, 2015): 3042–59. http://dx.doi.org/10.3390/ijerph120303042.
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Bills, Andrew, and Nigel Howard. "Social inclusion education policy in South Australia: What can we learn?" Australian Journal of Education 61, no. 1 (February 3, 2017): 54–74. http://dx.doi.org/10.1177/0004944116689165.
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In this article, we interrogate the policy assumptions underlying a significant South Australian public education re-engagement initiative called Flexible Learning Options, formulated within South Australia’s social inclusion policy agenda, beginning in 2006. To this end, we applied Baachi’s ‘What’s the Problem Represented to be?’ policy analysis framework to a historical range of departmental Flexible Learning Options policy documents and evaluations to uncover how Flexible Learning Options (1) understands the problem of early school leaving, (2) defines the notion of being an ‘at risk’ young person and (3) interprets and enacts the intervention process for young people identified as ‘at risk’ of early school leaving. Our policy analysis indicates re-engagement in learning – as measured by improved retention – to be the key Flexible Learning Options policy driver, with schools ‘silently’ positioned as a significant part of the retention in learning problem. The Flexible Learning Options engagement in learning intervention directed at ‘high-risk’ students’ works to remove them from schools into places where personalised support and an alternative curriculum are made available. ‘Lower risk’ students are given a combination of in-school and off-school learning options. Our What’s the Problem Represented to be? analysis also reveals that (1) the notion of ‘risk’ is embodied within the young person and is presented as the predominant cause of early school leaving; (2) how the educational marketplace could work to promote Flexible Learning Options enrolment growth has not been considered; (3) schools are sidelined as first choice engagement options for ‘high-risk’ young people, (4) secondary school redesign and family intervention as alternative reengagement strategies have largely been ignored and (5) through withdrawal from conventional schooling, the access of many Flexible Learning Options to students to an expansive curriculum delivered by teachers within well-resourced school learning architectures has been constrained.
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Anderson, Don. "The Interaction of Public and Private School Systems." Australian Journal of Education 36, no. 3 (November 1992): 213–36. http://dx.doi.org/10.1177/000494419203600302.
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The balance of the public and private school sectors in Australia is unstable and, if present trends continue, the function of public schooling will become primarily that of a safety net for the residue of children not catered for by the private sector. The trends include a set of processes which are affecting the nature and quality of education in all schools. Under the different environments of public and private schools there are unequal exchanges across the public-private boundary—for example, of bright and motivated pupils and of influential and articulate parents. The process fuels its own momentum as remaining pupils and parents experience the problems caused by an unrepresentative clientele. The problems inherent in Australia's particular arrangement have been recognised in a number of official reports since the early 1970s. Proposals for reform have not yet gained support from private school interest groups and have therefore not been attractive to governments.
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Cord-Udy, Nigel. "The Medical Specialist Outreach Assistance Programme in South Australia." Australasian Psychiatry 11, no. 2 (June 2003): 189–94. http://dx.doi.org/10.1046/j.1039-8562.2003.00532.x.
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Objective: The present paper aims to provide an overview of the Medical Specialist Outreach Assistance Programme (MSOAP) and its implementation in South Australia with particular reference to the expansion of visiting psychiatric services to rural and remote areas. Included is a discussion of a number of the practical issues and challenges experienced by the author in the development of a visiting psychiatric service to the remote community of Coober Pedy in northern South Australia. Conclusions: There has been much success to date with the expansion of visiting psychiatric services to rural and remote areas within South Australia under MSOAP. MSOAP appears to have considerable merit, particularly for psychiatrists working in private practice. There are several practical issues to be considered in taking on this type of work. The professional rewards are substantial.
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Adekunbi Ojo, Tinuade, and Refentse Mathabathe. "An Investigation into the Effectiveness of the Curriculum and Assessment Policy Statement (CAPS) in South African Schools." International Journal on Integrating Technology in Education 10, no. 2 (June 30, 2021): 23–38. http://dx.doi.org/10.5121/ijite.2021.10203.
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The paper presents the findings from current research on the impact that the Curriculum and Assessment Policy Statement (CAPS) curriculum subjects have on two South African Schools in Gauteng province in South Africa. The aim is to present the impact of the CAPs subjects in the school. The study did a critical evaluation of each subject to elaborate on the importance and challenges in implementing the subjects and using a qualitative research method to collect data on a group of teachers and students on their opinion on the impact of CAPs subjects. The findings suggest that even though the curriculum is effective, it needs to be improved to close the gap between public and private schools. Private schools are currently benefiting the most from the subjects and how the curriculum is structured.
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Le, Phuong-Phi. "Patient access to opioid substitution treatment pharmacy and medical service providers in South Australia: geospatial mapping." Australian Journal of Primary Health 25, no. 2 (2019): 125. http://dx.doi.org/10.1071/py18099.
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This cross-sectional study geospatially maps patient access to opioid substitution treatment (OST) pharmacy and medical providers in South Australia (SA), Australia. De-identified data from a total of 2935 public and private OST patients (1092 public cases and 1843 private cases) were included in the study. Geospatial mapping of OST patient locations, their dosing community pharmacy and prescriber was undertaken. The geospatial modelling methods used in this study presents an application whereby information about patient travel patterns to reach OST providers can be used as a tool for treatment service planning.
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Darvall, Ken. "An Induction Program for New Appointees to Aboriginal Schools." Australian Journal of Indigenous Education 18, no. 5 (November 1990): 3–9. http://dx.doi.org/10.1017/s1326011100600431.
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The author was fortunate to be awarded a New South Wales Teaching Service Fellowship for 1990 to undertake an investigation of the professional development of teachers, including executive, in schools with significant Aboriginal enrolments. This fellowship was undertaken in South Australia over a four-week period in March and April this year.Perhaps the highlight of this investigation was the emphasis placed on appropriate and adequate induction programs within the human resource management portfolio of the South Australian Department of Education.
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Pring, Adele. "Aboriginal Studies at Year 12 in South Australia and Northern Territory." Australian Journal of Indigenous Education 17, no. 5 (November 1989): 21–26. http://dx.doi.org/10.1017/s0310582200007094.
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Aboriginal Studies is now being taught at Year 12 level in South Australian schools as an externally moderated, school assessed subject, accredited by the Senior Secondary Assessment Board of South Australia.It is a course in which students learn from Aboriginal people through their literature, their arts, their many organizations and from visiting Aboriginal communities. Current issues about Aborigines in the media form another component of the study.