Relevant bibliographies by topics / Religious education – South Australia

Academic literature on the topic 'Religious education – South Australia'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Religious education – South Australia"

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Jackson, Stephen James. "“Not in the business of indoctrination”: religious education in South Australian public schools, 1968–1980." History of Education Review 49, no. 2 (October 16, 2020): 249–62. http://dx.doi.org/10.1108/her-01-2020-0006.

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PurposeThis paper explores religious education (RE) in South Australia from 1968–1980. It focuses especially on the collapse of the RE settlement from 1968–1972 and the controversial legislation and subsequent curricula emerging from changes to the Education Act in 1972.Design/methodology/approachThis paper draws upon archival materials, published sources from the South Australian Institute of Teachers, the South Australian Education Department and the Religious Education Project Team, as well as an interview with Malcolm McArthur, one of the most influential figures in the controversy.FindingsFollowing the collapse of religious instruction from 1968–1972, the Minister of Education quickly passed legislation regarding a new course of religious education. A major controversy subsequently broke out over the appropriateness and design of a new programme of religious education. Educators attempted to design an educationally sound programme of RE that would avoid the problem of indoctrination. Ultimately, a new programme was created that satisfied neither proponents nor opponents of religion in state schools, and General Religious Teaching gradually faded from South Australian classrooms by 1980.Originality/valueThe article engages with broader debates on the nature of secularity in Australian history. In particular, it complicates the political-institutional approach developed by Damon Mayrl by stressing the agency and significance of elite educational and religious actors in the creation of new secular settlements. It also provides a useful addition to an older South Australian historiography by utilising newly available sources on the topic.
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Mayrl, Damon. "Administering Secularization: Religious Education in New South Wales since 1960." European Journal of Sociology 52, no. 1 (April 2011): 111–42. http://dx.doi.org/10.1017/s000397561100004x.

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AbstractThis paper examines the development of religious education policy in the government schools of New South Wales (Australia) since 1960. The New South Wales religious education curriculum features three components: (1) teacher-led “general religious education” (gre); (2) right-of-entry denominational instruction provided by visiting clergy (“special religious education”, or sre); and (3) occasional additional devotional exercises such as hymns and prayers. Between 1960 and 1980, this system underwent a partial secularization. gre was transformed from a straightforward course in Christianity built around government-produced Scripture readers to a flexible curricular component built around the academic study of multiple religions. At the same time, sre was strengthened and had its position in the curriculum secured; and devotional exercises were allowed to continue only in those settings where they formed an “appropriate” match with the community. I find that “secularizing” reforms were most consistently driven by teachers and administrators with practical motives: avoiding controversy, improving working conditions, and facilitating class management. This finding both challenges and complements recent works that interpret secularization as a political process driven by politicians and professionals primarily interested in enhancing their power or prestige at the expense of religious actors.
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Chia, Joy. "Intercultural interpretations: making public relations education culturally relevant." Journal of University Teaching and Learning Practice 6, no. 1 (January 1, 2009): 46–56. http://dx.doi.org/10.53761/1.6.1.5.

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Public relations educators delivering courses to international students find that each cohort of students interprets and understands public relations theory and its application to practice according to their respective cultures. The premise of this paper is to reflect on some of the interpretations and expectations of public relations students enrolled in postgraduate master classes from 2003 to 2007 in Singapore, Malaysia and Australia, at the University of South Australia. The Australian masters’ classes include cohorts of international students from diverse cultures. This paper suggests that public relations educators need to adapt their style of delivery and methods of assessment to facilitate optimum engagement of diverse groups of students taking account their varied political, religious and social backgrounds that shape their thinking and perception of public relations theory and practice.
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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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Rayner, Wendy, Scott Hawkins, and Haydn Lush. "Chaplaincy in South Australian State Schools." Journal of Christian Education os-48, no. 1 (May 2005): 25–30. http://dx.doi.org/10.1177/002196570504800105.

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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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Peterson, Paula. "Patients’ cultural and spiritual explanatory models in health encounters: a focus on the efficacy of cancer prevention strategies in women from South Sudan." Australian Journal of Primary Health 26, no. 3 (2020): 227. http://dx.doi.org/10.1071/py19229.

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This qualitative study examined non-clinical factors that affect health, namely the cultural and spiritual beliefs of the patient. The study focuses on women from South Sudan. Although the overt religious adherence of these women is familiar to mainstream Australia (i.e. Christian), they are culturally diverse from the mainstream. The experiences of five women were documented. These women, all regarded as community leaders, were also asked about their assessment of the views of the wider community of women from South Sudan. This study informs targeted health promotion messages for a significant community in Australia. It is anticipated that the findings of this research, although not generalisable to the whole South Sudanese community or to all those with a refugee background, will provide important information to guide the development of culturally appropriate health care into the future. The findings point to the need for enhanced clinical education around communication, especially in relation to understanding the patients’ explanatory models of health. The findings have implications for patient education strategies. Finally, the findings reinforce the importance of engaging the community in the development of those strategies and ensuring their input into further research.
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Macallan, Brian. "The Openseminary Methodology: Practical Theology as Personal, Local and Transformative." Religions 12, no. 8 (August 17, 2021): 652. http://dx.doi.org/10.3390/rel12080652.

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Theological education continues to be subject to rapid social and technological change, which is further exacerbated by the recent global pandemic. Practical theology as a discipline continues to grow, being well placed methodologically to engage with diverse contexts and these global realities. The task for theological education is whether it can meet these challenges and be part of the transformation required. Openseminary as a methodology and program was developed in the early 2000s by Wynand De Kock to enable students to both learn practical theology as a methodology, as well as reflect theologically in their own context. Over the last two decades, it has run in South Africa, at Tabor College in Australia, as well as Palmer Seminary in the United States. In what follows, the methodology and program are explored in terms of their genesis, history, and current articulation. It is argued that it is a practical theological methodology well suited to the personal, local, and transformative goals of theological education today.
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Fauk, Nelsensius Klau, Anna Ziersch, Hailay Gesesew, Paul Ward, Erin Green, Enaam Oudih, Roheena Tahir, and Lillian Mwanri. "Migrants and Service Providers’ Perspectives of Barriers to Accessing Mental Health Services in South Australia: A Case of African Migrants with a Refugee Background in South Australia." International Journal of Environmental Research and Public Health 18, no. 17 (August 24, 2021): 8906. http://dx.doi.org/10.3390/ijerph18178906.

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International mobility has increased steadily in recent times, bringing along a myriad of health, social and health system challenges to migrants themselves and the host nations. Mental health issues have been identified as a significant problem among migrants, with poor accessibility and underutilisation of the available mental health services (MHSs) repeatedly reported, including in Australia. Using a qualitative inquiry and one-on-one in-depth interviews, this study explored perspectives of African migrants and service providers on barriers to accessing MHSs among African migrants in South Australia. The data collection took place during the COVID-19 pandemic with lockdown and other measures to combat the pandemic restricting face to face meetings with potential participants. Online platforms including Zoom and/or WhatsApp video calls were used to interview 20 African migrants and 10 service providers. Participants were recruited from community groups and/or associations, and organisations providing services for migrants and/or refugees in South Australia using the snowball sampling technique. Thematic framework analysis was used to guide the data analysis. Key themes centred on personal factors (health literacy including knowledge and the understanding of the health system, and poor financial condition), structural factors related to difficulties in navigating the complexity of the health system and a lack of culturally aware service provision, sociocultural and religious factors, mental health stigma and discrimination. The findings provide an insight into the experiences of African migrants of service provision to them and offer suggestions on how to improve these migrants’ mental health outcomes in Australia. Overcoming barriers to accessing mental health services would need a wide range of strategies including education on mental health, recognising variations in cultures for effective service provision, and addressing mental health stigma and discrimination which strongly deter service access by these migrants. These strategies will facilitate help-seeking behaviours as well as effective provision of culturally safe MHSs and improvement in access to MHSs among African migrants.
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Hobson, Peter, and John Edwards. "A Liberal Education Rationale for Studies of Religion Programs and its Application to Courses in Three Australian States." Australian Journal of Education 38, no. 3 (November 1994): 282–99. http://dx.doi.org/10.1177/000494419403800307.

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By 1992, all Australian states offered religious studies as a matriculation subject in response to a growing community perception of its importance. The rationale for offering these courses has been strongly promoted in terms of their educational value rather than for any intention to proselytise or promote commitment to faith. Although there are a number of possible justifications for such programs, we argue that the rationale for studies of religion is best situated within the liberal education tradition. What also needs to be asked in relation to these courses is the extent to which they identify three significant philosophical issues arising in the study of religion: scepticism, exclusivity and relativism. This article applies these criteria in an assessment of studies of religion courses in New South Wales, Queensland, and Victoria.
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Dissertations / Theses on the topic "Religious education – South Australia"

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Besly, Catherine. "Religious education and South Australia's state schools in the 1970's /." Title page, contents and conclusion only, 1991. http://web4.library.adelaide.edu.au/theses/09AR/09arb555.pdf.

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Jarrett, Jennifer Ann. "Catholic bodies a history of the training and daily life of three religious teaching orders in New South Wales, 1860 to 1930 /." Connect to full text, 2003. http://hdl.handle.net/2123/5673.

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Longobardi, Paul. "Religious education: Outcomes-based integration across the primary curriculum." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/735.

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This study shows that the integrity of curriculum in Catholic Schools can be demonstrated through an integrated curriculum, with Religious Education (R.E.) as the primary focus, centre point and generator of learning experiences across all subjects or Key Learning Areas (K.L.As). The contemporary, Catholic nature of curriculum is able to be developed via an outcomes-based approach that integrates R.E. with other Key Learning Areas. The "Integrated Religious Education Outcomes Approach" represents a personal belief of the author, developed as a classroom teacher in five Catholic schools and a member of three schools' Executive. The response to this belief is the motivation behind this study. The theoretical response includes an examination of integration and the function and purpose of outcomes- based education. There is relevance and potential for Religious Education curriculum outcomes to be linked to other Key Learning Areas Consequently, the role of Catholic schools in developing courses of work within a Catholic setting, and the religious dimension of the broad curriculum and of each K.L.A., are explored. Findings show that there is validity to the development of an approach that integrates R.E. outcomes when programming courses of work. This practical response IS demonstrated in a uniquely Catholic unit of work that focuses on one of the R.E. themes recurring across the Primary school. The integrated unit used in this study sets out the outcome and content links across and between all K.L.A.s. Findings show that it is a document from which teachers are able to facilitate the teaching and learning process, whilst maintaining course requirements of the N.S.W. Board of Studies' K.L.A. Syllabuses and the Wollongong Diocesan R.E. Curriculum Guidelines. Findings also show that teachers are supported in developing the practice of integration, an increased awareness of the function of outcomes, and the significance of R.E. in the formal curriculum. The study shows that teachers are willing to embrace trends and methodology that assist planning, organise and present learning in new ways and promotes R.E. within the context of the broader curriculum.
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Saric, Ivanka. "Academic gains of students with special needs in an independent religious school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/761.

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The number of children who are performing poorly in school-wide tests seems to be increasing in an independent religious school in the metropolitan area. Several children have been identified "at risk" or having special needs but they seem to show little if any improvement as they get promoted to higher grades. The study investigated the instructional and assessment strategies that upper primary school teachers were using in their classrooms to improve the academic and social skills of children defined as having special needs. Teachers' perceptions were examined to determine whether there had been any observable increases in the academic performance of students from years five to seven. Attitudes that teachers displayed towards the school were also studied in relation to the effect that they had on children with special needs. Teachers' reported that the design and implementation of both instruction and tests were found to inhibit full inclusion of children with special needs. Religious and structural restrictions placed on children with special needs were also found to impede their academic success. The discussion focused on the instructional and assessment strategies that teachers perceived would benefit the academic achievement of children with special needs. Ways of overcoming the restrictions placed on teachers' use of instruction and assessment strategies were also examined.
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Wigman, Albertus. "Childhood and compulsory education in South Australia : a cultural-political analysis." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phw659.pdf.

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McEvoy, Francis Joseph, and res cand@acu edu au. "How is Religious Leadership Understood and Practised by Principals in Catholic Secondary Schools in South Australia?" Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp125.25102006.

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This thesis explores the religious dimension of the role of the principal in the Catholic Secondary Schools of South Australia. The study is set in the context of a complex and changing environment. Society is becoming increasingly secular, and religious values are on the wane. The role of the principal has become progressively more encumbered by government regulation and policy and an increased level of accountability for a wide range of school outcomes, many of these outside the core purposes of the school (Fullan, 2003). In Catholic schools, the numbers of the professed religious men and women, traditionally the backbone of those schools, has declined dramatically in the last two decades and lay persons have taken over from members of religious congregations as principals in most Catholic Secondary Schools in South Australia This represents a paradigm shift in leadership in the Catholic schools. It has resulted in an increased focus from within both the Church and the Catholic Education System on the essential Catholic nature of those schools, and the role of the Principal in nurturing and managing this. The study found that principals had a deep sense of the importance of this dimension of their role, but that they felt a real need for more support and formation, especially in the scriptural and theological aspects of leadership. Most felt pressured by the ‘normal’ routine of principalship, and were looking for ways to ‘make time’ for reflection in order to better ground their actions and decisions in the core values of the schools, the System and the Church. As a result of this research, a series of recommendations are offered to Church and System authorities, to principals and to those aspiring to be principals in the Catholic Secondary Schools in South Australia. These relate to professional practice in such areas as defining the nature of the Catholic schools, and recognizing their particular charisms; developing leadership succession strategies and preparation courses for aspiring leaders; exploring alternative approaches to the principal selection process, and developing a mentoring program and professional support networks.
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Damons, Etherecia Oryetta. "Religious education in South African public schools : opportunities and problems." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60353.

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Hidaka, Tomoko. "International students from Japan in higher education in South Australia /." Title page, contents and introduction only, 2002. http://web4.library.adelaide.edu.au/theses/09AR/09arh6321.pdf.

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Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.

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Scharnick, Lee-Shae. "Siyakholwa: a study in religion, education and media in South Africa." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/12059.

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This thesis analyses the South African Broadcasting Corporation (SABC) television production, Siyakholwa - We Believe. This series is the first and remains the only children’s multi-faith educational television programme produced for South African viewers. This thesis discusses how the constitutional ideal of religious pluralism is mediated through public service television. The relationships among the state, religion, public education and public service broadcasting in the light of post-apartheid policy are examined. By analysing national policy for religion in education and public service broadcasting along with theory about religion education, this thesis argues for the pedagogical viability of television for teaching about religion in South Africa.
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Books on the topic "Religious education – South Australia"

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Christobel, Mattingley, and Hampton Ken 1937-1987, eds. Survival in our own land: "Aboriginal" experiences in "South Australia" since 1836. Adelaide, S. Aust: Wakefield Press, 1988.

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National Catholic Education Commission (Australia). Religious education in dialogue: Curriculum around Australia. Canberra, A.C.T: National Catholic Education Commission, 2008.

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C, Summers H., and Waddington R. R, eds. Religious education for transformation. Pretoria: Kagiso Tertiary, 1996.

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Faithful education: Madrassahs in South Asia. New Brunswick, N.J: Rutgers University Press, 2008.

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Mayfield, John. Golden Grove: A secondary education complex in South Australia. Paris: Organisation for Economic Co-operation and Development, Programme on Educational Building, 1989.

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Vicary, Adrian. In the interests of education: A history of education unionism in South Australia. St. Leonards, N.S.W: Allen & Unwin, 1997.

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Abdul, Wasik, RIDEP Institute, and Friedrich Ebert Stiftung (Indonesia), eds. Islamic education in South and South East Asia: Diversity, problems, and strategy. Jakarta: RIDEP Institute, 2005.

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Aboriginal music, education for living: Cross-cultural experiences from South Australia. St. Lucia, Qld: University of Queensland Press, 1985.

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Gross, Zehavit, and Suzanne D. Rutland. Special Religious Education in Australia and its Value to Contemporary Society. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67969-9.

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Nothing seemed impossible: Women's education and social change in South Australia, 1875-1915. St. Lucia: University of Queensland Press, 1985.

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Book chapters on the topic "Religious education – South Australia"

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Ridge, Pauline. "Law, Tolerance and Religious Schools in Australia." In Religious Tolerance, Education and the Curriculum, 27–39. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-412-6_3.

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Dalmia, Vasudha. "The Gurus of a Post-Colonial Education." In Religious Authority in South Asia, 268–73. London: Routledge, 2022. http://dx.doi.org/10.4324/b23095-16.

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Goldney, Robert D. "Videotape in Psychiatric Education in Adelaide, South Australia." In Psychiatry The State of the Art, 339–44. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4757-1853-9_53.

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Gross, Zehavit, and Suzanne D. Rutland. "Cultural and Religious Identity." In Special Religious Education in Australia and its Value to Contemporary Society, 103–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67969-9_5.

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Gross, Zehavit, and Suzanne D. Rutland. "Values Education." In Special Religious Education in Australia and its Value to Contemporary Society, 69–102. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67969-9_4.

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Faller, Paul. "Catholic Schools and Religious Education in South Africa." In Global Perspectives on Catholic Religious Education in Schools, 233–44. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20925-8_19.

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Gross, Zehavit, and Suzanne D. Rutland. "Countering Religious Bullying in the Playground." In Special Religious Education in Australia and its Value to Contemporary Society, 177–200. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67969-9_8.

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Garvis, Susanne, and Matthew Manning. "Religious Research in Early Childhood Education and Care in Australia." In The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care, 227–37. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003017783-19.

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Mansfield, Caroline F., Liesel Ebersöhn, Susan Beltman, and Tilda Loots. "Great Southern Lands: Making Space for Teacher Resilience in South Africa and Australia." In Resilience in Education, 53–71. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76690-4_4.

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Gross, Zehavit, and Suzanne D. Rutland. "Historical Background and Structure of SRE in Australia." In Special Religious Education in Australia and its Value to Contemporary Society, 27–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67969-9_2.

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Conference papers on the topic "Religious education – South Australia"

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Dube, Bekithemba. "Xenophobia and Religious Education: Evoking an Education That Takes Responsibility in South Africa." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1684855.

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Gardner, John C. H., M. Reza Hosseini, Raufdeen Rameezdeen, and Nicholas Chileshe. "Building Information Modelling (BIM) Education in South Australia: Industry Needs." In International Conference on Engineering, Project, and Production Management. Association of Engineering, Project, and Production Management, 2014. http://dx.doi.org/10.32738/ceppm.201411.0030.

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Gardeazabal Penuela, Luis Francisco, and Tanya Mackay. "UNIVERSITY OF SOUTH AUSTRALIA STUDENT UNION (USASA) ADVOCACY INTERNSHIP PROGRAM: STUDENT PARTNERSHIP IN ACTION." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1379.

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de Souza-Daw, Tony, and Le Hoang Ngoc. "Practicality of teaching computers and related courses: Experiences in Africa, South-East Asia and Australia." In 2012 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201016.

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S. Lon, Yohanes. "Problems Faced by Catholic Partners in Inter-religious Marriage in Flores, South-east Indonesia." In Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, Ruteng, Flores, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.3-6-2021.2310731.

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Wea, Donatus, Fakhruddin Fakhruddin, Y. L. Sukestiyarno, and Titi Prihatin. "Antecedent And Consequent Of Altruistic Professional Behavior Of Catholic Religious Education (CRE) Teachers In South Papua." In Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.29-6-2019.2290134.

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Subair, Muh, and Rismawidiawati Rismawidiawati. "Tanduale: Rewarding Religious Education in The Ethnic Bugis and Moronene Brotherhood Agreement in South Sulawesi Bombana." In Proceedings of the First International Conference on Religion and Education 2019, INCRE, October 8 – 10, 2019, Bintaro, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.8-10-2019.2294516.

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Johnstone, Penelope. "Accommodating Diversity of the 21st CenturyLanguage learner in primary Languages Education inNew South Wales, Australia." In 6th Annual International Conference on Language, Literature and Linguistics (L3 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-3566_l317.138.

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Bense, Katharina, Michael Garrett, and Greg Tolefe. "WHAT IT TAKES TO SUCCESSFULLY IMPLEMENT AN ENTERPRISE SOFTWARE SYSTEM: A CASE STUDY OF A LARGE SCHOOL DISTRICT IN NEW SOUTH WALES, AUSTRALIA." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2363.

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Lukman, Lukman, and Nurjannah Nurjannah. "Internalization of Islamic Values In Formation of Character Religious Students Pgsd Campus V Unm Parepare." In Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 14 September, Makassar, South Sulawesi, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.14-9-2019.2290058.

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Reports on the topic "Religious education – South Australia"

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Tadros, Mariz, ed. What About Us? Global Perspectives on Redressing Religious Inequalities. Institute of Development Studies, October 2022. http://dx.doi.org/10.19088/creid.2021.005.

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How can we make religious equality a reality for those on the margins of society and politics? This book is about the individual and collective struggles of the religiously marginalised to be recognised and their inequalities, religious or otherwise, redressed. It is also about the efforts of civil society, governments, multilateral actors, and scholars to promote freedom of religion or belief (FoRB) whatever shape they take. The actors and contexts that feature in this book are as diverse as health workers in Israel, local education authorities in Nigeria, indigenous movements in India, Uganda, or South Africa, and multilateral actors such as the Islamic Development Bank in Sudan and the World Bank in Pakistan. Some of the case studies engage with development discourses and narratives or are undertaken by development actors, while other cases operate completely outside the international development paradigm. These case studies present some important insights, which while highly relevant for their contexts also draw out important insights for academics, practitioners, activists, and others who have an interest in redressing religious inequalities for socioeconomically marginalised populations.
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Ogwuike, Clinton Obinna, and Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.
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