Academic literature on the topic 'Religious education Victoria Curricula'
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Journal articles on the topic "Religious education Victoria Curricula"
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Zirkel, Perry A., and Ivan G. Gluckman. "Religious Challenges to Curricula." NASSP Bulletin 79, no. 567 (January 1995): 94–97. http://dx.doi.org/10.1177/019263659507956715.
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Reck, Stacie. "Analyzing and Evaluating Christian Religious Education Curricula." Christian Education Journal: Research on Educational Ministry 9, no. 1 (May 2012): 27–42. http://dx.doi.org/10.1177/073989131200900103.
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Lafrarchi, Naïma. "Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools." Religions 11, no. 3 (March 2, 2020): 110. http://dx.doi.org/10.3390/rel11030110.
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Islamic tradition promotes a holistic approach of personality development in which, we argue, three educational concepts take the centre stage: tarbiyah, ta’leem and ta’deeb. Looking through the lens of these concepts, we analyse two Islamic religious education (IRE) curricula: the 2001 and 2012 curricula for Flemish public secondary education provided by the Representative Body for IRE. We conduct a systematic thematic document analysis of the 2001 and 2012 curricula to map curricula elements that potentially contribute to Islamic personality development through IRE classes. Crucially, this article seeks to investigate whether the 2001 and 2012 curricula for Flemish public secondary education are in line with these central IRE concepts. We observe that the 2012 curriculum does contain relevant anchor points to work on tarbiyah, ta’leem and ta’deeb and to strengthen an Islamic personality in Muslim pupils. Hence, we argue that there is an urgent need for a new, adequate and sufficiently comprehensive IRE curriculum for Flemish public secondary education, developed by an expert committee—which should include Belgian-educated educational experts—in order to meet the expectations of all the stakeholders. Since in our view, this is the first step for a qualitative update of Flemish IRE. Further reflections on both curricula and recommendations for a new IRE curriculum are outlined in the discussion and conclusion sections.
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Pfueller, Sharron L., Ian Innes-Wardell, Helen Skondras, Dianne Marshall, and Tarnya Kruger. "An Evaluation of Saltwatch: A School and Community Action Research Environmental Education Project." Australian Journal of Environmental Education 13 (1997): 61–68. http://dx.doi.org/10.1017/s0814062600002846.
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AbstractThe Saltwatch environmental education program aims to increase awareness and understanding of salinity and thereby to stimulate remedial and preventative action. An evaluation of the program in Victoria in 1995 revealed its wide use across school curricula, and subsequent practical environmental action in 53% of schools. Participation in Saltwatch and subsequent environmental activities were more restricted in community groups. The paper concludes with a discussion of Saltwatch's success and possible improvements.
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Haux, R., F. J. Leven, J. R. Moehr, and D. J. Protti. "Health and Medical Informatics Education." Methods of Information in Medicine 33, no. 03 (1994): 246–49. http://dx.doi.org/10.1055/s-0038-1635023.
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Abstract:Health and medical informatics education has meanwhile gained considerable importance for medicine and for health care. Specialized programs in health/medical informatics have therefore been established within the last decades.This special issue of Methods of Information in Medicine contains papers on health and medical informatics education. It is mainly based on selected papers from the 5th Working Conference on Health/Medical Informatics Education of the International Medical Informatics Association (IMIA), which was held in September 1992 at the University of Heidelberg/Technical School Heilbronn, Germany, as part of the 20 years’ celebration of medical informatics education at Heidelberg/Heilbronn. Some papers were presented on the occasion of the 10th anniversary of the health information science program of the School of Health Information Science at the University of Victoria, British Columbia, Canada. Within this issue, programs in health/medical informatics are presented and analyzed: the medical informatics program at the University of Utah, the medical informatics program of the University of Heidelberg/School of Technology Heilbronn, the health information science program at the University of Victoria, the health informatics program at the University of Minnesota, the health informatics management program at the University of Manchester, and the health information management program at the University of Alabama. They all have in common that they are dedicated curricula in health/medical informatics which are university-based, leading to an academic degree in this field. In addition, views and recommendations for health/medical informatics education are presented. Finally, the question is discussed, whether health and medical informatics can be regarded as a separate discipline with the necessity for specialized curricula in this field.In accordance with the aims of IMIA, the intention of this special issue is to promote the further development of health and medical informatics education in order to contribute to high quality health care and medical research.
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Sooniste, Aleksandra, and Olga Schihalejev. "Religious Literacy in National Curricula of Estonia." Religions 13, no. 5 (April 30, 2022): 411. http://dx.doi.org/10.3390/rel13050411.
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Religious literacy may be seen as a prerequisite for religious freedom. This article analyzes how the development of religious literacy is supported in the curricula of Estonian primary and secondary schools and the extent to which these schools guarantee religious freedom. We assume that developing religious literacy is not limited to the lessons of Religious Education but can also be achieved in schools in which Religious Education is not taught. We analyze the national curricula for both basic and upper secondary schools to understand how religious literacy is represented, whether implicitly or explicitly. We are particularly interested in how the competencies of religious literacy are supported in the curricula and how freedom of religion is ensured in state-funded schools. The texts are analyzed according to the core curriculum analysis method and the religious literacy model, which identifies four stages in the development of religious literacy: examining religion as a category, engaging with a disposition towards religions, building up relevant knowledge, and promoting skills to interact well in multicultural society. This analysis shows that the dominant discourse related to religious literacy in the curricula focuses on social skills for future citizens, but religious literacy itself, a vital skill for operating in the modern multicultural world, is scarcely mentioned. Instead, it is present primarily as an implicit concept, and religion is portrayed as distant both in time and in space. Thus, this approach to education contributes insufficiently to the freedom of religion needed in a contemporary multicultural society.
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Walzer, Michael. "Moral Education, Democratic Citizenship, and Religious Authority." Journal of Law, Religion and State 1, no. 1 (2012): 5–15. http://dx.doi.org/10.1163/221248112x638172.
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I have two purposes in this essay: first, to argue that morality forms a central part of a liberal education and to say something about how it is properly taught; second, to argue more specifically that the moral virtues required by democratic citizenship, and the rights and obligations that citizenship entails, should figure in school curricula, and then to consider the conflicts with religious authority that this is sure to produce.
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Alkandari, Kalthoum, and Zaha Alsuwailan. "Pressures Confronting Islamic Studies Curricula in Kuwait: Perspectives of Curricula Planners on Challenges and Confrontations." Religious Education 114, no. 2 (January 11, 2019): 97–109. http://dx.doi.org/10.1080/00344087.2018.1537055.
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Revell, Lynn. "Islamic textbooks and curricula in Europe." Journal of Beliefs & Values 34, no. 1 (April 2013): 121–23. http://dx.doi.org/10.1080/13617672.2013.759374.
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Sonea, Cristian. "The Missionary Formation in the Eastern Orthodox Theological Education in Present Day Romania." Transformation: An International Journal of Holistic Mission Studies 35, no. 3 (July 2018): 146–55. http://dx.doi.org/10.1177/0265378818803063.
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The article presents the current missionary formation in the Romanian Orthodox Church. I evaluated the national curricula from the faculties of Orthodox Theology, following the missionary orientated topics in each subject, and I analyzed the curricula of Missiology taught in the faculties.The article underlines the relation between the content of the Missiology curriculum and the historical context in which the Orthodox Church in Romania developed, and it explains why there are both innovative and conservative themes within the curriculum. Finally, the specificities of the orthodox missionary formation in Romania are emphasized, such as the spiritual education, the central place of the liturgy, and the focus on internal mission.
Dissertations / Theses on the topic "Religious education Victoria Curricula"
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De, Souza Marian, and res cand@acu edu au. "Students' and Teachers' Perceptions of Year 12 Religious Education Programs in Catholic Schools in Victoria: Implications for curriculum." Australian Catholic University. Department of Religious Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp201.02072009.
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This research study aimed to explore and describe students' and teachers' perceptions of religious education programs for Year 12 students in Catholic schools in Victoria in light of theoretical concepts of religious education. It sought to discover how appropriate these programs were in meeting the needs of today's students and achieving the aims of religious education for senior secondary students in Catholic schools in Victoria. The purpose was to propose guiding principles that could inform a review of Year 12 religious education curriculum in Catholic schools. There were two broad areas of investigation to this study: the theory and the practice of religious education in Catholic schools, with special attention given to the Year 12 programs. With the first area, there was an examination of religious education theory as revealed in the literature. This was concerned with the nature and purpose of religious education in Catholic schools. Different approaches to religious education were explored and their strengths and weaknesses for senior secondary programs were highlighted. In addition, recent approaches to teaching and learning at the broader curriculum level were investigated to highlight possible relevance to religious education. Thirdly, the theory of and approaches to religious education were considered in relation to some aspects of the context of contemporary classrooms. The second area was an investigation into current practices in the compulsory or core Year 12 religious education programs since these were accessed by all or most students in Catholic schools. Eleven schools were involved in the study. They were drawn from the four dioceses in Victoria and were chosen because they displayed certain characteristics which were seen as representative of the wider range of Catholic schools. In order to gain an insight into classroom practices, three sources of data were collected from these schools and examined. Firstly, through the use of questionnaires and interviews, data was collected on students' perceptions of their experiences in their religious education program. Secondly, questionnaires were used to gather information on the teachers' experiences of the program, their perceptions of their students' experiences and their background in religious education. Teachers' perceptions were used as a point of comparison with students' perceptions. Thirdly, religious education documents were examined and analysed to discover their aims and objectives, the content and topics included and their assessment strategies. In general, the various approaches (in terms of content and method) to Year 12 religious education classroom programs in Catholic schools in Victoria either emphasized cognitive learning or it focused on affective learning. With the former, an intellectual study of religion through a study of different religious traditions was offered which, it was hoped, would lead to an increased understanding and appreciation of the subject. With the latter, more attention was given to the personal dimension in religious education in terms of interpersonal and intrapersonal learning. The findings of this research study indicated that, in the perceptions of a majority of students, the religious education programs were not meeting their needs. This raises the question of the pertinence of the aims for senior secondary religious education as proposed in curriculum guidelines for Catholic schools in Victoria. The findings, therefore, suggest a need for a review of such programs in Catholic schools. The study concluded with the proposal of thirteen guiding principles that could inform the development, implementation and evaluation of future Year 12 religious education programs in Catholic schools. The principles, drawn from key insights from both the theory and current practice of religious education, could have relevance for Catholic school administrators, policy makers and religious education teachers. In addition, other areas were identified which could be useful for further investigation to enhance existing knowledge in this field of study.
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de, Souza Marian. "Students' and teachers' perceptions of year 12 religious education programs in Catholic schools in Victoria: Implications for curriculum." Thesis, Australian Catholic University, 1999. https://acuresearchbank.acu.edu.au/download/0eb9fe072316241111f36ff6158fa5df92b4546634fdc9479e5d304317b593a7/26341216/64843_De_Souza_1999_Students_and_teachers_perceptions2_1_.pdf.
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This research study aimed to explore and describe students' and teachers' perceptions of religious education programs for Year 12 students in Catholic schools in Victoria in light of theoretical concepts of religious education. It sought to discover how appropriate these programs were in meeting the needs of today's students and achieving the aims of religious education for senior secondary students in Catholic schools in Victoria. The purpose was to propose guiding principles that could inform a review of Year 12 religious education curriculum in Catholic schools. There were two broad areas of investigation to this study: the theory and the practice of religious education in Catholic schools, with special attention given to the Year 12 programs. With the first area, there was an examination of religious education theory as revealed in the literature. This was concerned with the nature and purpose of religious education in Catholic schools. Different approaches to religious education were explored and their strengths and weaknesses for senior secondary programs were highlighted. In addition, recent approaches to teaching and learning at the broader curriculum level were investigated to highlight possible relevance to religious education. Thirdly, the theory of and approaches to religious education were considered in relation to some aspects of the context of contemporary classrooms. The second area was an investigation into current practices in the compulsory or core Year 12 religious education programs since these were accessed by all or most students in Catholic schools. Eleven schools were involved in the study. They were drawn from the four dioceses in Victoria and were chosen because they displayed certain characteristics which were seen as representative of the wider range of Catholic schools. In order to gain an insight into classroom practices, three sources of data were collected from these schools and examined.;Firstly, through the use of questionnaires and interviews, data was collected on students' perceptions of their experiences in their religious education program. Secondly, questionnaires were used to gather information on the teachers' experiences of the program, their perceptions of their students' experiences and their background in religious education. Teachers' perceptions were used as a point of comparison with students' perceptions. Thirdly, religious education documents were examined and analysed to discover their aims and objectives, the content and topics included and their assessment strategies. In general, the various approaches (in terms of content and method) to Year 12 religious education classroom programs in Catholic schools in Victoria either emphasized cognitive learning or it focused on affective learning. With the former, an intellectual study of religion through a study of different religious traditions was offered which, it was hoped, would lead to an increased understanding and appreciation of the subject. With the latter, more attention was given to the personal dimension in religious education in terms of interpersonal and intrapersonal learning. The findings of this research study indicated that, in the perceptions of a majority of students, the religious education programs were not meeting their needs. This raises the question of the pertinence of the aims for senior secondary religious education as proposed in curriculum guidelines for Catholic schools in Victoria. The findings, therefore, suggest a need for a review of such programs in Catholic schools. The study concluded with the proposal of thirteen guiding principles that could inform the development, implementation and evaluation of future Year 12 religious education programs in Catholic schools.;The principles, drawn from key insights from both the theory and current practice of religious education, could have relevance for Catholic school administrators, policy makers and religious education teachers. In addition, other areas were identified which could be useful for further investigation to enhance existing knowledge in this field of study.
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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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Zuhdi, Muhammad. "Political and social influences on religious school : a historical perspective on Indonesian Islamic school curricula." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102775.
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As the most populous Muslim country in the world, Indonesia has a unique experience in dealing with Islamic education, a system that was established years before the country's independence. This dissertation focuses on the development of Indonesian Islamic schools in facing the challenges of modernization and globalization, with special reference to their changing curricula. Using the social constructionist perspective as an approach, this study examines the significance of political and social changes to the development of Islamic schools' curricula throughout the country's history. This study finds evidences of a reciprocal relationship between the changing curricula of Indonesian Islamic schools and the changing social and political circumstances.
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Finn, Anthony Gerard. "Parents, teachers and religious education: A study in a Catholic secondary school in rural Victoria." Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/dc3a2ab068acd0c50001e324252159c846afe1b575eb7a735e9d10e95186fac1/1043334/64864_downloaded_stream_89.pdf.
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The research reported in this thesis investigated perceptions about the nature and purpose of religious education of parents and teachers in a study of one Catholic secondary school in regional Victoria, Australia. In the research project data were collected using questionnaires and interviews from parents and teachers of religious education associated with the particular secondary school. These data were analysed and interpreted against a spectrum of purposes for religious education that were drawn from the literature. The literature reviewed included documents relevant to religious education from the Catholic Church since the Second Vatican Council (1962-1965) and also from theorists in the field of religious education both from Australia and beyond. The theories about religious education generated by the literature review provided a framework within which to compare and contrast how the parents and the teachers understood religious education. While all of the religious education teachers took part in the research, the parents self-selected. This meant that those who responded were mostly Catholic from a school where there were 23% of families with no Catholic parent. A decision was made to focus this study on the new Catholic religious education guidelines, since this was seen to be essential because of the mandation by the bishop and Catholic Education Office of the Diocese of Ballarat. All parents were invited to respond, but mostly Catholic parent did. It was discovered that the parents and the teachers were in agreement in relation to most areas of religious education, especially in areas associated with values, morality, individual spirituality and what might be termed 'religious literacy'. Parents and teachers were shown to have different attitudes towards religious education in the senior school.;The data also highlighted the importance of the role of the teachers and school in providing religious education for families who have become distanced from traditional religious institutions. Many of the parents endorsed the school as the primary place for their children to receive information about religion, and chose to distance themselves from the religious education process in favour of allowing the 'experts' at the school to take on this role on behalf of the family. The thesis raised issues for the ways in which the school communicated with parents, both in terminology and technology. Overall, the findings affirmed the work of the teachers in religious education by parents who were 'time poor' and who wished to see the school take on the primary role of educating the children about religion, with expectations that the children would be fully exposed to the Catholic religious tradition in its teachings, ethics, liturgy and social justice practices.
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Amira, Mohamed I. "Experiences of Graduate Muslim Students with Religious Microaggressions." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554150264316075.
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Swedosh, Philip, and mikewood@deakin edu au. "An Investigation into the skill levels achieved by mathematics students in the V.C.E. and the H.S.C. mathematics courses." Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.153947.
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This study examines whether recent changes to the mathematics courses offered in the final year of secondary school (Year 12) in the state of Victoria, Australia have affected the learning outcomes of students in terms of then: skill levels in algebra, calculus and problem solving; and in terms of their preparation for a tertiary mathematics unit. The impact of these changes on the transition from secondary to tertiary mathematics is also considered.
A comparison is made between students who attempted a first year mathematics unit at the University of Melbourne (U. of M.) having completed the new V.C.E. (Victorian Certificate of Education) mathematics courses and mathematics courses from the previous H.S.C. (Higher School Certificate) system. The comparison involves the use of tests administered upon entrance to a tertiary mathematics unit at the U. of M., and questionnaires.
In 1991, V.C.E, students and H.S.C. students attempted the same mathematics test at the U. of M. and their results were compared. In 1992, the tests were attempted by V.C.E. students only. To compare new V.C.E. students and H.S.C. students, questions on the 1991 test were matched with similar questions on the 1992 tests and a panel of experts determined what the H.S.C. students who attempted the 1991 test would have been expected to average on these matched questions on the 1992 tests had they attempted them. These expected average scores were then compared with the actual scores of the new V.C.E. students. The scores of the groups were scaled when necessary.
Questionnaires were administered to 1991 U. of M, mathematics students who were part of the V.C.E. pilot group in 1990, secondary mathematics educators, tertiary mathematics educators, and 1991 V.C.E. (1992 U. of M.) students.
The mathematical misconceptions exhibited by new V.C.E. students are discussed and their frequencies stated.
The research indicates that the new V.C.E. mathematics courses have provided the V.C.E. mathematics students in this study with significantly lower skill levels and a significantly poorer preparation for a tertiary mathematics unit than those which were previously provided by the H.S.C. mathematics courses.
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Tatnall, Arthur, and mikewood@deakin edu au. "A curriculum history of business computing in Victorian Tertiary Institutions from 1960-1985." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.145413.
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Fifty years ago there were no stored-program electronic computers in the world. Even thirty years ago a computer was something that few organisations could afford, and few people could use. Suddenly, in the 1960s and 70s, everything changed and computers began to become accessible. Today* the need for education in Business Computing is generally acknowledged, with each of Victoria's seven universities offering courses of this type. What happened to promote the extremely rapid adoption of such courses is the subject of this thesis.
I will argue that although Computer Science began in Australia's universities of the 1950s, courses in Business Computing commenced in the 1960s due to the requirement of the Commonwealth Government for computing professionals to fulfil its growing administrative needs. The Commonwealth developed Programmer-in-Training courses were later devolved to the new Colleges of Advanced Education. The movement of several key figures from the Commonwealth Public Service to take up positions in Victorian CAEs was significant, and the courses they subsequently developed became the model for many future courses in Business Computing. The reluctance of the universities to become involved in what they saw as little more than vocational training, opened the way for the CAEs to develop this curriculum area.
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Grace, Michael James, and res cand@acu edu au. "The Use of Scripture in the Teaching of Religious Education in Victorian Catholic Secondary Schools." Australian Catholic University. School of Religious Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp31.29082005.
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This thesis examines the use of scripture by religious education teachers with their students in Victorian Catholic secondary schools in late 1999. The aims of the research were: to present a picture of the incorporation of scripture into the religious education program of Victorian Catholic secondary schools in 1999, and in particular the incorporation of the historical-critical method of modern biblical scholarship (focus will also be placed on the purpose for which scripture is used, the extent to which it is used and the methods employed in its use); to investigate how and to what extent VCE Texts and Traditions1 Units 1 to 4 have been adopted by senior Victorian Catholic secondary students and its influence on Years Seven to Ten religious education curriculum; and to extend the work of Stead (1996b) into the use of scripture in Victorian Catholic primary schools. This study is built on an understanding of religious education based on an educational rationale, and it examines the use of scripture in the light of modern critical biblical scholarship, particularly the historical-critical method. Religious Education Coordinators from 67 of the 99 Victorian Catholic secondary schools and 61 teachers of Years Seven to Ten religious education in these same schools completed self administering questionnaires in this area. The research demonstrated that while there is an extensive range of good modern biblical scholarship material present in these schools, there is no policy concerning how scripture is to be used in the curriculum, questionable translations of the bible are used, and there is a limited use of many sections of the bible. A key finding of the research is that a thematic, proof-texting use of scripture is prevalent in these schools. This thematic use can lead to a literal, fundamentalist use of scripture within Catholic secondary religious education. This approach is linked with many religious education teachers. predominantly catechetical understanding of the nature of religious education. The self administering questionnaires asked for an indication of the personal practice of respondents in their own religious education classrooms. The data indicated the presence of the historical-critical method in the classrooms of Victorian Catholic secondary schools, however there was an over-reliance on the student text and the predominance of a thematic, literal, non-critical use of scripture. This thesis indicates that this misuse of scripture comes about from teachers. catechetical understanding of the nature of religious education. In particular the study of scripture in Years 11 and 12 is an area of concern. Except for a small percentage of students studying Texts and Traditions (13%), the use of the historical-critical method of biblical studies is almost non-existent.
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Sutjiono, Rohana Joshua. "The relevance and effectiveness of the curricula of theological institutions in Indonesia in addressing ministry issues related to Islamic and animistic rituals." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
Full textBooks on the topic "Religious education Victoria Curricula"
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Carefoote, Pearce J. Academic curriculum analysis of the United Church of Canada/Victoria University Archives. Toronto: The Archives, 2001.
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Religious education for all. London: D. Fulton Publishers, 1996.
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Staffordshire (England). Education Department. Agreed syllabus for religious education. (Stafford): Staffordshire County Council Education Department, 1992.
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Historic Schools Society of Victoria and Victoria. Education Department, eds. School days: Looking back on education in Victoria. Melbourne: Robert Andersen & Associates, 1985.
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Federation, Ontario Teachers'. Values education, religious education, and the Ontario curriculum (1990). [Toronto?]: The Federation, 1990.
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Science, Department of Education and. General education: Religious education : draft. Dublin: Stationery Office, 2000.
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Education, Alberta Alberta. Religious studies. [Edmonton]: Alberta Education, 1985.
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Québec (Province). Ministère de l'éducation. Protestant moral and religious education: Secondary 1. [Québec]: Gouvernement du Québec, Ministère de l'éducation, 1986.
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D, Pumfrey Peter, and Verma Gajendra K, eds. The Foundation subjects and religious education in primary schools. London: Falmer Press, 1993.
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Inter Faith Network for the United Kingdom. Inter faith issues and the religious education curriculum: Report of a seminar held by the Inter Faith Network for the UK in associaton with the National Association of Standing Advisory Councils for Religious Education. London: Inter Faith Network for the UK, 2001.
Find full textBook chapters on the topic "Religious education Victoria Curricula"
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Tatnall, Arthur. "Birth of Information Systems Curricula in Victoria in Colleges of Advanced Education and Universities." In Encyclopedia of Education and Information Technologies, 228–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_55.
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Tatnall, Arthur. "The Birth of Information Systems Curricula in Victoria in Colleges of Advanced Education and Universities." In Encyclopedia of Education and Information Technologies, 1–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_55-1.
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Kheiltash, Omid, and Val D. Rust. "Inequalities in Iranian Education: Representations of Gender, Socioeconomic Status, Ethnic Diversity, and Religious Diversity in School Textbooks and Curricula." In Inequality in Education, 392–416. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-90-481-2652-1_17.
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Zia, Rukhsana. "Transmission of Values in Muslim Countries: Religious Education and Moral Development in School Curricula." In School Knowledge in Comparative and Historical Perspective, 119–34. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5736-6_8.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
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"From World Religions to Lived Religion: Towards a Pedagogy of Civic Engagement in Secondary School Religious Studies Curricula." In Civility, Religious Pluralism and Education, 199–214. Routledge, 2013. http://dx.doi.org/10.4324/9780203067697-19.
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Brown, Candy Gunther. "Mindfulness in Education." In Debating Yoga and Mindfulness in Public Schools, 188–208. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469648484.003.0010.
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Chapter 9 assesses MindUP, Mindful Schools, and Calmer Choice as representative examples of mindfulness-based programs (MBPs) with a mission of weaving “secular mindfulness” into the fabric of public-school curricula and school culture. Public-school MBPs foreground neuroscience, while avoiding religious-sounding terms such as “Buddhism” or “meditation.” Many MBPs were developed by Buddhists or Buddhist sympathizers and/or reflect Buddhist-derived assumptions, values, and world views. Controversies, notably a legal challenge to Calmer Choice in 2016, center on complaints of religious coercion. Certain Christians, Buddhists, and meditators note barriers to “opting out” of school programs and/or complain that mandatory mindfulness violates conscience. Because MBP leaders envision mindfulness as more than a curriculum—a way of life—training and certification often require public-school teachers to commit to personal practice, participation in retreats (often led by Buddhists at Buddhist centers), and supervision by guiding teachers (many of them Buddhist meditators). Guidelines for “ensuring secularity” advise subtracting religious language, gestures, and objects, without questioning assumptions undergirding the “core practice.” The chapter argues that secular framing paradoxically increases the potential of public-school MBPs to instill beliefs, values, and practices widely associated with religion.
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"Shiʿi Higher Learning in the Pre-Safavid Period: Scholars, Educational Ideals, Practices, and Curricula." In Knowledge and Education in Classical Islam: Religious Learning between Continuity and Change (2 vols), 818–46. BRILL, 2020. http://dx.doi.org/10.1163/9789004413214_036.
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Rutner, Maryam. "Women’s Religious Seminaries in Iran: A Diversified System Despite State Attempts at Unification and Standardisation." In Female Religious Authority in Shi'i Islam, 340–93. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474426602.003.0013.
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The chapter discusses two women’s seminaries in contemporary Iran, the Rayhaneh al-Nabi Seminary in Shiraz and the al-Zahra Seminary in Estehbanat. Examining administration, curriculum, and organization, the author provides valuable documentation regarding the content and design of education at these institutions, each with distinct goals in terms of thematic focus, societal function, and politics. The top level of education offered at these seminaries involves advanced training in Islamic law, paralleling the studies undertaken by male students who intend to become mujtahids, or fully qualified jurists. The chapter also discusses the expansion and reform of women’s education in the Shiʿi seminaries since the 1990s. Despite state attempts to standardise curricula and control the substantive content of women’s religious training, the chapter suggests that these have been successful only to a limited degree.
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Heft, James L. "Faculty Recruitment and Formation." In The Future of Catholic Higher Education, 134–47. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197568880.003.0010.
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This chapter addresses the challenging question of how to sustain a distinctive religious intellectual tradition while hiring people who are diverse in multiple ways. It singles out multiple misunderstandings of what it means to “hire for mission,” defends the intellectual character of the mission of Catholic education, and gives examples of how to run workshops for faculty to hire for the mission of a Catholic university. Once faculty are hired, the next step is to give examples of how the continued formation of faculty in their academic disciplines can contribute with integrity to the Catholic educational mission. Structural elements, including appointments to chaired positions, the building of core curricula, and the importance of interdisciplinary research, can strengthen the mission of a Catholic university.
Conference papers on the topic "Religious education Victoria Curricula"
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Tvrdoň, Miroslav. "EQUAL OPPORTUNITIES – COMPARISON OF ETHICAL EDUCATION AND RELIGIOUS EDUCATION CURRICULA." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1495.
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McCarthy, Brendan, and Paul Hawking. "Teaching SAP's ABAP Programming Language to IS Students: Adopting and Adapting Web-based Technologies." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2530.
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This paper describes the experiences of Victoria University in adopting and adapting web-based technology to enhance the teaching of SAP’s ABAP programming language. The involvement of SAP relates to Victoria University integrating Enterprise Resource Planning (ERP) systems into their curricula and research programs through a strategic alliance with SAP. The SAP technical infrastructure facilitates the development of courses using Internet technology and has particular suitability to the teaching of programming. This paper describes the Web-based technologies used and how they have been adapted to improve both the teaching of programming and management of assessment. Each technology is discussed and advantages identified with possible future research developments put forward.
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Kelly, Kate, and Edward Lock. "Constructing a Career Mindset in First Year Students: The Building Blocks for Curriculum Design." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9240.
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Higher Education Institutions are under increasing pressure to produce competent and qualified graduates for the ever-changing labour market. However, this is no easy feat. This paper shows how a transformational change in Victoria University’s teaching model created an opportunity for teachers to redesign first-year, employability-related curricula. The approach to this challenge focuses on the development of a career mindset in first year university students. Through the examination of two courses, one from the Bachelor of Arts and one from the Bachelor of Psychological Studies, this paper demonstrates a number of active learning and engagement strategies that can be incorporated into the classroom to empower first year students to develop a career mindset that can help them to develop and integrate employability related skills throughout their degrees and beyond.
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Hawking, Paul, and Brendan McCarthy. "Integrating E-Learning Content into Enterprise Resource Planning (ERP) Curriculum." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2796.
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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a significant growth in the last decade in the US, Europe and Australian markets and, more recently, increasing growth in Asian countries. This increase in demand for ERP systems in Asia offers opportunities for the provision of high-quality ERP education programs in the region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by offering ERP education in the region to take advantage of the current increase in demand in ERP applications. To assist with the delivery of offshore ERP education an ERP e-Learning model has been developed that integrates synchronous and asynchronous content. Asynchronous e-learning does not involve the presence of a teacher. Typically the learning content is located on a web server that students can access using the Internet. Synchronous e-learning requires the learner and teacher to be present in the event at the same time. It is a real-time, instructor-led online learning event in which all participants are available at the same time and can communicate directly with each other. The model uses four technologies to facilitate teaching: application service provision (ASP), web-CT, computer-based training and virtual classroom technology. The ERP e-learning model provides an innovative and efficient means to deliver ERP curriculum. It is able to provide greater flexibility in offshore subject delivery and to maximise student learning outcomes. This is particularly relevant in light of recent international medical (SARS) and terrorists incidents.
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Hawking, Paul, and Brendan McCarthy. "The ERP eLearning Model for the Delivery of ERP( SAP R/3) Curriculum into the Asian Region." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2398.
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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a phenomenal growth in the last decade in the US, Europe and Australian markets. With the recent upturn in South-East Asian economies, an increase in demand for ERP systems is expected and opportunities clearly exist for provision of high-quality ERP education programs in this region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by incorporating ERP education to take advantage of the current increase in demand of ERP employment opportunities in the South-East Asian The proposed ERP eLearning Model incorporates four different technologies for the delivery of ERP education into the Asian region via the internet. Each technological solution is discussed and advantages identified.
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Venables, Anne, and Grace Tan. "Realizing Learning in the Workplace in an Undergraduate IT Program." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3359.
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Higher education programs need to prepare their graduates for the practical challenges they can expect to face upon entering the workforce. Students can be better prepared if their academic learning is reinforced through authentic workplace experience, where the link between theory and professional practice can be realized. Increasingly, such learning in the workplace is being seen as an integral part of the university curricula as evidenced through the implementation of the Learning the Workplace & Community (LiWC) Policy at Victoria University, Australia. This policy mandates a minimum of 25% content and assessment of all academic programs be related to work-integrated learning. Recognizing the need for authentic workplace experience in the IT undergraduate program, a review found that the existing work-related learning component accounted for only half the required 25% LiWC commitment. Currently, the LiWC component is an industry-based capstone project that spans two semesters in the final year of study. These projects allow students to work on real-life software development tasks where they experience the practical challenges of building software systems whilst appreciating the needs of a business client. In a search of the literature, campus-located industry projects were identified as one of the two most common work-related learning experiences in IT programs, the other being internships sited in the workplace. By retaining the current project-based component, it was decided to add an internship to the program to further bolster the student learning experience and graduate outcomes. This paper details the existing program structure and explores two possible implementations for the achievement of the LiWC policy. The first approach necessitates the addition of one academic year of cooperative education internship to be placed strategically between the current second and third years. Alternatively, the second proposal sacrifices several elective units to accommodate a final semester internship experience. The paper discusses both alternatives against various issues under consideration: staffing and administration, assessment, industry partnerships, professional accreditation and its impact upon differing cohorts of students.
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Griffin, Alidair A., Barbara Doyle Prestwich, and Eoin P. Lettice. "UCC Open Arboretum Project: Trees as a teaching and outreach tool for environmental and plant education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.25.
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The University College Cork (UCC) Open Arboretum Project aims to re-imagine the original purpose of the University’s tree collection – as a teaching tool. The arboretum represents a unique on-campus learning space which has been under-utilised for teaching in recent times. The arboretum has the capacity to engage students, staff and visitors in a tangible way with important global issues (e.g. the climate emergency and biodiversity loss). It is also an opportunity to combat ‘plant blindness’, i.e. the ambivalence shown to plants in our environment compared to often charismatic animal species. Wandersee and Schussler (1999) coined the term “plant blindness” to describe the preference for animals rather than plants that they saw in their own biology students. Knapp (2019) has argued that, in fact, humans are less ‘plant blind’ and more ‘everything-but-vertebrates-blind’ with school curricula and television programming over-emphasising the role of vertebrates at the expense of other groups of organisms. Botanic gardens and arboreta have long been used for educational purposes. Sellman and Bogner (2012) have shown that learning about climate change in a botanic garden led to a significant shortterm and long-term knowledge gain for high-school students compared to students who learned in a classroom setting. There is also evidence that learning outside as part of a science curriculum results in higher levels of overall motivation in the students and a greater feeling of competency (Dettweiler et al., 2017). The trees in the UCC collection, like other urban trees also provide a range of benefits outside of the educational sphere. Large, mature trees, with well-developed crowns and large leaf surface area have the capacity to store more carbon than smaller trees. They provide shade as well as food and habitats for animal species as well providing ‘symbolic, religious and historic’ value in public common spaces. Such benefits have recently been summarised by Cavender and Donnolly (2019) and aligned with Sustainable Development Goal 11, Sustainable Cities and Communities by Turner-Skoff and Cavender (2019). A stakeholder survey has been conducted to evaluate how the tree collection is currently used and a tour of the most significant trees in the collection has been developed. The tour encourages participants to explore the benefits of plants through many lenses including recreation, medicine and commemoration. The open arboretum project brings learning beyond the classroom and acts as an entry point for learning in a variety of disciplines, not least plant science and environmental education generally.
Reports on the topic "Religious education Victoria Curricula"
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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/creid.2021.002.
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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.