Journal articles: 'South Australian Certificate of Education'

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Leverenz, Peter. "Australian studies in the South Australia certificate of education." Journal of Australian Studies 15, no. 29 (June 1991): 6–11. http://dx.doi.org/10.1080/14443059109387051.

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Papier, Joy. "Table of Contents." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 1. http://dx.doi.org/10.14426/jovacet.v3i1.114.

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page iv. Editorial team page v. Acknowledgements page vi. Editorial - Joy Papier page 1. Incorporating principles of expansive learning and activity theory in curriculum design to bridge work and education contexts for vocational teachers - James Garraway and Christine Winberg page 22. Developing a WIL curriculum for post-school lecturer qualifications - André van der Bijl and Vanessa Taylor page 43. Teacher industry placement in Australia: Voices from vocational education and training managers - Annamarie Schüller and Roberto Bergami page 67. Motivating styles in dual, initial vocational education and training: Apprentices’ perceptions of autonomy support and control - Valentin Gross, Jean-Louis Berger, Matilde Wenger and Florinda Sauli page 89. Factors that influence the employability of National Certificate (Vocational) graduates: The case of a rural TVET college in the Eastern Cape province, South Africa - Nduvazi Obert Mabunda and Liezel Frick page 109. Experiences of women students in Engineering studies at a TVET college in South Africa - Sophia Matenda page 126. Growing the TVET knowledge base in the south: South African postgraduate output, 2008–2018 - Joy Papier and Simon McGrath page 143. Interview with Adrienne Bird - Johann Maree page 153. Contributor biographies page 156. Editorial policy page 158. Call for papers: JOVACET 4(1), 2021

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Manuel, Jackie, and Don Carter. "“I had been given the space to grow”." English Teaching: Practice & Critique 14, no. 2 (September 7, 2015): 100–120. http://dx.doi.org/10.1108/etpc-02-2015-0007.

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Purpose – This paper aims to provide a critical interpretative analysis of an innovative model of assessment in subject English in New South Wales, Australia. The purpose of this paper is to explore the theoretical and practical dimensions of assessment in the English Extension 2 course. This course forms part of suite of senior secondary English courses within the Higher School Certificate program that includes high-stakes external examination. Design/methodology/approach – The paper draws on methods of documentary analysis. It sits within the tradition of curriculum research that critiques pre-active curriculum documents as a primary source for interpreting the theoretical and pedagogical principles and assumptions encoded in such documents. A social constructionist approach informs the analysis. Findings – The model of assessment in the New South Wales (NSW) English Extension 2 course provides students with the opportunity to engage in sustained research and the production of a major piece of work. In its emphasis on student creativity, reflective practice, metacognition and independent research, the course exemplifies the ways in which the principle of assessing both process and product as organic is achievable in a context of high-stakes external examinations. Originality/value – In an era of high-stakes, external and standardised testing regimes, this paper challenges the normative definitions of assessment prevalent in secondary schools, particularly at the senior secondary level. The assessment model underpinning the NSW English Extension 2 course offers a robust alternative to the increasingly prescriptive models evident in current education policy and practice. The paper calls for renewed attention to the potential for such a model of authentic assessment to be considered in the assessment programs of other subjects constituting the curriculum.

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Freeman, Meredith. "Australian studies in the Victorian certificate of education." Journal of Australian Studies 15, no. 29 (June 1991): 1–5. http://dx.doi.org/10.1080/14443059109387050.

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Johnson, Bruce, Murray Oswald, and Kym Adey. "Discipline in South Australian Primary Schools." Educational Studies 19, no. 3 (January 1993): 289–305. http://dx.doi.org/10.1080/0305569930190305.

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Keast, Vicki J. "Gender Bias in New South Wales Higher School Certificate (HSC) Physics." Australian Journal of Education 66, no. 1 (December 15, 2021): 26–39. http://dx.doi.org/10.1177/00049441211059239.

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A sense of belonging is an important factor for the persistence of girls in the study of physics. Content and imagery that presents the field as a masculine domain will undermine belonging and make it more difficult for girls to establish a physics identity that is congruent with their gender identity. The physics syllabus, final examinations and commonly used textbooks associated with the New South Wales Higher School Certificate were examined for gendered content. It was found that an emphasis on the history of physics in the syllabus has resulted in content and images in which male figures significantly outnumber female figures. This gendered content will be counter-productive to other efforts to increase the participation of girls in physics and suggestions on how this can be addressed are made.

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Williamson, Kirsty. "Independent Learning and the Use of Resources: VCE Australian Studies." Australian Journal of Education 39, no. 1 (April 1995): 77–94. http://dx.doi.org/10.1177/000494419503900106.

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Independent learning and the use of resources are important to most, if not all, Victorian Certificate of Education subjects. This paper reviews the literature on independent learning, preference for resources and the teaching of information skills and then reports on a study carried out during 1990 which focused on the VCE subject, Australian Studies. The study included an examination of attitudes of teachers to independent learning, the use of resources by students and teachers and the level of students' information skills. A significant finding was that many students were not competent in using resources and few teachers were trained in teaching information skills. Information skills teaching was ad hoc and only limited moves had been made to integrate it into the curriculum on a co-ordinated, whole-school basis.

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Palmer, Geoffrey. "Some Thoughts on Legal Education." Victoria University of Wellington Law Review 48, no. 2 (October 2, 2017): 209. http://dx.doi.org/10.26686/vuwlr.v48i2.4745.

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As well as holding a practicing certificate for over 50 years, Sir Geoffrey Palmer has spent years teaching law, both in the United States and in New Zealand. Here, he reflects on his experiences of the law as a student, a practitioner and as a teacher and makes some observations about what this means for the discipline of law. The address concludes with the thought that what it means to be learned in the law is changing, and legal education has to change with it. Address delivered at the Australian Law Teachers Association (ALTA) 2016 Conference in Wellington on 7 July 2016.

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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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Oosthuizen, Annelie, and Riëtte Eiselen. "An investigation into the extent to which the National Senior Certificate equips university finance students with required skills." Journal of Economic and Financial Sciences 4, no. 1 (April 30, 2011): 31–50. http://dx.doi.org/10.4102/jef.v4i1.333.

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Higher education institutions have an obligation to provide graduates with the necessary knowledge and skills to enter the workforce and contribute effectively to the financial and economic development of the country. After 1994, the South African educational system was redesigned. One of the major events in this process was the replacement of the Senior Certificate (NATED 550) by the National Senior Certificate, awarded for the first time in 2008. Questions have been raised as to whether the National Senior Certificate curriculum prepares learners adequately for success in university studies. The purpose of the exploratory research reported on in this article was to investigate the perceptions of students on the skills acquired in the National Senior Certificate, as well as the skills required to succeed in their university studies. The study was conducted amongst the first-year B.Com (Finance) students during the 2009 academic year at a South African higher education institution. The results of the study indicate that these students felt that they lacked some of the critical skills required for academic success at university.

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McIlwain, James, Owen McIIwain, and Stanislaw Paul Maj. "Facilitating Network Technology Training in the Australian Vocational Education Sector." Modern Applied Science 11, no. 1 (November 24, 2016): 242. http://dx.doi.org/10.5539/mas.v11n1p242.

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Within the Australian Further Education sector for lecturers in the IT field it is not uncommon to use vendor based curriculum. The advantages to this approach are that students can graduate not only with a national award (Certificate or Diploma) and also an internationally recognized vendor qualification. Furthermore, the larger vendors supply comprehensive course materials, resources and assessment tools all of which have been extensively tested. In effect lecturers do not have to write their own course materials. Whilst it is recognized that lecturers may well facilitate student learning the quality of the educational outcomes is highly dependent on the quality of the vendor based materials. In the case of the Cisco Network Academy Program (CNAP) course materials did not provide a consistent diagrammatic representation of networking devices and protocols. Educational theory strongly suggests that such a model is the basis of quality teaching and learning. In this study student learning was evaluated using the State Model Diagram (SMD) method and the interpreted using the SOLO taxonomy. The results clearly demonstrate that there are considerable advantages to using the SMD method.

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Martin, Louise, Bonita Lloyd, Paul Cammell, and Frank Yeomans. "Transference-Focused Psychotherapy in Australian psychiatric training and practice." Australasian Psychiatry 25, no. 3 (September 27, 2016): 233–35. http://dx.doi.org/10.1177/1039856216671661.

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Objective: This article discusses Transference-Focused Psychotherapy, a contemporary evidence-based and manualised form of psychoanalytic psychotherapy for borderline personality disorder. Transference focused psychotherapy has evolved from decades of research in the object-relations approach developed by Professor Otto Kernberg and his collaborators. It is being adopted increasingly throughout North and South America and Europe, and this article explores the role its adoption might play in psychiatric training as well as public and private service provision contexts in Australia. Conclusions: Transference focused psychotherapy is readily applicable in a range of training, research and public and private service provision contexts in Australia. A numbers of aspects of current Australian psychiatric training and practice, such as the Royal Australian and New Zealand College of Psychiatrists advanced training certificate, and the Australian medicare schedule, make it especially relevant for this purpose.

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Marin, H. F. "Nursing Informatics Education in the South: a Brazilian Experience." Yearbook of Medical Informatics 19, no. 01 (August 2010): 68–71. http://dx.doi.org/10.1055/s-0038-1638692.

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Summary Introduction: Teaching and learning are critical factors to our survival, design our future and the way we live and determine the quality of our lives. Methods: This article summarizes aspects of nursing informatics education in the South, more specifically focusing in some of the undergraduate and graduate nursing informatics programs in Brazil. Considering the Recommendations of the International Medical Informatics Association on Education in Biomedical and Health Informatics by IMIA, the content provides an overview of the disciplines and share experience in the implementation of a certificate program in health informatics. Results and Conclusions: Since the initial activities in nursing informatics in Brazil, nurses have faced many challenges. Nursing informatics is not completely integrated into the nursing curriculum and the nursing informatics competencies are not established at national level.

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Theobald, Marjorie R., and Pavla Miller. "Long Division: State Schooling in South Australian Society." History of Education Quarterly 29, no. 1 (1989): 145. http://dx.doi.org/10.2307/368616.

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MAJ, Stanislaw Paul. "Australian VET Sector – A Critical Evaluation." Modern Applied Science 11, no. 1 (December 19, 2016): 270. http://dx.doi.org/10.5539/mas.v11n1p270.

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The Australian Vocational Education and Training (VET) system is a comprehensive, national framework designed to provide quality outcomes for learners and meet the needs of potential employers. The interdependent checks and balances provide mechanisms for validating quality and relevance. Regular national surveys demonstrate that both students and employers are satisfied with their experience of the VET sector. However, whilst positive feedback is necessary it is not of itself sufficient. In effect it is a false benchmark. To provide best practices in teaching and learning necessitates lecturers having the appropriate skills and underpinning knowledge something that the mandatory Certificate IVE in Training and Assessment does not provide. A more valid benchmark is an objective analysis of the quality using a learning taxonomy such as SOLO. This preliminary analysis of a range of VET courses unequivocally found that course material was well below best practices expectations. However further work is needed.

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., DR ISRAEL, PAUL CHIJIOKE, ISRAEL ., and HAPPINESS CHERECHI. "OVERLOAD OF MINIMUM STANDARDS FOR COLLEGES OF EDUCATION AND STUDENTS’S PERFORMANCE IN NIGERIA CERTIFICATE IN EDUCATION EXAMINATION IN SOUTH-SOUTH, NIGERIA." Scientific Research Journal 07, no. 12 (December 27, 2019): 37–50. http://dx.doi.org/10.31364/scirj/v7.i12.2019.p1219735.

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Bansilal, Sarah, and Angela James. "PHYSICAL SCIENCE TEACHERS’ PERCEPTIONS OF AN ADVANCED CERTIFICATE IN EDUCATION." Problems of Education in the 21st Century 70, no. 1 (April 25, 2016): 21–33. http://dx.doi.org/10.33225/pec/16.70.21.

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Advanced Certificate in Education programmes was offered by many South African universities to provide opportunities for teachers to upgrade their positions. The purpose of the study was to explore Physical Science teachers’ perceptions of their professional development. In this study we considered three domains of professional development which are content knowledge, pedagogic content knowledge and teacher beliefs and attitudes. This study used a mixed method approach using the form of an embedded design. The study was conducted with 156 students enrolled in an ACE Physical Science programme. The teachers stated that their content knowledge and pedagogic content knowledge had not only improved, but also their engagement with actual laboratories, and conducting experiments contributed to their teaching experiences. Hence, their self-confidence of physical science teaching evolved. The authors recommend that the ACE programme should also include a mentoring system with teaching practicum via school leadership and subject advisers. Key words: content knowledge, professional development, physical science teachers, pedagogic content knowledge, teacher beliefs, teacher confidence.

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Gwynne, Kylie, Jorge Rojas, Monique Hines, Kim Bulkeley, Michelle Irving, Debbie McCowen, and Michelle Lincoln. "Customised approaches to vocational education can dramatically improve completion rates of Australian Aboriginal students." Australian Health Review 44, no. 1 (2020): 7. http://dx.doi.org/10.1071/ah18051.

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Objective Completion rates in vocational education are typically poor for Aboriginal students (<30%). A scholarship program was designed for Australian Aboriginal students using five enablers of success previously identified for Aboriginal preregistration tertiary nursing students. The purpose of this study was to evaluate whether the five enablers contributed to the success of Aboriginal students in vocational education and whether there were any other enablers. Methods Semistructured interviews were conducted with two groups of Aboriginal students in Certificate III and IV Dental Assisting and Certificate IV in Allied Health Assistance, and their teaching and support staff. The data were initially coded inductively. Initial codes were then categorised according to the five enablers identified to contribute to the success of Bachelor of Nursing students. New categories were created for data not assigned to the enablers. Results Twenty students (64.5% of the cohort) and six staff (75%) consented to participate. The five enablers were perceived to have contributed to the success of the scholarship recipients and two additional enablers were identified. A completion rate of 96.8% was achieved by the scholarship recipients (30 completions of 31 enrolments). Conclusions In contrast with the state average, a completion rate of 96.8% was achieved using seven enablers in this study. To improve completion rates for Aboriginal students, vocational education programs need to be customised to cultural, family and community context. The seven enablers in this study should be subject to a larger study to inform policy, funding, design and delivery of vocational training for Aboriginal students. What is known about the topic? It is well established in the literature that Aboriginal students have poorer educational outcomes than other students. What does this paper add? This paper validates five previously identified enablers to improve outcomes for Aboriginal students and an additional two for vocational education. These enablers may also be applicable to other types of education. What are the implications for practitioners? Practitioners can use the enablers in this study to design and implement vocational education programs and improve educational outcomes for Aboriginal students.

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Ngcobo, T. "Leadership development challenges in South African schools: The Advanced Certificate: Education (School Management and Leadership)." Africa Education Review 9, no. 3 (November 2012): 417–33. http://dx.doi.org/10.1080/18146627.2012.742644.

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Makonye, Judah P., and Kakoma Luneta. "Mathematical errors in differential calculus tasks in the Senior School Certificate Examinations in South Africa." Education as Change 18, no. 1 (October 15, 2013): 119–36. http://dx.doi.org/10.1080/16823206.2013.847014.

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Mouton, Nelda, and Gert L. Strydom. "Quality Education And The Impact Of Public And Independent Schools Writing The National Senior Certificate." International Business & Economics Research Journal (IBER) 13, no. 1 (December 31, 2013): 157. http://dx.doi.org/10.19030/iber.v13i1.8366.

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A new education curriculum for a new democratic dispensation was welcomed and unavoidable in South Africa after the first democratic election in 1994. The main reason for this radical change within education was that policymakers needed to move away from the apartheid curriculum with all its attendant political baggage and address the laudable outcomes of skills, knowledge and values for purposes of achieving social justice, equality and development. Within this curriculum, the South African Schools Act (Act 84 of 1996) recognises two broad categories of schools public and independent schools. All public schools follow the National Curriculum Statement (NCS) and independent schools have the freedom to choose which curriculum and which examination body they want their learners to write, as long as the examining body is recognised by Umalusi. This article will reflect on the quality of education provided in schools by analysing the roles and impact of public and independent schools writing the National Senior Certificate in South Africa. It is important, in this context, to provide a historical overview of the background of examination bodies that have impacted on the South African school system. It is also deemed necessary to reflect on and discuss the public and independent school sector by focussing on factors influencing the logistical orientation of these sectors as well as reflecting on indicators influencing the Grade 12 examination. After analysing these factors and reflecting on issues that influence quality education in South Africa, recommendations will be made in an effort to contribute to the improvement of the standard of education in South Africa.

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Maddock, John. "Languages in the Higher Education Curriculum: The South Australian Case." European Journal of Education 29, no. 3 (1994): 247. http://dx.doi.org/10.2307/1503738.

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Bewley, Donald. "Australian and South Pacific External Studies Association: ODLAA’s regional predecessor." Distance Education 29, no. 1 (May 2008): 19–37. http://dx.doi.org/10.1080/01587910802004829.

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Wooltorton, Terry. "Nyungar Education in a South West Australian Location: A Perspective." Australian Journal of Indigenous Education 25, no. 2 (October 1997): 37–42. http://dx.doi.org/10.1017/s1326011100002763.

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AbstractAssimilation of the Nyungar kids into the system takes place. Those who assimilate better, do better in school. Those who don't assimilate well, have problems with the system. (John, Primary School teacher, 6/8/93) (cited in Wooltorton, 1993)According to this teacher, assimilation is inevitable, therefore the school should assist that process. This paper examines and presents a perspective on the extent and effect of assimilation and suggests that the negative outcomes of the education of Nyungars is a result of assimilationist teaching practices and school culture. Further, it recommends that Nyungar education be underpinned by Nyungar control of Nyungar education, which consists of the followingprinciples: Nyungar decision-makers, Nyungar teachers, Nyungar parent involvement in educational implementation and decision-making and culturally appropriate teaching methods and teaching spaces.

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Zondo, Nombuso P., Temesgen Zewotir, and Delia E. North. "The level of difficulty and discrimination power of the items of the National Senior Certificate Mathematics Examination." South African Journal of Education 41, no. 4 (November 30, 2021): 1–13. http://dx.doi.org/10.15700/saje.v41n4a1935.

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South Africa’s National Senior Certificate examination system was introduced in 2008 as a single national examination system, in order to facilitate fair and standardised assessment and to provide all learners with an equal chance of access to higher education. However, limited research has been done to investigate the discrimination power of the actual examination items and the spread difficulty level for learners from different school quintile types. The purpose of the study reported on here was to investigate differential performance of learners in the items of the 2009 National Senior Certificate mathematics examination. The dataset used in this study was from the Western Cape (WC) Education Department. From the analysis, the results show that the discrimination power of the different examination questions was not identical across different school quintiles. Further investigation of the data reflects a considerable range of category difficulty levels, with higher (above average) ability levels being tested for learners in the quintile 1 to quintile 4 schools, while only learners with average abilities were being tested in the quintile 5 and independent schools.

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Cox, Anna, and Victoria Clydesdale. "Re-engaging disenfranchised Australian youth with education through explorations of self-identity, experiences and expression in Art." Polish Journal of Educational Studies 71, no. 1 (December 1, 2018): 171–84. http://dx.doi.org/10.2478/poljes-2018-0014.

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AbstractThis small scale research project undertaken in Australia investigates how an art-based approach can re-engage disenfranchised young people into education. The project was undertaken as part of Postgraduate Certificate in Education programme by the main researcher in Australia, at an educational setting for disenfranchised young people. The collection and analysis of qualitative data demonstrates how art stimulates students’ interest and provides support in self-expression and communication. Methodological strategies involved visual art activities that promote self-confidence and self-esteem, which enhance well-being and supportive teaching relationships. Using self-reflexivity through visual creativity was found to help participants in developing more positive self-image and enhanced their self-confidence as learners.

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Selby Smith, Chris. "Health services management education in South Australia." Australian Health Review 18, no. 4 (1995): 15. http://dx.doi.org/10.1071/ah950015.

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In December 1994 the Australian College of Health Service Executives (SABranch) sought ?a needs analysis for health management training programs withinSouth Australia?. Although the college was interested in a range of matters, thecentral issue was whether the current Graduate Diploma in Health Administration(or a similar course) would continue to be provided in Adelaide. The college providedbackground material and discussions were held with students, the health industry,relevant professional associations and the universities. This commentary sets out someof the background factors and my conclusions, which have been accepted by the SouthAustralian authorities.

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Ghuman, Paul A. Singh. "Self-identity Issues of South Asian Young People in Australian Schools." Australian Journal of Education 45, no. 1 (April 2001): 48–61. http://dx.doi.org/10.1177/000494410104500105.

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Loock, C. F., and B. R. Grobler. "Equating Examinations as a Prerequisite for Ensuring Standards in Centralised Senior Certificate (Matric) Examinations in South Africa." Education as Change 8, no. 2 (December 2004): 74–91. http://dx.doi.org/10.1080/16823200409487092.

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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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Warren, Lisa J. "School-related stress and coping strategies in Victorian Year II students." Australian Educational and Developmental Psychologist 17, no. 2 (2000): 44–57. http://dx.doi.org/10.1017/s0816512200028145.

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AbstractAdolescents who are coping with their final years of secondary schooling may be stressed. The Victorian Certificate of Education (VCE) has been the subject of considerable anecdotal controversy, including concerns over the level of stress that it places upon students and its effect on students’overall well-being. The present study provides some initial empirical data to inform this debate. The Australian Adolescent Problems Inventory, the Adolescent Coping Inventory, and the General Health Questionnaire were used to examine the constructs of school-related stress, coping, and well-being in 118 Year II Victorian secondary school students. Students reported a range of school-related problems. They coped by positive avoidance or problem-focused methods that promoted independence. Students reported feeling high levels of global stress. Anticipation of the final year of schooling placed pressure on young people, but students found several ways to cope with the demands. Therefore, it could not be concluded that the Victorian Certificate of Education was significantly related to unhealthy levels of stress, worry, and poor coping.

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NINAN, JEM, ANH-MINH NGUYEN, ANTONIA COLE, MAUREEN RISCHMUELLER, THOMAS DODD, PETER ROBERTS-THOMSON, and CATHERINE L. HILL. "Mortality in Patients with Biopsy-proven Giant Cell Arteritis: A South Australian Population-based Study." Journal of Rheumatology 38, no. 10 (August 15, 2011): 2215–17. http://dx.doi.org/10.3899/jrheum.101254.

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Objective.To compare mortality rates and cause of death in patients with biopsy-proven giant cell arteritis (GCA) with those in the general population.Methods.Patients with biopsy-proven GCA were identified from pathology reports of temporal artery biopsies in South Australia, from January 1, 1992, to December 31, 2006. All patients with biopsy-proven GCA were linked to the South Australian Births, Death and Marriage Registry to identify deaths until December 31, 2006. Standardized mortality ratios and relative survival (ratio of observed survival in GCA group to expected survival of general South Australian population, matched by age, sex, and calendar time) were calculated. The cause of death recorded on the death certificate was also documented.Results.There were 225 cases of biopsy-proven GCA (163 women and 62 men). The mean age at diagnosis of GCA was 78.2 years. The mean followup period was 66.2 months (SD 47.1 mo). During the followup period, there were 71 deaths in the GCA group (50 women, 21 men). The standardized mortality ratio was 0.99 (95% CI 0.77–1.25). The relative survival for different followup periods demonstrates that patients with GCA experienced similar mortality to the general population (age-matched and sex-matched). Death from cardiovascular causes (45%) was the most common, followed by infection (17%) and cancer (17%). Infection was a significantly more common cause of death in the first year (chi-squared, p = 0.0002).Conclusion.Our population-based cohort study did not demonstrate any increased mortality risk for patients diagnosed with biopsy-proven GCA. The risk of death from infection early in the disease may be increased.

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Jackson, Jen. "The View from the Helicopter: Examining the Australian Early Childhood Workforce Using the National Census of Population and Housing." Australasian Journal of Early Childhood 41, no. 4 (December 2016): 72–79. http://dx.doi.org/10.1177/183693911604100409.

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THIS STUDY USED DATA from the 2011 Australian Census of Population and Housing to examine differences between Australian early childhood educators at different qualification levels: certificate/unqualified, diploma-qualified and degree-qualified. The study's theoretical framework is informed by the work of Pierre Bourdieu and views qualifications as markers of broader differences in social and cultural capital. This paper describes how early childhood educators were identified in the Census data, and presents some preliminary findings, showing differences in educators' schooling, engagement in further study, income, employment arrangements and family responsibilities. These findings suggest that educators' qualifications are related to broader social differences, which have implications for how different groups of educators might experience current policy efforts to improve workforce qualifications and professionalism. Of particular concern is a group of educators whose educational background and employment circumstances place them at risk of marginalisation in the labour market and in the early childhood education and care professionalisation agenda.

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Connor, John. "Home and Away. The Enlistment of Australian, Canadian, New Zealand, and South African Men in Dominion Expeditionary Forces in the United Kingdom during the Great War." Itinerario 38, no. 3 (December 2014): 45–58. http://dx.doi.org/10.1017/s0165115314000527.

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On the outbreak of war, men from the Dominions were scattered across the British Empire. As each Dominion began recruiting their expeditionary forces at home, the issue arose whether these expatriates, especially those resident in the United Kingdom, should join the British Army or be able to enlist in their Dominion's force. Canada and New Zealand allowed recruiting for the CEF and NZEF in the UK. Many Anglophone White South Africans joined a “colonial” battalion of the Royal Fusiliers. The Australian Government refused to allow Australians in the UK to join the AIF, despite the repeated requests of the Australian expatriate community. This paper examines the questions of British and sub-Imperial Dominion identities as well as the practical policy considerations raised by this issue. It argues that there is some evidence of nascent Dominion nationalism—the Canadian High Commission in London issued what became known as “a Certificate of Canadian Citizenship” to expatriates— but that Dominion Governments generally based their decisions on this issue based on cost and domestic political considerations.

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Putniņš;, Aldis L. "Literacy, Numeracy and Non-Verbal Reasoning Skills of South Australian Young Offenders." Australian Journal of Education 43, no. 2 (August 1999): 157–71. http://dx.doi.org/10.1177/000494419904300205.

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Kennelly, Julie, Neil Taylor, and Pep Serow. "Education for Sustainability and the Australian Curriculum." Australian Journal of Environmental Education 27, no. 2 (2011): 209–18. http://dx.doi.org/10.1375/ajee.27.2.209.

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A national curriculum is presently being developed in Australia with implementation due during 2014. Associated standards for the accreditation of teachers and for teacher education providers have been prepared with the standards describing skills and attributes that teachers are expected to attain. The developing Australian Curriculum, along with the teacher accreditation and initial teacher education program standards, claim to support guiding statements that describe aspirations for all young Australians. Those guiding statements acknowledge that ‘sustainability’ is an essential element of education for young people in Australia. However ‘sustainability’ is unconvincingly represented in the curriculum and is not visible in the standards. This could potentially result in its omission from teacher education and qualification at all levels. A similar situation already exists in New South Wales (NSW). This article illustrates the positioning of five freshly graduated primary teachers within the context of their five NSW schools and from this distils implications for teaching ‘sustainability’ within the developing national proposals.

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Glover, Anne. "Moving into the System; Early Childhood Programs as a Bridge to School for Aboriginal Communities." Aboriginal Child at School 22, no. 1 (April 1994): 12–21. http://dx.doi.org/10.1017/s0310582200006003.

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This a report on a study of the early childhood service needs of six South Australian Aboriginal communities, commissioned by the South Australian Children's Services Office and funded by the SA Aboriginal Education and Training Advisory Committee.

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Van der Bijl, Andre, and Mark Lawrence. "Retention and attrition among National Certificate (Vocational) Civil and Construction students in South African TVET." Industry and Higher Education 33, no. 2 (September 23, 2018): 127–34. http://dx.doi.org/10.1177/0950422218800649.

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The National Certificate (Vocational) (NC(V)) was introduced into South Africa’s system of vocational training to ‘solve problems of poor quality programmes, lack of relevance to the economy, as well as low technical and cognitive skills of TVET [technical and vocational education and training] graduates’. The NC(V) did not, however, meet expectations, partially because of systemic difficulties. This article reports on research conducted among students who studied on the NC(V) Civil and Construction programme in an effort to identify appropriate corrections that could be made by college management. The research project made use of Tinto’s Student Integration Model to identify reasons for both student attrition and student persistence. The study provides information on the predicament facing TVET Civil and Construction students and has broad relevance for practitioners operating in higher and post-school education.

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Paul Maj, Stanislaw. "Training the Trainer in Australia – A Critical Analysis." Modern Applied Science 9, no. 13 (November 30, 2015): 263. http://dx.doi.org/10.5539/mas.v9n13p263.

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Within the Australian Further Education sector lecturers are required to complete the Certificate IV in Training and Assessment (TAE40110). Whilst it is recognized that lecturers in this sector are required to meet the needs of a wide diversity of students the ability to deliver training and conduct workshops is of paramount importance. There are a number of problems with studying the TAE that include insufficient weighting of units concerned with pedagogy and variable contact hours. The result is lecturers who complete the TAE may not be adequately prepared to conduct their role as teachers and trainers.

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Walsh, Pat. "Education and Training Programme for Workers in South Australian Aboriginal Alcohol Programmes." Australian Drug and Alcohol Review 6, S1 (June 1987): 37–39. http://dx.doi.org/10.1080/09595238780000411.

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Wysocki, Robyn. "EDUCATION FOR NURSES WHO WORK WITH OLDER CLIENTS: THE SOUTH AUSTRALIAN SCENE." Educational Gerontology 16, no. 2 (January 1990): 213–18. http://dx.doi.org/10.1080/0380127900160209.

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Bond, Melissa. "Flipped learning and parent engagement in secondary schools: A South Australian case study." British Journal of Educational Technology 50, no. 3 (March 14, 2019): 1294–319. http://dx.doi.org/10.1111/bjet.12765.

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Rowlands, Stella, Josephine Holman, and Karen Blades. "An Absenteeism Survey of Clerical Workers in Medical Record Departments." Australian Medical Record Journal 19, no. 2 (June 1989): 63–70. http://dx.doi.org/10.1177/183335838901900206.

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A survey of the patterns of absenteeism among clerical staff working in twenty-seven medical record departments in New South Wales and the Australian Capital Territory revealed that there was not a significant relationship between the bed size of the hospital (the organisation) and absenteeism, or between the medical record department (the work unit) and absenteeism. Absenteeism was defined as a day of sick leave without a medical certificate. Absenteeism was spread throughout the weekdays, and 56 percent of workers had at least one absent day during the period. Age and type of work were not associated with absenteeism, but males had a significantly higher rate than females (p < 0.001). The authors suggest that exchange theory rather than work unit size may better explain absenteeism. (AMRJ 1989, 19(1), 63–70).

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Hopkins, A. M. "Australian Astronomical Observatory." Asia Pacific Physics Newsletter 02, no. 02 (August 2013): 69–71. http://dx.doi.org/10.1142/s2251158x13000349.

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The Australian Astronomical Observatory (AAO) is a Division of the Australian Federal Government's Department of Innovation, Industry, Science, Research and Tertiary Education (DIISRTE). The AAO operates the Anglo-Australian Telescope (AAT) and the United Kingdom Schmidt Telescope (UKST) at Siding Spring Observatory, near Coonabarabran in north-western New South Wales. The AAO also hosts the Australian Gemini Office (AusGO) , which manages the allocation of time to Australian astronomers on the Gemini telescopes, as well as on Keck, Subaru and Magellan, through time-sharing or purchase agreements. The AAO's primary telescope facility, the AAT, is described here, with emphasis on its availability for international observers through our regular calls for proposals.

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Molaodi, Vivian Thuso. "Assessing the effect of education levels on economic growth in South Africa." International Journal of Research in Business and Social Science (2147- 4478) 11, no. 10 (December 31, 2022): 366–74. http://dx.doi.org/10.20525/ijrbs.v11i10.2155.

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Education is generally considered to be the core source of individuals’ better life and countries' economic and social development. Consequently, attending university and getting high qualifications are perceived as tools that generate and enhance economic growth. The current study aimed to analyse the effect of various educational levels on South African economic growth. The study employed quarterly data from 1995Q1 to 2021Q4. The autoregressive distributed lag (ARDL) model was employed to assess both long-run and short-run relationships among variables. The long-run results revealed that people who completed their grade 12 (with matric certificate) and bachelor's degrees contribute positively to South African economic growth. However, honours and higher degrees (master's and PhD) were found to have an inverse relationship with economic growth in South Africa. On the other hand, the short-run relationship indicated that all education levels contribute to economic growth in the short term. Based on these findings, the author suggests that the South African higher education curriculum should be revised as the negative effect of high education towards economic growth should be resulting in growing unemployment and graduates waiting to be employed rather than creating jobs themselves. Additionally, increasing job creation for graduates with higher qualifications would reduce the number of graduates that leave the country looking for employment abroad.

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Ouda, James Bill, Tawanda Runhare, Ndileleni Mudzielwana, Hasina Cassim, and Shonisani Agnes Mulovhedzi. "An Examination of the Correlation between South African Grade 12 students’ Mathematics Self-Concept and their Academic Achievement." International Journal of Learning, Teaching and Educational Research 20, no. 12 (December 30, 2021): 127–38. http://dx.doi.org/10.26803/ijlter.20.12.8.

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This study measured the correlation between mathematics self-concept and academic achievement of students at four schools in Vhembe District, South Africa. The study targeted Grade 12 candidates for the South African National Senior Certificate (matric). A sample of 236 respondents – 112 boys and 124 girls – was selected from four schools using purposive and stratified random sampling. Two schools were in a rural area and two in an urban area. A questionnaire that included items from the Academic Self-Concept Questionnaire, and document analysis, were used to measure mathematics self-concept and academic achievement. Each respondent's mathematics achievement score was determined by averaging their mathematics scores over three consecutive terms. The multiple linear regression model and one-way analysis of variance (ANOVA) were used to test the hypotheses. The results of the study show that mathematics self-concept positively and significantly predicted academic achievement. Based on findings, the study makes recommendations for effective methods that teachers and other stakeholders can employ to increase students’ mathematics self-concept and boost students’ academic achievement.

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Lumadi, Mutendwahothe Walter. "School finance reform for curriculum innovation: An equity prospect." South African Journal of Education 40, no. 4 (November 30, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n4a2027.

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The advent of democracy in South Africa triggered notable reforms to the financing of quality education, and curriculum design and innovation. The ulterior motive behind this study was to underscore the correlation between inadequate financial resources and learners’ achievement. School finance reform was found to contribute to learner achievement and was viewed as a building block of every discourse related to equity. In the Eastern Cape (EC) province, the dismal percentage of Grade 12 learners who achieve success in gateway subjects, as reflected in the National Senior Certificate Examination results, was linked to the grossly inequitable distribution of funding and even the defunding of education. The 3 high schools in question were stigmatised as chronic underachievers, having reported a 0% pass rate for 5 successive years. Establishing an intervention programme to finance quality education for schools in poverty-stricken communities was an arduous undertaking. Although the windfall was temporary, it was construed as the dawn of a new age of philanthropy. The project spurred the development of local education finance to motivate South Africa’s Dinaledi (stars).

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Hunter, Jane Louise. "Connected Learning in an Australian Technology Program." International Journal of Virtual and Personal Learning Environments 2, no. 1 (January 2011): 65–73. http://dx.doi.org/10.4018/jvple.2011010105.

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Connected learning using video conferencing, the interactive whiteboard and Web 2.0 tools is possible in the new “interactive classroom” more than 2,240 New South Wales public schools will receive over the next four years. In Australia the New South Wales Department of Education and Training (NSWDET) is delivering $AUS 158 million of infrastructure and services to schools and technical and further education campuses for new technologies and applications to support teaching in the 21st century. The intention of the Connected Classrooms Program is to create a “large connected and collaborative learning community” of teachers, students and parents that can go online for information, resources and communication “anywhere, anytime” across a state that covers over 800,000 square kilometres. This paper describes the three projects in the program, the underpinning prior work and seven teacher professional learning platforms that reference anticipated learning outcomes and future directions. In its third year, this case study is a descriptive insiders snapshot. It provides an overview for project administrators and participants in other national and international education milieu who may be responsible for planning and implementing enhanced technology environments.

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Hordacre, Ann-Louise, Anne Taylor, Christy Pirone, and Robert J. Adams. "Assessing patient satisfaction: implications for South Australian public hospitals." Australian Health Review 29, no. 4 (2005): 439. http://dx.doi.org/10.1071/ah050439.

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This paper reports on the results from 2620 South Australians who participated in the 2003 Patient Evaluation of Hospital Services. Patients were found to be generally satisfied with the care, services and amenities provided, with a statewide overall score of 86.3. Satisfaction was lowest in the patients? assessment of their involvement in their own care and treatment. Three demographic factors (younger age, female sex or tertiary education) predicted lower levels of satisfaction in the multivariate analysis, whereas living with others, non-emergency admission or admission to smaller hospitals were found to predict higher satisfaction. Despite administrative and organisational difficulties, and limited current evidence of increased quality or satisfaction, it is considered important to continue satisfaction research with the goal of encouraging the development of action plans for improvement of care, services and amenities.

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Kanyumba, Blessing, and Melanie Lourens. "Career development for female academics in Australian and South African universities." International Journal of Research in Business and Social Science (2147- 4478) 11, no. 2 (March 22, 2022): 391–401. http://dx.doi.org/10.20525/ijrbs.v11i2.1576.

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South African and Australian higher education sector is facing challenges of fewer females in leadership positions despite policies in place in both countries. The main purpose of this integrative literature was to analyze and compare journal articles related to career development for female academics in South African and Australian higher education institutions to ascertain the challenges faced by women in both countries. South Africa and Australia were chosen for this study due to the differences in cultural background and legislation. Females are still underrepresented in leadership positions both in Australia and South Africa, hence this study investigated the reasons and provided recommendations to improve female academics representation in higher education institutions. A literature review of 15 research papers and journals articles published from 2010-to 2020 was conducted. The keywords “career development for female academics” were searched in three databases namely, Google Scholar, Ebsco-host and Emerald. The results from the literature showed that female career development in Australia is moving at a faster pace than in South Africa. The results also show that in both countries glass ceiling and limited female representation in leadership positions are rife in both countries. Female-only career development programs are essential to promote female development in higher education. As this study is focusing on two different countries on different continents, both countries have a lot to learn from each other in terms of policy implementations to enhance female career development. This article provides an analysis of the trends of female career development in South Africa and Australia. Therefore, from the existing literature for a period of 10 years, a conceptual career development model was developed.

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Journal articles on the topic 'South Australian Certificate of Education'

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