Relevant bibliographies by topics / Victorian Education Department

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  2. Dissertations / Theses
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  4. Book chapters

Academic literature on the topic 'Victorian Education Department'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Victorian Education Department"

1

Marsden, Beth. "“The system of compulsory education is failing”." History of Education Review 47, no. 2 (October 1, 2018): 143–54. http://dx.doi.org/10.1108/her-11-2017-0024.

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Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.
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Pardy, John, and Lesley F. Preston. "The great unraveling; restructuring and reorganising education and schooling in Victoria, 1980-1992." History of Education Review 44, no. 1 (June 1, 2015): 99–114. http://dx.doi.org/10.1108/her-03-2014-0025.

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Purpose – The purpose of this paper is to trace the restructure of the Victorian Education Department in Australia during the years 1980-1992. It examines how the restructuring of the department resulted in a generational reorganization of secondary schooling. This reorganization culminated in the closure of secondary technical schools that today continues to have enduring effects on access and equity to different types of secondary schooling. Design/methodology/approach – The history is based on documentary and archival research and draws on publications from the State government of Victoria, Education Department/Ministry of Education Annual Reports and Ministerial Statements and Reviews, Teacher Union Archives, Parliamentary Debates and unpublished theses and published works. Findings – As an outcome the restructuring of the Victorian Education Department, schools and the reorganization of secondary schooling, a dual system of secondary schools was abolished. The introduction of a secondary colleges occurred through a process of rationalization of schools and what secondary schooling would entail. Originality/value – This study traces how, over a decade, eight ministers of education set about to reform education by dismantling and undoing the historical development of Victoria’s distinctive secondary schools system.
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Burke, Harry. "Marching backwards into the future: the introduction of the English creative music movement in state secondary schools in Victoria, Australia." British Journal of Music Education 31, no. 1 (September 2, 2013): 41–54. http://dx.doi.org/10.1017/s0265051713000235.

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In 1910, Victoria established an elite form of state secondary education that remained essentially unchanged until the introduction of a progressive curriculum during the late 1960s. This radical and voluntary curriculum introduced child-centred learning and personal development skills to state secondary schools. Many state secondary music teachers took advantage of the reform and introduced the English creative music movement (Rainbow, 1989). As music teachers were unfamiliar with progressive education they would require extensive retraining. Continual disruption to state secondary education during the 1970s, together with the lack of expertise in progressive music education in the Victorian Education Department led to music teachers being given little assistance in developing strategies for teaching creative music. No rationale was developed for creative music education until the late 1980s. As research in music education was in its infancy in Australia during the late 1960s, teachers had little understanding of the difficulties faced by many creative music teachers in England in regard to students developing traditional skills, for example music notation and performance-based skills. Dissatisfaction with progressive education led to the introduction of standards-based education in 1995. Progressive educational theories were no longer considered an important goal. Similar to the late 1960s Victorian education reforms, music teachers received little assistance from the Victorian Education Department. The introduction of standards-based Arts education has seriously reduced the teaching of classroom music throughout the state, leaving many classroom music programmes in a perilous position that is analogous to state music education before the introduction of progressive education in the late 1960s.
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Turbitt, Erin, and Gary Lee Freed. "Paediatric emergency department referrals from primary care." Australian Health Review 40, no. 6 (2016): 691. http://dx.doi.org/10.1071/ah15211.

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Background Over the last decade, paediatric referrals from general practitioners (GPs) to the emergency department (ED) have increased by 60% in Australia. Objective To investigate the characteristics of Victorian children referred by GPs to the ED with lower-urgency conditions. Method Data were collected from four hospital EDs in Victoria, May–November 2014. Parents attending the ED with their child triaged as lower urgency were surveyed. Descriptive, frequency, and bivariate analyses were performed. Results Of the 1150 responses, 28% (320) visited their GP before attending ED. Of these 66% (212), were referred by their GP. A greater proportion with injury than illness (84% vs 59%; P < 0.0001) was referred to the ED if they had first visited their GP. Conclusion Motivations of GPs to send lower-urgency injured and ill children to ED are not well understood. The high number of referrals from GPs to the ED for lower urgency conditions suggests attention by policy makers and health professionals must be paid to the current patterns of care of children in general practice. What is known about the topic? Paediatric referrals in Australia from GPs to EDs have increased in the last decade, along with the absolute number of children in Victoria presenting to the ED. What does this paper add? A significant number of children (66%) who attend the GP before visiting the ED are referred to the ED for their lower urgency condition. What are the implications for practitioners? It may be appropriate for GPs to be further supported to manage lower urgency conditions, through better resources or education.
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Breach, Rayleen, and Linda K. Jones. "Victorian maternal child health nurses’ knowledge, attitudes and beliefs towards national registration changes." Journal of Hospital Administration 6, no. 3 (March 26, 2017): 1. http://dx.doi.org/10.5430/jha.v6n3p1.

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In 2010 National Registration for nurses was established which was likely to impact the role of the maternal and child health nurses (MCH) in Victoria. This study explored the perceived impact of the national changes to the MCH nurse workforce in Victoria following the implementation of national registration and a proposed national service framework. A qualitative exploratory descriptive design was employed with the purpose of exploring the knowledge, attitudes and beliefs of Key Stakeholders (KSH) to the recent changes and perceived impact to Victorian MCH nurses. The significance of this study lies with understanding the gaps in current knowledge of KSH to the national changes. Outlined briefly in this paper will be main findings from the KSH. This involved interviewing 12 KSH from management positions, including Local Government Coordinators, Policy Advisors to the Department of Education and Early Childhood Development, the Municipal Association of Victoria, along with academics from Universities that provide postgraduate Child and Family Health education programs for the MCH nurse qualification. Date was transcribed verbatim and content analysis used. Categories were developed by identifying recurrent patterns from the data, labels were then chosen which reflected the participant’s words: “common standard”; “losing our identity”; “universal service”; “we do it well” and “imposed from above”. Overall the KSH were concerned how the disparity in education and qualifications would be resolved and the effect this would have on the service. Findings from this study highlight the importance of comprehensively investigating services offered by all jurisdictions and using collaboration, communication and leadership to effectively introduce change.
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Gall, John. "Continuing education programme — Victorian Institute of Forensic Medicine and Department of Forensic Medicine, Monash University." Journal of Clinical Forensic Medicine 5, no. 4 (December 1998): 226–29. http://dx.doi.org/10.1016/s1353-1131(98)90165-1.

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Gall, John. "Continuing education programme — Victorian institute of forensic medicine and department of forensic medicine, monash university." Journal of Clinical Forensic Medicine 6, no. 4 (December 1999): 277–80. http://dx.doi.org/10.1016/s1353-1131(99)90054-8.

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Gall, John. "Continuing education programme — Victorian Institute of Forensic Medicine and Department of Forensic Medicine, Monash University." Journal of Clinical Forensic Medicine 6, no. 3 (September 1999): 180–83. http://dx.doi.org/10.1016/s1353-1131(99)90097-4.

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Gall, John A. M. "Continuing Education Programme — Victorian Institute of Forensic Medicine and Department of Forensic Medicine, Monash University." Journal of Clinical Forensic Medicine 7, no. 2 (June 2000): 117–19. http://dx.doi.org/10.1054/jcfm.2000.0378.

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Gall, John A. M. "Continuing Education Programme – Victorian Institute of Forensic Medicine and Department of Forensic Medicine, Monash University." Journal of Clinical Forensic Medicine 7, no. 3 (September 2000): 172–78. http://dx.doi.org/10.1054/jcfm.2000.0426.

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Dissertations / Theses on the topic "Victorian Education Department"

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Barty, Karin, and edu au jillj@deakin edu au mikewood@deakin edu au kimg@deakin. "Students' experiences of e-learning at school." Deakin University. School of Education, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040614.145900.

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The dissertation describes the experiences of senior secondary students taking an online course for the first time to further their language education. The experiences are presented from the perspective of students, of supervising teachers and the 'virtual' teacher. Issues of importance with younger learners are identified and discussed and guidelines for the conduct of online courses at school level developed. It is proposed that online courses may have a worthwhile place in school education if specific learning needs can be met using this medium.
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Oakshott, Stephen Craig School of Information Library &amp Archives Studies UNSW. "The Association of Libarians in colleges of advanced education and the committee of Australian university librarians: The evolution of two higher education library groups, 1958-1997." Awarded by:University of New South Wales. School of Information, Library and Archives Studies, 1998. http://handle.unsw.edu.au/1959.4/18238.

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This thesis examines the history of Commonwealth Government higher education policy in Australia between 1958 and 1997 and its impact on the development of two groups of academic librarians: the Association of Librarians in Colleges in Advanced Education (ALCAE) and the Committee of Australian University Librarians (CAUL). Although university librarians had met occasionally since the late 1920s, it was only in 1965 that a more formal organisation, known as CAUL, was established to facilitate the exchange of ideas and information. ALCAE was set up in 1969 and played an important role helping develop a special concept of library service peculiar to the newly formed College of Advanced Education (CAE) sector. As well as examining the impact of Commonwealth Government higher education policy on ALCAE and CAUL, the thesis also explores the influence of other factors on these two groups, including the range of personalities that comprised them, and their relationship with their parent institutions and with other professional groups and organisations. The study focuses on how higher education policy and these other external and internal factors shaped the functions, aspirations, and internal dynamics of these two groups and how this resulted in each group evolving differently. The author argues that, because of the greater attention given to the special educational role of libraries in the CAE curriculum, the group of college librarians had the opportunity to participate in, and have some influence on, Commonwealth Government statutory bodies responsible for the coordination of policy and the distribution of funding for the CAE sector. The link between ALCAE and formal policy-making processes resulted in a more dynamic group than CAUL, with the university librarians being discouraged by their Vice-Chancellors from having contact with university funding bodies because of the desire of the universities to maintain a greater level of control over their affairs and resist interference from government. The circumstances of each group underwent a reversal over time as ALCAE's effectiveness began to diminish as a result of changes to the CAE sector and as member interest was transferred to other groups and organisations. Conversely, CAUL gradually became a more active group during the 1980s and early 1990s as a result of changes to higher education, the efforts of some university librarians, and changes in membership. This study is based principally on primary source material, with the story of ALCAE and CAUL being told through the use of a combination of original documentation (including minutes of meetings and correspondence) and interviews with members of each group and other key figures.
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Books on the topic "Victorian Education Department"

1

Victoria. Dept. of School Education. Planning for successful schooling: Victorian state schools, 1992-1994. Melbourne: Dept. of School Education, Ministry of Education and Training, Victoria, 1991.

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2

Leinster-Mackay, Donald. Cross-pollinators of English education: Case studies of three Victorian school inspectors. [Leeds]: Museum of the History of Education, University of Leeds, 1986.

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Leinster-Mackay, Donald. Cross-pollinators of English education: Case studies of three Victorian school inspectors. Leeds: Museum of the History of Education, 1986.

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Leinster-Mackay, Donald. Cross-pollinators of English education: Case studies of three Victorian school inspectors. Leeds: University of Leeds, Museum of the History of Education, 1986.

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Leinster-Mackay, Donald. Cross-pollinators of English education: Case studies of three Victorian school inspectors. [Leeds]: Museum of the History of Education, University of Leeds, 1986.

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6

Victoria. Office of the Auditor-General. Teacher work force planning. [Melbourne]: Govt. Printer, 2001.

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Auditor-General, Victoria Office of the. Programs for students with special learning needs. Melbourne, Vic: Victorian Government Printer, 2012.

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Auditor-General, Victoria Office of the. CASES21. Melbourne, Vic: Victorian Government Printer, 2008.

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9

Tupper, W. R. C. History of the Department of Obstetrics and Gynaecology, Dalhousie University. [Halifax, Nova Scotia: Dept. of Obstetrics and Gynaecology, Dalhousie University, 1996.

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Keeping children safe: The Government's response to the "Victoria Climbié Inquiry report" and Joint Chief Inspectors' Report "Safeguarding children" : Presented to Parliament by the Secretary of State for Health, the Secretary of State for the Home Department and the Secretary of State for Education and Skills by Command of Her Majesty, September 2003. London: TSO, 2003.

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Book chapters on the topic "Victorian Education Department"

1

Willetts, David. "Robbins and After." In A University Education. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198767268.003.0007.

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The early 1960s saw the biggest transformation of English higher education of the past hundred years. It is only matched by the break-up of the Oxbridge monopoly and the early Victorian reforms. It will be forever associated with the name of Lionel Robbins, whose great report came out in November 1963: he is for universities what Beveridge is for social security. His report exuded such authority and was associated with such a surge in the number of universities and of students that Robbins has given his name to key decisions which had already been taken even before he put pen to paper. In the 1950s Britain’s twenty-five universities received their funding from fees, endowments (invested in Government bonds which had largely lost their value because of inflation since the First World War), and ‘deficit funding’ from the University Grants Committee, which was a polite name for subsidies covering their losses. The UGC had been established in 1919 and was the responsibility not of the Education Department but the Treasury, which was proud to fund these great national institutions directly. Like museums and art galleries, higher education was rarefied cultural preservation for a small elite. Public spending on higher education was less than the subsidy for the price of eggs. By 1962 there were 118,000 full-time university students together with 55,000 in teacher training and 43,000 in further education colleges. This total of 216,000 full-time higher education students broadly matches the number of academics now. Young men did not go off to university—they were conscripted into the army. The annual university intake of around 50,000 young people a year was substantially less than the 150,000 a year doing National Service. The last conscript left the army in the year Robbins was published. Reversing the balance between those two very different routes to adulthood was to change Britain. It is one of the many profound differences between the baby boomers and the generation that came before them. Just over half of students were ‘county scholars’ receiving scholarships for fees and living costs from their own local authority on terms decided by each council.
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Nichols, Kate. "‘[M]anly beauty and muscular strength’: sculpture, sport and the nation at the Crystal Palace, 1854–1918." In After 1851, edited by Kate Nichols and Sarah Victoria Turner. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9780719096495.003.0005.

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This essay recovers episodes in the wide and varied sporting history of the Crystal Palace in the later nineteenth and early twentieth century, and situates it in the context of ideas about the body, nation and empire that were manifest in the 1850s Fine Arts Courts, showing how the Greek and Roman courts in particular were received in changing ways across Victorian and Edwardian culture. The Sydenham Palace brought together ‘Fine Arts’, consumer, and sporting cultures, and allows an examination of the ways in which these three seemingly disparate areas of study were closely intertwined. The essay emphasises the national, racial and gender politics implicit in the relationship between these three categories. Discussing Sandow’s Institute, the 1911 Inter-Empire Games, and the occupation of the Palace by the Royal Navy during the First World War, it relates the Palace’s apparently more formal Fine Arts Courts and Natural History Department to its grassy grounds, its static exhibits to its moving, breathing visitors, art historical education to bodily reformation.
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Tiffen, Neville. "Is it as simple as ABC? a practitioner’s perspective on anti-bribery compliance * *The author was Global Head of Compliance at Rio Tinto. He is now a consultant on business integrity, compliance, and governance and is a member of the OECD Secretary-General’s high-level advisory group on anticorruption and integrity and of the Victorian Department of Education and Training Integrity Committee." In The Changing Face of Corruption in the Asia Pacific, 313–26. Elsevier, 2017. http://dx.doi.org/10.1016/b978-0-08-101109-6.00021-6.

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