Tesis: "Australian education policy"

1

Koshy, Paul Malcolm. "Equity Policy and Participation in Australian Higher Education". Thesis, Curtin University, 2018. http://hdl.handle.net/20.500.11937/70567.

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This thesis undertakes an analysis of key issues in Australian higher education equity policy in view of current policy settings and empirical research on the determinants of undergraduate higher education participation. Equity policy is defined to include government initiatives to promote higher education participation amongst groups who have been historically disadvantaged in their access (‘equity student groups’) and the categorisation and measurement tools used to identify students belonging to these groups.

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2

Meredyth, Denise Lee y n/a. "Education and its Critics: Principles and Programmes in Australian Education Policy". Griffith University. School of Curriculum, Teaching and Learning, 1994. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050901.095322.

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This thesis is concerned with the relationship between the education system and its critics - with the terms in which programmes of educational reform are viewed by critical intellectuals, and with the claims and limitations of a particular mode of 'principled' critique. It explores this concern in relation to a number of recent developments in Australian education policy, describing the debates that they have engendered and identifying the political ambiguities that attend them. Three case studies are developed. The first is drawn from reactions to the recent bureaucratic reorganisation of higher education, especially those responses concentrated on the defence of the humanities. The second concerns developments in post-compulsory education, especially the construction of the new national credentialling system based on the assessment of 'Key Competencies'. The third addresses the endemic problem of educational assessment and equity. While each of these case studies is discussed in its own right, the three areas of discussion supplement one another within an overall argument concerning the relationship between the education system and a particular mode of 'principledt critique. In exploring this relationship, the thesis puts the case that we require a more historically-informed understanding of current problems in Australian education and a more pragmatic appreciation of the achievements of the existing education system. The issues raised are timely ones. Matters of educational policy have become particularly pressing over the past decade, as Australian education has undergone significant changes. In recent years, we have seen the effects of the drive towards a national education system, of the reorganisation of higher education, of the development of schemes for national credentialling and of the reconstruction of links between schooling, training and industry. These reforms have been driven by some pressing imperatives: to produce a trained and flexible workforce; to monitor levels of literacy and numeracy at a national level; and to satisfy the 'unmet demand' for increased educational places, while managing a limited educational budget.

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3

au, Iain Browning@det wa edu y Iain W. P. Browning. "Western Australian Education Policy and Neo-classic Economic Influences". Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051129.112230.

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This thesis is primarily an historical examination of how neo-classic economics influenced WA education policy formation from the mid 1980s until the release of the Curriculum Framework (1998). It first aims to examine and explain the context and origins of neo-classic economic influences globally, and then explores the process and impact of its introduction to WA policy-making in general, and to education policy in particular. Within the thesis some fundamental propositions put forward by other theorists are built upon. The most significant is the view that between 1983 and 1998, there has been a distinct and well documented shift in the primary ideological forces driving education policy throughout the western world. This is attributable to a strengthened link between education and national economic goals which has resulted in an economic imperative and the use of an economic discourse to describe educational aims. From these understandings this thesis explores whether neo-classic economics has played a significant influence in shaping education policy in WA, as it has done in many parts of the world. The methodological approach principally involves the textual analysis of major policy documents preceding and including the Curriculum Framework (1998). The focus is on primary and secondary sources, essentially to discover, analyze, and demonstrate how neo-classic economics had influenced education policy in WA by 1998. Taking a pragmatic approach, this professional doctorate makes a specific contribution to research through synthesizing the impact of neo-classic economics on WA schools policy via a range of principally secondary sources. In particular, it explores how neo-classic economics influenced WA education policy by seeking to answer four fundamental research questions: 1. Was the influence of neo-classic economics evident internationally, and if so did it impact on education policy? 2. How did neo-classic economics influence Australian Commonwealth Government schools policy? 3. Were there clear neo-classic economic influences evident within other Australian states, and, if so, did they influence schools policy? 4. In whose interests were neo-classic economic education policies? Neo-classic economic approaches were espoused widely as a solution to the apparent failure of in economics from the early 1970s onwards. Beare (1995) argued that in many countries policy perspectives for education and other welfare services changed in a number of 'profound' ways, the most significant was the use of an economic rationale to justify almost every significant policy initiative. Within the Anglo-democracies, specifically the US and UK, the pursuit of neo-classic economic policies involved the adoption of initiatives allowing the 'market' to dictate what should or should not occur within the economy. As a part of the neo-classic economic drive, governments endeavoured to improve efficiency within the public services. Consequently, education policy became driven by an economic imperative often to the detriment of educational aims. This study demonstrates that neo-classic economic policy came to dominate government decision making in Australia following the election of the Hawke Labor Government in 1983 (Dudley and Vidovich 1995).This was similar to neo-classic economic patterns in the US and UK. By 1985 neo-classic economic trends at the Commonwealth level were clearly evident and become overt and robust with the passage of time. Under Minister Dawkins Commonwealth education policy was fumy linked to national economic goals. An examination of the Victorian context demonstrates neo-classic economic trends within the other Australian states' education policies. Under the Kennett Liberal Government the shift to neo-classic economic education policy resulted in reductions in educational spending, staffing cuts and school closures. The prime motivation for the reforms was the reduction of costs and the aligning of education through a focus on vocational subjects and employment related skills. Concomitant with the rise of neo-classic economics was a commensurate growth in the attention of Australian business and industry to education policy. Business and industry groups increasingly promoted the notion of human capital theory by linking education and economic growth. This can be partly attributed to employers' growing interest in having schools produce individuals suitably prepared for positions in the workplace, a phenomenon which has been reflected in WA secondary schools through a shift to a vocationalised curriculum (Browning 1977). In effect business was able to defray expending capital on training workers through hiring school leavers tailored for workplace positions. From at least the early 1980s there was accelerating evidence of a more active and open involvement of business in the major education inquiries which also contributed to policy formation dominated by neo-classic economics. The exploration of the global and national context of neo-classic economics confirms that neo-classis economic influences within WA Qd not occur in isolation. From at least 1987 it is evident that neo-classic economics influenced WA education policy. The consequence was a curriculum shaped predominantly by economic interests as opposed to educational concerns.

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4

Browning, Iain W. P. "Western Australian education policy and neo-classic economic influences /". Access via Murdoch University Digital Theses Project, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051129.112230.

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5

Browning, Iain W. P. "Western Australian education policy and neo-classic economic influence". Thesis, Browning, Iain W. P. (2002) Western Australian education policy and neo-classic economic influence. Professional Doctorate thesis, Murdoch University, 2002. https://researchrepository.murdoch.edu.au/id/eprint/471/.

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This thesis is primarily an historical examination of how neo-classic economics influenced WA education policy formation from the mid 1980s until the release of the Curriculum Framework (1998). It first aims to examine and explain the context and origins of neo-classic economic influences globally, and then explores the process and impact of its introduction to WA policy-making in general, and to education policy in particular. Within the thesis some fundamental propositions put forward by other theorists are built upon. The most significant is the view that between 1983 and 1998, there has been a distinct and well documented shift in the primary ideological forces driving education policy throughout the western world. This is attributable to a strengthened link between education and national economic goals which has resulted in an economic imperative and the use of an economic discourse to describe educational aims. From these understandings this thesis explores whether neo-classic economics has played a significant influence in shaping education policy in WA, as it has done in many parts of the world. The methodological approach principally involves the textual analysis of major policy documents preceding and including the Curriculum Framework (1998). The focus is on primary and secondary sources, essentially to discover, analyze, and demonstrate how neo-classic economics had influenced education policy in WA by 1998. Taking a pragmatic approach, this professional doctorate makes a specific contribution to research through synthesizing the impact of neo-classic economics on WA schools policy via a range of principally secondary sources. In particular, it explores how neo-classic economics influenced WA education policy by seeking to answer four fundamental research questions: 1. Was the influence of neo-classic economics evident internationally, and if so did it impact on education policy? 2. How did neo-classic economics influence Australian Commonwealth Government schools policy? 3. Were there clear neo-classic economic influences evident within other Australian states, and, if so, did they influence schools policy? 4. In whose interests were neo-classic economic education policies? Neo-classic economic approaches were espoused widely as a solution to the apparent failure of in economics from the early 1970s onwards. Beare (1995) argued that in many countries policy perspectives for education and other welfare services changed in a number of 'profound' ways, the most significant was the use of an economic rationale to justify almost every significant policy initiative. Within the Anglo-democracies, specifically the US and UK, the pursuit of neo-classic economic policies involved the adoption of initiatives allowing the 'market' to dictate what should or should not occur within the economy. As a part of the neo-classic economic drive, governments endeavoured to improve efficiency within the public services. Consequently, education policy became driven by an economic imperative often to the detriment of educational aims. This study demonstrates that neo-classic economic policy came to dominate government decision making in Australia following the election of the Hawke Labor Government in 1983 (Dudley and Vidovich 1995).This was similar to neo-classic economic patterns in the US and UK. By 1985 neo-classic economic trends at the Commonwealth level were clearly evident and become overt and robust with the passage of time. Under Minister Dawkins Commonwealth education policy was firmly linked to national economic goals. An examination of the Victorian context demonstrates neo-classic economic trends within the other Australian states' education policies. Under the Kennett Liberal Government the shift to neo-classic economic education policy resulted in reductions in educational spending, staffing cuts and school closures. The prime motivation for the reforms was the reduction of costs and the aligning of education through a focus on vocational subjects and employment related skills. Concomitant with the rise of neo-classic economics was a commensurate growth in the attention of Australian business and industry to education policy. Business and industry groups increasingly promoted the notion of human capital theory by linking education and economic growth. This can be partly attributed to employers' growing interest in having schools produce individuals suitably prepared for positions in the workplace, a phenomenon which has been reflected in WA secondary schools through a shift to a vocationalised curriculum (Browning 1977). In effect business was able to defray expending capital on training workers through hiring school leavers tailored for workplace positions. From at least the early 1980s there was accelerating evidence of a more active and open involvement of business in the major education inquiries which also contributed to policy formation dominated by neo-classic economics. The exploration of the global and national context of neo-classic economics confirms that neo-classic economic influences within WA did not occur in isolation. From at least 1987 it is evident that neo-classic economics influenced WA education policy. The consequence was a curriculum shaped predominantly by economic interests as opposed to educational concerns.

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6

Wright, Sarah Jean y res cand@acu edu au. "An Investigation Into the Equity and Efficiency of Australia‘s Higher Education System". Australian Catholic University. School of Arts and Sciences (NSW & ACT), 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp179.11112008.

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This thesis examines the impact of changes in higher education policy in Australia on equity for students and efficiency in resource allocation. This involves measuring the impact of the 2005 budgetary changes in the Higher Education Contribution Scheme (HECS) on the Private Rate of Return (PRR) and Social Rate of Return (SRR) to higher education for both males and females across different occupations and for different qualifications. This thesis examines the proposition that the movement of Australia‘s higher education system towards a user pays model with price flexibility will deliver greater efficiency. It also considers the argument that students should pay a greater proportion of the cost of higher education as they are the direct beneficiaries. This thesis shows that the increase in HECS fees has coincided with a fall in the quality of university graduates and the demand for a university education by higher achieving and low income students. In addition, this study also found that not only is the SRR positive but is greater than both the real rate of return on Commonwealth Government bonds and Government Trading Enterprises. These findings suggest that there is an inefficient allocation of resources and a need for the Government to allocate relatively more funding to the discipline areas with high Social Rates of Return and graduate skills shortages. This thesis suggests ways to improve the equity and efficiency of Australia‘s higher education system. These policy recommendations aim to increase the quality of and opportunity for higher education in Australia.

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7

Vidovich, Lesley. "'Quality' as accountability in Australian higher education of the 1990s: A policy trajectory". Thesis, Vidovich, Lesley (1998) 'Quality' as accountability in Australian higher education of the 1990s: A policy trajectory. PhD thesis, Murdoch University, 1998. https://researchrepository.murdoch.edu.au/id/eprint/51464/.

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In the education policy arena, the notion of 'quality' as a mechanism for increasing accountability to external stakeholders has risen to prominence in the 1990s, as part of the New Right reform agenda of many national governments. Global economic, political and ideological shifts have provided the macro context for initiation of such policies. This study examines how the localised Australian context created a uniquely Australian version of a quality policy for universities in the early 1990s. Using documents and interviews, the study analyses how the original ministerial policy of 1991 was recontextualised through the Higher Education Council (HEC), to the Committee for Quality Assurance in Higher Education (CQAHE), to individual universities over the life of the policy and beyond. A theoretical framework of a policy trajectory is employed to examine how the policy process evolved through contexts of influence, policy text production and practice (effects). The study reveals the complex, contested and messy realities of this Australian quality policy process in higher education. A central finding is that the operation of the Australian quality policy of the early 1990s provides an example par excellence of a policy mechanism of 'steering at a distance'. On the one hand, the parameters were clearly set by ministerial guidelines, but on the other hand, the minutiae of the program were shaped by CQAHE and institutional managers in universities. However, 'room for manoeuvre' at the micro political level of this policy process had definite boundaries. Although there was some variation in policy practices at different sites, the 'bigger picture' effects were clearly to increase Government control of higher education and to increase inequalities between and within universities. A major conclusion of the study is that the quality policy under investigation was a 'clever'* strategy which diverted growing criticism and concerns about increasing demands for accountability driven by quantitative performance indicators. It is precisely because quality is such a complex notion that it is able to 'please some of the people some of the time', thereby facilitating the correspondence of macro level policy text and micro level practice. * 'Clever' refers to the Labor Government’s sloganised push of the late 1980s and early 1990s to create a 'clever country' to enhance Australia's position in the international marketplace.

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8

Furtado, Michael Leonard. "Funding Australian Catholic schools for the common good in new times : policy contexts, policy participants and theoretical perspectives /". [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16295.pdf.

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9

Webb, Georgina. "Contested elements, competing voices : values added Australian school gender equity policy 1975-2004 /". [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18367.pdf.

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10

O'Connor, Allan. "Enterprise, education and economic development an exploration of entrepreneurship's economic function in the Australian government's education policy /". Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/56956.

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Thesis (PhD) - Australian Graduate School of Entrepreneurship, Swinburne University of Technology - 2009.
Submitted for the degree of Doctor of Philosophy, Australian Graduate School of Entrepreneurship, Faculty of Business and Enterprise, Swinburne University of Technology, 2009. Includes bibliographical references (p. 190-211)

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11

Phan, Thi Le Hoa. "The measurable impacts of Australian higher education reforms in an era of changing policies". Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/129459/1/Thi%20Le%20Hoa_Phan_Thesis.pdf.

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Recent Australian higher education reforms have endeavoured to change the performance and efficiency, thereby quality, of Australian public universities. This study incorporated the Cerych and Sabatier Framework with Data Envelopment Analysis to create an analytical framework designed to evaluate whether reform goals had any measurable impacts on the universities to which they were applied. The results showed that while short-term impacts on efficiency estimates were observable, longer-term impacts were not sustained, particularly through the instability of governments that were susceptible to electoral and internal party fluxes.

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12

Sarkissian, Wendy. "With a whole heart : nurturing an ethic of caring for Nature in the education of Australian planners /". Access via Murdoch University Digital Theses Project, 1996. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20051109.104544.

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13

au, Mfiocco@cic wa edu y Maria Fiocco. "Glonacal Contexts: Internationalisation Policy in the Australian Higher Education Sector and the Development of Pathway Programs". Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060502.154739.

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Through a critique of Balls (1990) policy analysis framework, this dissertation explores the influences that led to the deregulation of international student recruitment (the policy) and the subsequent development of pathway programs in the Australian higher education sector. In this study Balls framework is extended to include Marginson and Rhoades (2002) glonacal heuristic to analyse the global, national and local contexts that contributed to the creation and implementation of the policy. The development of pathway programs is chosen as one aspect of implementation to allow for an exploration that progresses from a macro to a microanalysis of the policy cycle. The study examines the key players or individuals who contributed to the policys creation, the ideologies that influenced these individuals and the contexts within which decisions were made. The research found that glonacal influences of neoliberalism, globalisation, internationalisation and commercialisation were paramount in the formation of the policy, and in influencing key players. It was also recognized that it was not always possible to definitively describe the role of these players or actors according to a hierarchical structure and separate contexts, confirming Balls (1990) theory that influence on policy is often ad hoc and trajectory in nature. Education is an export industry, which contributes an income of $5.6 billion to the Australian economy. In 2004, there were 151,798 international students in the higher education sector, with 10 Australian universities depending on this industry for 15% to 40% of their total income. The development of pathway programs and universities close association with private providers has contributed significantly to the overall commercial and internationalisation objectives of these universities. The pathway model, delivered through a private provider, examined in this study is quintessentially Australian, and was a local response to the possibilities that the policy created. The model flourished because of Commonwealth and state support, the former providing a national accreditation system in the form of the Australian Qualification Framework ensuring articulation to a university course. From a state perspective, pathway programs and private providers prospered with the support of university partners and successive Western Australian state governments that recognised the commercial gains to be made through co-operative partnerships. The research concludes that through glonacal influences the recruitment of international students to Australian universities developed into an industry that is uniquely Australian. The development of pathway programs and the involvement of private providers was one of its distinguishing characteristics.

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14

Dalby, Rosemary Antonia. "A human rights analysis of a claim for educational negligence in Australian schools". Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/61834/1/Rosemary_Dalby_Thesis.pdf.

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This thesis argues that an action in educational negligence should be available in Australia to provide a remedy for failure by schools and teachers to provide an adequate education as required by Australia’s human rights obligations. The thesis substantiates a duty of care to provide an adequate education under general principles of the law of negligence in appropriate cases. Although some protection exists for disabled students in Australia’s anti-discrimination and other legislation, non-disabled students are not afforded redress under existing causes of action. The educational negligence action provides a suitable remedy in an era of professional educational accountability.

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15

Fiocco, Maria. "'Glonacal' contexts: Internationalisation policy in the Australian higher education sector and the development of pathway programs". Thesis, Fiocco, Maria (2005) 'Glonacal' contexts: Internationalisation policy in the Australian higher education sector and the development of pathway programs. Professional Doctorate thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/50/.

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Through a critique of Ball's (1990) policy analysis framework, this dissertation explores the influences that led to the deregulation of international student recruitment ('the policy') and the subsequent development of pathway programs in the Australian higher education sector. In this study Ball's framework is extended to include Marginson and Rhoades' (2002) glonacal heuristic to analyse the global, national and local contexts that contributed to the creation and implementation of 'the policy'. The development of pathway programs is chosen as one aspect of implementation to allow for an exploration that progresses from a macro to a microanalysis of 'the policy' cycle. The study examines the key 'players' or individuals who contributed to 'the policy's' creation, the ideologies that influenced these individuals and the contexts within which decisions were made. The research found that glonacal influences of neoliberalism, globalisation, internationalisation and commercialisation were paramount in the formation of 'the policy', and in influencing key 'players'. It was also recognized that it was not always possible to definitively describe the role of these 'players' or 'actors' according to a hierarchical structure and separate contexts, confirming Ball's (1990) theory that influence on policy is often ad hoc and trajectory in nature. Education is an export industry, which contributes an income of $5.6 billion to the Australian economy. In 2004, there were 151,798 international students in the higher education sector, with 10 Australian universities depending on this industry for 15% to 40% of their total income. The development of pathway programs and universities' close association with private providers has contributed significantly to the overall commercial and internationalisation objectives of these universities. The pathway model, delivered through a private provider, examined in this study is quintessentially Australian, and was a local response to the possibilities that 'the policy' created. The model flourished because of Commonwealth and state support, the former providing a national accreditation system in the form of the Australian Qualification Framework ensuring articulation to a university course. From a state perspective, pathway programs and private providers prospered with the support of university partners and successive Western Australian state governments that recognised the commercial gains to be made through co-operative partnerships. The research concludes that through glonacal influences the recruitment of international students to Australian universities developed into an industry that is uniquely Australian. The development of pathway programs and the involvement of private providers was one of its distinguishing characteristics.

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16

Fiocco, Maria. "'Glonacal' contexts : internationalisation policy in the Australian higher education sector and the development of pathway programs /". Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060502.154739.

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17

Spears, Lachlan T. "Early career teachers’ experiences with assessment for learning in Western Australian secondary schools". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2608.

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International research suggests that when teachers enact Assessment for Learning (AfL) they can greatly improve student outcomes. In Australia, the Australian Institute for Teaching and School Leadership’s Professional Standards for Teachers mandates that teachers regularly engage with assessment, reporting and ongoing professional learning (PL). However, little is known about the perspectives and practices of early career teachers (ECTs) who are challenged to enact AfL and develop assessment literacy (AL) in complex policy and school contexts within Western Australia (WA). In this study, ECTs are defined as teachers within the initial four years of their teaching career. This research project was an interpretive study that employed a case study methodology to generate in-depth understandings of how four ECTs in two WA independent secondary schools were engaging with AfL and developing it as a component of professional practice. The study was guided by four research questions: (1) How are ECTs in WA developing their knowledge and understanding of AfL? (2) What factors are influencing WA ECTs’ choices to variously engage with AfL and develop it as a component of their practice? (3) How are ECTs in WA using AfL in their teaching and assessment? (4) How do contextual dimensions affect early career teachers’ policy roles and enactment of AfL? The policy enactment work of Braun et al. (2011) informed exploration of ECTs’ enactment of AfL in relation to the professional, situated, material and external contexts and the positioning of ECTs as policy actors (Ball et al., 2011) who were challenged, through various enabling and constraining contextual dimensions, to enact assessment policy in their classrooms. This enactment, and ECTs’ associated development of AL, were considered in terms of Marshall and Drummond’s (2006) guiding work on the ‘spirit and letter’ and analysed alongside a PL continuum in AfL (DeLuca et al., 2019). Data collection for each teacher involved classroom observations, documentary analysis and semi-structured interviews over 15 months. As the study took place from 2019 to 2021, it also captured school responses to the COVID-19 pandemic, and ECTs’ reactions to the sudden policy shifts. Results report the ways in which each of the contextual dimensions affected the teachers’ enactment of AfL. Findings reveal how various aspects of each dimension enabled or inhibited the ECTs’ enactment of AfL and the significance of interrelations between the contextual dimensions. Mapping the ECTs’ enactment of AfL to the PL continuum revealed that these ECTs were engaging with practices more closely aligned to the letter, than the spirit, of AfL. Factors limiting application of AfL, including the effect of COVID-19 in WA, are discussed. The insights from this thesis contribute to the current understanding of AfL enactment and extend knowledge about the opportunities, benefits and values of an AfL approach, particularly in WA. It contributes to the existing literature on contemporary teaching and learning practices in AfL as well as initial responses and pedagogical approaches to COVID-19 school closures. A series of reflections and implications from this study will assist initial teacher education institutions, systems, schools and departments to support ECTs to enact AfL to improve teacher AL and, therefore, their use of AfL.

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18

Webber, Craig y n/a. "Provision of education and training opportunities for youthworkers in the ACT : a study of policy development". University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061110.112745.

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During the latter half of the twentieth century, youthwork has emerged as an occupation responsible for the delivery of a broad variety of services for young people. During the 1970's and 80's in particular, there has been a rapid multiplication of the number of people employed in the role of youthworker. As an occupation, youthwork has had placed upon it by society certain expectations regarding the standard of the work performed. This is particularly so with respect to the interaction between the youthworker and young people with whom they work. This expectation is not unlike that placed upon other occupations working directly with people (and young people), such as teachers and social workers. It is a reasonable societal expectation that workers such as teachers, social workers and youthworkers, should provide a service of a certain standard, commensurate with the responsibility ascribed to the role of that occupation. Education and training is recognised as being fundamental to the attainment of recognised standards of competency in both teaching and social work, as well as many other occupations which have a direct service delivery role with people. A spectrum of such opportunities have been developed and provided for these occupations. There is an expectation that the practice of such occupations is fundamentally linked with the education and training provided. However, this has not been so with the youthwork occupation. The provision of education and training has not grown with the expansion in the occupation. Furthermore, the linkage between education and training, and practice, was not recognised in this field for many years. Questions about how and why this has occurred, and how and by whom it should be redressed, are to be explored in this Study. That youthwork is an occupation is a fact. There are thousands of youthworkers employed around Australia. This Study asserts that the provision of education and training opportunities provided for this occupation are inadequate in general. A cohesive policy framework for such provision is also lacking. Australian society sanctions the occupation of youthwork by providing millions of dollars of resources per annum. It expects, rightly so, a quality standard of performance from the occupation, and services who are employers. Monitoring through formal evaluation and the application of performance indicators are part and parcel of such resource allocation. But, the means to achieve such quality standards - education and training - have not been adequately recognised or provided. This situation is clearly anomalous, and must therefore be addressed and resolved.

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19

Mauragis, Rasa Emilija y n/a. "Arts education access in high school scheduling". University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060907.102648.

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The purpose of this study was to investigate the implementation of curriculum policy regarding eight key learning areas in ACT government high schools with particular analysis concerning the Arts. The study sought to identify the discrepance between school curriculum policy and timetable allocation to the mandated curriculum areas. Analysis of time allocation to learning areas as defined by the timetable allocation of time was considered to be an appropriate method of examining curriculum practice in ACT government high schools. Fifteen ACT government high school timetables were analysed in conjunction with school curriculum documentation. Mandatory time requirements for the eight key learning areas was identified. Timetable structures were analysed in terms of allocation of time to key learning areas, pastoral care, assemblies, activities and electives. Formulae were developed in order to make comparisons between schools possible. Results indicated that disparities existed between time allocation to key learning areas within key learning areas and mandatory time (i.e. minimum guaranteed access time) requirements for key learning areas.

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20

Volkoff, Veronica y vvolkoff@unimelb edu au. "Changing drivers, shifting trends: a decade of equity research in Australian vocational education and training (VET) 1996-2006". RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080603.095451.

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This integrating essay presents and discusses the findings of the research studies that Veronica Volkoff completed within the context of the shifts in the Australian vocational education and training landscape and resultant trends in vocational education and training policy, in particular equity policy, during the period of researching and writing the nominated works, 1995 to 2004. The research included analysis of vocational education and training in relation to: equity policy; provider inclusiveness strategies; and access, participation, completion and outcomes in relation to learners, in particular members of designated and emerging equity target groups. A range of methodologies was implemented in these studies, usually utilising a mix of both quantitative and qualitative methods. The first study, the Longitudinal study of student experiences in vocational education and training, explored the experiences of access, participation and outcomes of students in vocational education and training from a range of equity target groups. It was undertaken in six Australian locations across three states and territories. It revealed that intentions, experiences and outcomes varied across students and equity target groups and that membership of multiple equity target groups compounded disadvantage and had an adverse effect upon outcomes. The second study, a Review of equity literature, was commissioned to inform national policy and broad strategy development and analysed the situation for five designated equity target groups in vocational education and training, nationally. Two other studies focussed on Vocational education and training for people from non-English speaking backgrounds, undertaken five years apart, reviewed the literature and analysed participation and outcomes for people from non-English speaking backgrounds. A further study analysed the Delivery of vocational education and training programs by adult and community education providers, particularly its provision for people belonging to disadvantaged groups.

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21

Jin, Huifen. "Teacher educators’ and pre-service teachers’ preparedness to use ICT: a Western Australian perspective". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2269.

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With the ongoing development of the Information and Communication Technology (ICT), a wide variety of devices, software and apps are available that could be used in education. As a result, universities and schools are adopting different policies and strategies for integrating these new technologies. As teachers are a key element in the implementation of educational innovation, teacher educators and pre-service teachers need to be confident in using ICT effectively in teaching and learning. This study proposed to investigate how teacher educators’ and pre-service teachers’ integration of ICT in their teaching and learning. A mixed methods design, that included both quantitative and qualitative methods, was employed in this research. Through conducting surveys and semi-structured interviews, the study examined teacher educators’ and pre-service teachers’ ICT ownership and self-perceived ICT skills along with perceptions of ICT use within the classroom. Document analysis was used to examine the current institutional ICT policies and infrastructure support for teacher educators and pre-service teachers at two of the largest teacher education providers in Western Australia and one Australia’s online university. It is anticipated that this research will have benefits for both teacher educators and pre-service teachers. It is hoped that the research outcomes will have both practical implications for current in-service teachers and students as well as having policy implications for university and future teacher education.

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22

Coble-Neal, Fiona. "Post-compulsory curriculum reform and teachers' work : a critical policy ethnography in a Western Australian state secondary school /". Murdoch University Digital Theses Program, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20091117.130012.

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Atherton, Hugh. "The potential for political literacy in the Australian curriculum". Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/204157/1/Hugh_Atherton_Thesis.pdf.

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This qualitative study investigates the potential for the development of political literacy through the Australian Curriculum subjects of History and Civics and Citizenship. It argues that political literacy is important in the context of the significant challenges facing liberal democracies. Taking a policy trajectory approach, the study analyses the views of curriculum formulators along with its state adaptors and teacher interpreters. Findings indicate acceptance of the importance of political literacy but limited potential for its development. Notably, data indicate the limited implementation of Civics and Citizenship and a disjunction between scholars and teachers over what constitutes political literacy education.

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24

Sesay, Diana Margaret. "A socially just rationale for an Australian curriculum? : a critical thematic policy analysis of political speeches in education (2007-2010)". Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/62675/1/__qut.edu.au_Documents_StaffHome_StaffGroupH%24_halla_Desktop_Diana%20Sesay%20Thesis.pdf.

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In late 2007, newly elected Prime Minister Kevin Rudd placed education reform on centre stage as a key policy in the Labor Party's agenda for social reform in Australia. A major policy strategy within this 'Education Revolution' was the development of a national curriculum, the Australian Curriculum Within this political context, this study is an investigation into how social justice and equity have been used in political speeches to justify the need for, and the nature of, Australia's first official national curriculum. The aim is to provide understandings into what is said or not said; who is included or excluded, represented or misrepresented; for what purpose; and for whose benefit. The study investigates political speeches made by Education Ministers between 2008 and 201 0; that is, from the inception of the Australian Curriculum to the release of the Phase 1 F - 10 draft curriculum documents in English, mathematics, science and history. Curriculum development is defined here as an ongoing process of complex conversations. To contextualise the process of curriculum development within Australia, the thesis commences with an initial review of curriculum development in this nation over the past three decades. It then frames this review within contemporary curriculum theory; in particular it calls upon the work of William Pinar and the key notions of currere and reconceptualised curriculum. This contextualisation work is then used as a foundation to examine how social justice and equity have been represented in political speeches delivered by the respective Education Ministers Julia Gillard and Peter Garrett at key junctures of Australian Curriculum document releases. A critical thematic policy analysis is the approach used to examine selected official speech transcripts released by the ministerial media centre through the DEEWR website. This approach provides a way to enable insights and understandings of representations of social justice and equity issues in the policy agenda. Broader social implications are also discussed. The project develops an analytic framework that enables an investigation into the framing of social justice and equity issues such as inclusion, equality, quality education, sharing of resources and access to learning opportunities in political speeches aligned with the development of the Australian Curriculum Through this analysis, the study adopts a focus on constructions of educationally disadvantaged students and how the solutions of 'fixing' teachers and providing the 'right' curriculum are presented as resolutions to the perceived problem. In this way, it aims to work towards offering insights into political justifications for a national curriculum in Australia from a social justice perspective.

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25

Greentree, Jacqueline M. "Wrestling with neoliberalism in Christian schools". Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/225974/1/Jacqueline_Greentree_Thesis.pdf.

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This research investigated intersections between Christian schooling and neoliberal policy environments by interrogating how values and purposes of schooling are articulated within the public-facing self-authored digital texts of Christian schools. The findings show how discourses such as excellence, choice and vocation can reflect a range of underlying values when communicating to a broad audience through public websites. Texts and visual representations were analysed using Gee’s discourse analysis tools and an Order of Worth framework. Methodological insights and practical support for Australian Christian Schools are provided.

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26

Mcguire, Julianne. "Exploring barriers and enablers in early childhood education and care services to meet Australian infant feeding guidelines". Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/201105/1/Julianne_McGuire_Thesis.pdf.

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This thesis studies infant and young child feeding in Early Childhood Education and Care services in Australia, an environment of increasing importance to the child population. It examines policies and practices highlighting the need for visibility, support and collaboration in infant feeding in the first 1000 days to support ongoing health and development. It uniquely gives voice to experience of assessors as well as educators and families in eliciting strategies for increasing awareness and support for optimal infant and young child feeding practices in Early Childhood Education and Care.

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27

Parkin, Glenda. "Confusion, clarity, cohesion, disintegration: a study of curriculum decision-making in citizenship education". Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/2305.

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In the last decade, the Commonwealth Government has relied increasingly on policy-induced consortia to implement its education policy initiatives. The study focused on education policy pertaining to citizenship education, and specifically on the recommendations of the Civics Expert Group's 1994 report Whereas the people...Civics and Citizenship Education. The then Commonwealth Government called for policy-induced consortia to submit applications as a means to implement the report's recommendations. As a result, the Western Australian Consortium for Citizenship Education was formed. The Consortiums submission for a grant to assist teachers to prepare curriculum materials for citizenship education was successful. The study examined the decisions made by the Consortium members in relation to the curriculum materials project.The study was informed by an examination of literature pertaining to citizenship and citizenship education, the implementation of public policy, and group and curriculum decision-making. The review of the literature concerning the constructs of 'citizen' highlighted the contested nature of citizenship. In turn, this is reflected in the debates about the nature of citizenship education. As well, the literature review revealed many models of policy implementation and group curriculum decision-making do not adequately reflect the complexities and realities of group decision-making processes. The models often ignore the socio-political dynamics of the group, particularly in a policy-induced consortium, which exists for a specific and limited purpose, where members owe allegiance to their institutions rather than the consortium and where the consortium is accountable to a government department for the management of the project.A case study approach using qualitative methods was used. These methods and approaches are most likely to capture and interpret the humanness of group decision-making. Moreover, they take into account the importance of the values each member of the Consortium brought to the group and recognise that each member constructed his/her meaning as a result of social interaction with other Consortium members.The case study focused on a detailed examination of the work of the Western Australian Consortium for Citizenship Education and especially on the sub-group of the Project Management Committee over eighteen months. The notion of 'critical decisions' was used to analyse the Consortium's decision-making. Each critical decision had significant consequences for the ongoing work of the Consortium. The nature of the Consortium's decision-making highlighted the overwhelming importance of social dynamics over curriculum decision-making.The intentions of the study were to build towards a more complete understanding of the socio-political nature of group curriculum decision-making; to contribute to theorising about the humanness of group curriculum decision-making; and to provide an informed perspective about the significance of the Commonwealth Government's intervention in education through the mechanism of policy-induced consortia.The thesis makes a contribution to the socio-political dimension of group curriculum decision-making in federations. It illustrates that curriculum policy delivery is a socio-political process focussing on interpersonal relationships rather than a rational or deliberative process based on educational outcomes.

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28

Kuzich, Sonja. "The Paradox of Education for Sustainability (EfS): An Interpretive Inquiry into Teachers’ Engagement with Sustainability Policy Imperatives in a Western Australian Primary School". Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/77188.

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This ethnographic, interpretive research investigated how teachers at a Western Australian primary school interpreted and engaged with policy initiatives in Education for Sustainability (EfS). Through the dual concepts of affordance and paradox, representations of sustainability in macro and micro sustainability policy discourses were interrogated. Fragmentation and disorientation; dislocation of affordances; and deep inertia were found to be major obstacles that impeded the implementation of EfS.

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29

Foster, Ian D. y n/a. "The establishment of the Christmas Island Area School: a public policy analysis". University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20050711.124419.

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In 1974 the Australian Government decided that from 1975 all education on its Territory of Christmas Island, Indian Ocean, would be integrated into a single service. It further decided that all schools would be staffed by Australian teachers from its recent1y established Commonwealth Teaching Service and would implement a curriculum closely reflecting those on the Australian mainland. These were decisive shifts from the previous system of separating the 'Asian' education system from the 'European' (Australian) system. This thesis sets out to find the reasons for these decisions and the expectations, or objectives, of those who made them. The changes to education had many Impacts on the Christmas Island community - both intended or unintended. These impacts are used to assist in evaluations of the policy objectives. The thesis uses the methodology of public policy analysis to examine the links between the government's education policy and its other broader policies regarding the Island. It thus examines operational decisions in the context of strategic considerations. The mid 1970s saw rapid changes in many Australian Government policies. Its new Christmas Island policies were responses to a range of complex, interrelated problems which emerged in the early 1970s - only 15 years after it assumed sovereignty. At the centre of these policy responses was Resettlement. The government's education decisions are examined in the light of the objectives and implications of its Resettlement policy as well as other inputs to the policy problem.

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30

Angelico, Teresa 1956. "Can research influence policy decisions? : a project evaluation of a study of the role of the Catholic Church in higher education". Monash University, Dept. of Anthropology and Sociology, 1999. http://arrow.monash.edu.au/hdl/1959.1/7955.

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31

Parkin, Glenda. "Confusion, clarity, cohesion, disintegration : a study of curriculum decision-making in citizenship education /". Curtin University of Technology, Faculty of Education, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12507.

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In the last decade, the Commonwealth Government has relied increasingly on policy-induced consortia to implement its education policy initiatives. The study focused on education policy pertaining to citizenship education, and specifically on the recommendations of the Civics Expert Group's 1994 report Whereas the people...Civics and Citizenship Education. The then Commonwealth Government called for policy-induced consortia to submit applications as a means to implement the report's recommendations. As a result, the Western Australian Consortium for Citizenship Education was formed. The Consortiums submission for a grant to assist teachers to prepare curriculum materials for citizenship education was successful. The study examined the decisions made by the Consortium members in relation to the curriculum materials project.The study was informed by an examination of literature pertaining to citizenship and citizenship education, the implementation of public policy, and group and curriculum decision-making. The review of the literature concerning the constructs of 'citizen' highlighted the contested nature of citizenship. In turn, this is reflected in the debates about the nature of citizenship education. As well, the literature review revealed many models of policy implementation and group curriculum decision-making do not adequately reflect the complexities and realities of group decision-making processes. The models often ignore the socio-political dynamics of the group, particularly in a policy-induced consortium, which exists for a specific and limited purpose, where members owe allegiance to their institutions rather than the consortium and where the consortium is accountable to a government department for the management of the project.A case study approach using qualitative methods was used. These methods and approaches are most likely to capture and interpret ++
the humanness of group decision-making. Moreover, they take into account the importance of the values each member of the Consortium brought to the group and recognise that each member constructed his/her meaning as a result of social interaction with other Consortium members.The case study focused on a detailed examination of the work of the Western Australian Consortium for Citizenship Education and especially on the sub-group of the Project Management Committee over eighteen months. The notion of 'critical decisions' was used to analyse the Consortium's decision-making. Each critical decision had significant consequences for the ongoing work of the Consortium. The nature of the Consortium's decision-making highlighted the overwhelming importance of social dynamics over curriculum decision-making.The intentions of the study were to build towards a more complete understanding of the socio-political nature of group curriculum decision-making; to contribute to theorising about the humanness of group curriculum decision-making; and to provide an informed perspective about the significance of the Commonwealth Government's intervention in education through the mechanism of policy-induced consortia.The thesis makes a contribution to the socio-political dimension of group curriculum decision-making in federations. It illustrates that curriculum policy delivery is a socio-political process focussing on interpersonal relationships rather than a rational or deliberative process based on educational outcomes.

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32

Smith, Lois Anne. "Academic work practices in transnational education : a social practice theory approach to understanding the implementation of assessment-related policy in an offshore campus of an Australian university". Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.524771.

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33

Pennell, Kym. "Police education and police practice". Phd thesis, Australia : Macquarie University, 2003. http://hdl.handle.net/1959.14/35468.

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"January 2002".
Thesis (DEd)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2003.
Bibliography: p. 229-246.
Introduction: police education and police practice -- "Police": a definition -- Policing in a democratic society: the role dilemma -- Contemporary policing: a convergence of ideas -- Role conception: the United Kingdom -- Development of policing: Australia and the United States of America -- The nature of crime -- The police response: effectiveness and outcomes -- The perceptions and expectations of stakeholders -- The police culture -- The police organisation -- Police education and training: models of learning -- Police education and training: providers -- Police education and training: evaluation of 'training' models -- Police education and training: evaluation of 'professional models' -- Police education and training: evaluation of 'professional/academic' model -- Police education and training: evaluation of experience -- Conclusion.
A perception of escalating social disorder and allegations of police corruption and ineptitude have led to a social and political imperative to reform policing. Fundamental to this reform is the modification of the core mission of the police and the operational practices of the uniformed Constable. The core characteristics of policing and the operational practices of the uniformed Constable are determined by the core mission and the operational context of policing. -- Despite an imperative to reform the quality and provision of police services to the community the core mission of the police has not fundamentally altered during the last half century and remains crime control (Zaho, 1996). The core mission of contemporary policing has been criticised for being in direct conflict with basic democratic principles and for being simply unachievable. This thesis will establish that the origins and occurrence of crime, its prevalence and persistence is detennined by social, economic and cultural factors that are beyond the control of the police. It will be argued that long-term successful law-enforcement in a democratic society requires the acceptance, cooperation and approval of the community. Community oriented policing may provide the theoretical framework for internalising normative controls and for enhancing public participation in and sharing responsibility for crime control. -- It will be demonstrated that the strategc shift in policing implicit within the theoretical framework of community policing has significant implications for the reform of police . education and training. Several commentators and various Commissions of Inquiry have recommended upgrading police education and training, and the participation of police in tertiary education. -- The reform of police practice is contingent upon the reform of the core mission and the operational context of policing. The core mission and the operational context of policing is substantially defined, controlled and manipulated by the perceptions, expectations and actions of stakeholders. Directly or indirectly these have been found to be antithetical to alternative models of policing that are service orientated; thus blocking, diluting or redirecting efforts to implement community policing. -- Unless the core mission of the police and the operational context of policing are substantially modified then police education will continue to have a limited impact upon the operational practices of the uniformed Constable.
Mode of access: World Wide Web.
xxi, 246 p

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34

Gray, Jan. "The framing of truancy : a study of non-attendance policy as a form of social exclusion within Western Australia". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1347.

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Truancy is a product of socially constructed knowledge. The final product of this knowledge provides insight into the defining features of current societal beliefs, values and fears, becoming a powerful framing influence for definitions of acceptable patterns of school attendance and behaviour. In this sense, the perceived incidence of truancy within a community has far more impact on the creation and enactment of public policy associated with young people who do not regularly attend school than the incidence itself. This does not deny the incidence of truancy, nor the empirical data indicating correlates of truancy, illiteracy, crime, poverty and unemployment. Truants do exist. How these students and actions are perceived, however, and the consequences for all stakeholders (both personal and public) are constructed through the particular perceptions of youth, school nonattendance, and crime. The focus of this study was to identify the ways in which cultural factors have influenced popular and academic constructions of truancy, and subsequent creation and enactment of public policy associated with truancy. A model was developed for identifying the framing influences for public policy associated with any socially defined construct, directing the identification of three defining cultures for the framing of truancy. Ethnographic methods were used to 'read' the culture of compulsory education through the interactions and decision making processes within stakeholding institutions in Western Australia. Four education districts were included in the study, with a particular focus on inter-agency processes within one of these districts. Participation in and observation of the whole gamut of policy in practice within an education district allowed a demystification of the policy and practice associated with students who both reject or are rejected by the school system. Access to district databases provided non-attendance data for 30,000 students over the eighteen month period of the study. Less than two per cent of students were defined as chronic truants, of whom a disproportionate number were Aboriginal students. The proportion of students defined as at educational risk through chronic truancy was remarkably similar to the proportion of students excluded from their education through behaviour management processes, including the disproportionate number of Aboriginal students defined as violent and abusive. Although there was little indication of a gender difference in truancy patterns (except for the over representation of adolescent Aboriginal girls), the suspension and exclusion data show an overwhelming proportion of boys defined as Attention Deficit Hyperactive Disorder reported by female teachers as evidencing major behaviour problems. Three cultures were identified as the major influences on the current framing of public policy associated with non-attendance. These cultures reflect community beliefs in punitive measures, a systemic reluctance to take responsibility for pedagogical and resource issues and perceptions of difference based on ethnicity and student behaviour. Such a framing of public policy associated with re-integration of recidivist offenders inevitably perpetuates a culture of social exclusion. There seems little chance for change in the production of public policy associated with these students within current community (and institutional) constructions of difference, responsibility and social justice. Re-framing cultures built on foundational beliefs, powerful public perceptions and images to reflect mediation, natural justice and cultural awareness is an enormous task for any community. However, such a shift in the framing influences for the creation of public policy would encourage the enactment of current legislative and regulatory frameworks associated with non-attendance to reflect inclusion and equity.

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Frey, Christopher J. "Ainu schools and education policy in nineteenth-century Hokkaido, Japan". [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3292445.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007.
Title from dissertation home page (viewed May 28, 2008). Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4636. Adviser: Heidi Ross.

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36

Frawley, J. W. "Country all round : the significance of a community's history for work and workplace education /". View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030416.131433/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, 2001.
"A thesis submitted in the School of Applied Social and Health Sciences at the University of Western Sydney (Nepean) for the degree of Doctor of Philosophy, February 2001" Bibliography : leaves 327-343.

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37

Gillan, Kevin P. "Technologies of power : discipline of Aboriginal students in primary school". University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0183.

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This study explored how the discursive practices of government education systemic discipline policy shape the behaviour of Aboriginal primary school students in an urban education district in Western Australia. First, this study conducted a Foucauldian genealogical discourse analysis of the historical and contemporary discursive forces that shaped systemic discipline policy in Western Australian government schools between 1983 and 1998 to uncover changing discursive practices within the institution. This period represented a most turbulent era of systemic discipline policy development within the institution. The analysis of the historical and contemporary discursive forces that shaped policy during this period revealed nine major and consistent discursive practices. Secondly, the study conducted a Foucauldian genealogical discourse analysis into the perspectives of key interest groups of students, parents and Education Department employees in an urban Aboriginal community on discipline policy in Education Department primary schools during the period from 2000 to 2001; and the influence of these policies on the behaviour of Aboriginal students in primary schools. The analysis was accomplished using Foucault's method of genealogy through a tactical use of subjugated knowledges. A cross section of the Aboriginal community was interviewed to examine issues of consultation, suspension and exclusion, institutional organisation and discourse. The study revealed that there are minimal consistent conceptual underpinnings to the development of Education Department discipline policy between 1983 and 1998. What is clear through the nine discursive practices that emerged during the first part of the study is a strengthened recentralising pattern of regulation, in response to the influence of a neo-liberal doctrine that commodifies students in a network of accountability mechanisms driven by the market-state economy. Evidence from both genealogical analyses in this study confirms that the increasing psychologisation of the classroom is contributing towards the pathologisation of Aboriginal student behaviour. It is apparent from the findings in this study that Aboriginal students regularly display Aboriginality-as-resistance type behaviours in response to school discipline regimes. The daily tension for these students at school is the maintenance of their Aboriginality in the face of school policy that disregards many of their regular cultural and behavioural practices, or regimes of truth, that are socially acceptable at home and in their community but threaten the 'good order' of the institution when brought to school. This study found that teachers and principals are ensnared in a web of governmentality with their ability to manoeuvre within the constraints of systemic discipline policy extremely limited. The consequence of this web of governmentality is that those doing the governing in the school are simultaneously the prisoner and the gaoler, and in effect the principle of their own subjection. Also revealed were the obscure and dividing discursive practices of discipline regimes that contribute to the epistemic violence enacted upon Noongar students in primary schools through technologies of power.

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38

Wilkinson, James Max. "Vocationalism in Australia: A qualitative study of the impact of restructuring on education". Thesis, Queensland University of Technology, 1995. https://eprints.qut.edu.au/36523/1/36523_Digitised%20Thesis.pdf.

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This research was an exercise in educational policy interpretation and analysis, focussing, in particular, on the policies of vocationalism which have been instrumental in the restructuring of education in Australia. The research findings showed that the policies, being a pragmatic response by a government to a perceived political crisis, lack, as White (1989) argued, an appropriate, underpinning educational theory. The study' s findings of a theoretical model integrating general and vocational education informed by the literature review, the research analysis and by Dewey's educational philosophy, are offered as a possible solution to the problem of vocationalism.

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39

Wigman, Albertus. "Childhood and compulsory education in South Australia : a cultural-political analysis". Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09PH/09phw659.pdf.

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Burridge, Nina. "The implementation of the policy of Reconciliation in NSW schools". Phd thesis, Australia : Macquarie University, 2004. http://hdl.handle.net/1959.14/25954.

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"November 2003".
Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2004.
Bibliography: leaves 243-267.
Introduction -- Literature review -- Meanings and perspectives of Reconciliation in the Australian socio-political context -- An explanation of the research method -- Meanings of Reconciliation in the school context -- Survey results -- The role of education in the Reconciliation process -- Obstacles and barriers to Reconciliation -- Teaching for Reconciliation: best practice in teaching resources -- Conclusion.
The research detailed in this thesis investigated how schools in NSW responded to the social and political project of Reconciliation at the end of the 1990s. -- The research used a multi-method research approach which included a survey instrument, focus group interviews and key informants interviews with Aboriginal and non Aboriginal teachers, elders and educators, to gather qualitative as well as quantitative data. Differing research methodologies, including Indigenous research paradigms, are presented and discussed within the context of this research. From the initial research questions a number of sub-questions emerged which included: -The exploration of meanings and perspectives of Reconciliation evident in both the school and wider communities contexts and the extent to which these meanings and perspectives were transposed from the community to the school sector. -The perceived level of support for Reconciliation in school communities and what factors impacted on this level of support. -Responses of school communities to Reconciliation in terms of school programs and teaching strategies including factors which enhanced the teaching of Reconciliation issues in the classroom and factors which acted as barriers. -- Firstly in order to provide the context for the research study, the thesis provides a brief historical overview of the creation of the Council for Aboriginal Reconciliation. It then builds a framework through which the discourses of Reconciliation are presented and deconstructed. These various meanings and perspectives of Reconciliation are placed within a linear spectrum of typologies, from 'hard', 'genuine' or 'substantive' Reconciliation advocated by the Left, comprising a strong social justice agenda, first nation rights and compensation for past injustices, to the assimiliationist typologies desired by members of the Right which suggest that Reconciliation is best achieved through the total integration of Aboriginal people into the mainstream community, with Aboriginal people accepting the reality of their dispossession. -- In between these two extremes lie degrees of interpretations of what constitutes Reconciliation, including John Howard's current Federal Government interpretation of 'practical' Reconciliation. In this context "Left" and "Right" are defined less by political ideological lines of the Labor and Liberal parties than by attitudes to human rights and social justice. Secondly, and within the socio-political context presented above, the thesis reports on research conducted with Indigenous and non Indigenous educators, students and elders in the context of the NSW school system to decipher meanings and perspectives on Reconciliation as reflected in that sector. It then makes comparisons with research conducted on behalf of the Council for Aboriginal Reconciliation during the 1990s on attitudes to Reconciliation in the community. Perceived differences are analysed and discussed.
The research further explores how schools approached the teaching of Reconciliation through a series of survey questions designed to document the types of activities undertaken by the schools with Reconciliation as the main aim. -- Research findings indicated that while both the community at large and the education community are overwhelmingly supportive of Reconciliation, both as a concept and as a government policy, when questioned further as to the depth and details of this commitment to Reconciliation and the extent to which they may be supportive of the 'hard' issues of Reconciliation, their views and level of support were more wide ranging and deflective. -- Findings indicated that, in general, educators have a more multi-layered understanding of the issues related to Reconciliation than the general community, and a proportion of them do articulate more clearly those harder, more controversial aspects of the Reconciliation process (eg just compensation, land and sea rights, customary laws). However, they are in the main, unsure of its meaning beyond the 'soft' symbolic acts and gatherings which occur in schools. In the late 1990s, when Reconciliation was at the forefront of the national agenda, research findings indicate that while schools were organising cultural and curriculum activities in their teaching of Indigenous history or Aboriginal studies - they did not specifically focus on Reconciliation in their teaching programs as an issue in the community. Teachers did not have a clearly defined view of what Reconciliation entailed and schools were not teaching about Reconciliation directly within their curriculum programs. -- The research also sought to identify facotrs which acted as enhancers of a Reconciliation program in schools and factors which were seen as barriers. Research findings clearly pointed to community and parental attitudes as important barriers with time and an overcrowded curriculum as further barriers to the implementation of teaching programs. Factors which promoted Reconciliation in schools often related to human agency and human relationships such as supportive executive leadership, the work of committed teachers and a responsive staff and community.
Mode of access: World Wide Web.
xvi, 286 leaves ill

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41

Pettingell, Judith Ann. "Panics and Principles: A History of Drug Education Policy in New South Wales 1965-1999". University of Sydney, 2008. http://hdl.handle.net/2123/4150.

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PhD
When the problem of young people using illegal drugs for recreation emerged in New South Wales in the 1960s drug education was promoted by governments and experts as a humane alternative to policing. It developed during the 1970s and 1980s as the main hope for preventing drug problems amongst young people in the future. By the 1990s drug policy experts, like their temperance forbears, had become disillusioned with drug education, turning to legislative action for the prevention of alcohol and other drug problems. However, politicians and the community still believed that education was the best solution. Education Departments, reluctant to expose schools to public controversy, met minimal requirements. This thesis examines the ideas about drugs, education and youth that influenced the construction and implementation of policies about drug education in New South Wales between 1965 and 1999. It also explores the processes that resulted in the defining of drug problems and beliefs about solutions, identifying their contribution to policy and the way in which this policy was implemented. The thesis argues that the development of drug education over the last fifty years has been marked by three main cycles of moral panic about youth drug use. It finds that each panic was triggered by the discovery of the use of a new illegal substance by a youth subculture. Panics continued, however, because of the tension between two competing notions of young people’s drug use. In the traditional dominant view ‘drug’ meant illegal drugs, young people’s recreational drug use was considered to be qualitatively different to that of adults, and illegal drugs were the most serious and concerning problem. In the newer alternative ‘public health’ view which began developing in the 1960s, illicit drug use was constructed as part of normal experimentation, alcohol, tobacco and prescribed medicines were all drugs, and those who developed problems with their use were sick, not bad. These public health principles were formulated in policy documents on many occasions. The cycles of drug panic were often an expression of anxiety about the new approach and they had the effect of reasserting the dominant view. The thesis also finds that the most significant difference between the two discourses lies in the way that alcohol is defined, either as a relatively harmless beverage or as a drug that is a major cause of harm. Public health experts have concluded that alcohol poses a much greater threat to the health and safety of young people than illegal drugs. However, parents, many politicians and members of the general community have believed for the last fifty years that alcohol is relatively safe. Successive governments have been influenced by the economic power of the alcohol industry to support the latter view. Thus the role of alcohol and its importance to the economy in Australian society is a significant hindrance in reconciling opposing views of the drug problem and developing effective drug education. The thesis concludes that well justified drug education programs have not been implemented fully because the rational approaches to drug education developed by experts have not been supported by the dominant discourse about the drug problem. Politicians have used drug education as a populist strategy to placate fear but the actual programs that have been developed attempt to inform young people and the community about the harms and benefits of all drugs. When young people take up the use of a new mood altering drug, the rational approach developed by public health experts provokes intense anxiety in the community and the idea that legal substances such as alcohol, tobacco and prescribed drugs can cause serious harm to young people is rejected in favour of an approach that emphasizes the danger of illegal drug use.

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42

Oerlemans-Buma, Ingeborg Karin. "Secondary school students engagement in educational change : critical perspectives on policy enactment". University of Western Australia. Graduate School of Education, 2005. http://theses.library.uwa.edu.au/adt-WU2005.0076.

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Michael Fullan (1991) commented that little was known about how students viewed educational change, as no one had thought to ask them. By 2004 there was a small but growing literature seeking the views of students on a range of issues associated with schooling. This thesis presents the findings and analysis of a study of students’ perceptions of educational change. Much educational change involves shifts in power and responsibilities between the different actors, such as governments, school administrators, teachers, parents, the community and students. Despite widespread interest in educational change it is usually the macro-level policy elite who exert the most influence, using their power, privilege and status in order to propagate particular versions of schooling; students continue to be the ‘objects’ of policy initiatives, submerged in what Freire referred to as a ‘culture of silence’. Students are frequently excluded as participants in both the process and decision making phases of change. This research was based on exploring the exclusion of students from the processes of change in schools, resulting from a top-down policy initiative by the State department of education in WA, the Local Area Education Planning (LAEP) Framework. How policy is defined and acted on is explored, and the roles students could have, but often do not, are highlighted. An eclectic hybrid conceptual framework drawing on both critical theory and a postmodern policy cycle approach was used to analyse the LAEP Framework policy processes and students’ perceptions of the changes that ensued. The research comprised in-depth case studies of three schools undergoing substantial educational restructuring as the result of the macro-level LAEP Framework policy in the State of WA. Key elements of the policy were school amalgamations, closures and the creation of Middle Schools. Data collection methods included focus group and semi-structured interviews with students from the three schools, as well as document analysis, staff interviews and field notes. The research found that students were very perceptive about educational change, that they were deeply impacted by educational change and that they wanted to participate in restructuring agendas. Several meta-level themes emerged from the students’ ‘voices’, including issues associated with disempowerment, and competing social justice and economic discourses. The findings foreground the often messy and contradictory tensions evident in policy processes. The thesis concluded by developing theory on ways in which students could be included meaningfully as participants in educational change

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43

Stone, Diane. "Privatisation, structural adjustment and Australian higher education policy". Master's thesis, 1989. http://hdl.handle.net/1885/132356.

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This thesis attempts to explain why privatisation, in its various forms, has taken place in Australian higher education and to assess the implications of the emergence of a small sector of private providers upon public policy in general, and of changes to the mode of provision, financing and regulation in particular. (1) It will argue that economic and fiscal pressures have curtailed the Commonwealth's ability to fund adequately higher education expansion and that privatisation, through the introduction of user-pays systems, such as the graduate tax, is seen as an expedient means for government to overcome fiscal constraints. Privatisation, however, can take a variety of forms other than user-pays such as the sale of public assets, contracting out service provision to private sector providers and the liberalisation of government controls. All of these methods transfer the responsibility of production and/or financing of goods and sendees away from the public sector to private individuals or corporations.

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44

Alozie, Chidozie Obialor. "Taking (back) the Wheel: Structural educational reform in the United States and Australia, and its Effect upon Inequality in Australian schooling". Thesis, 2019. http://hdl.handle.net/2440/124602.

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This study investigated educational reform policies in both the United States and Australia to discern a relationship between policies of reform and racial segregation in education. This thesis took as its object of study educational reform policies from the United States between 1983 and 2015 and from Australia between the years 2008 and 2013, examining them through a (Foucauldian-inspired) poststructuralist policy discourse analysis, WPR (Bacchi, 2007, 2009; Bacchi & Goodwin, 2016) and theories of affect (Wetherell, 2012; Ahmed 2004, 2013, 2016), to gauge their import to the observed phenomena of inequality, and specifically segregation within schooling. With regards to educational inequality, and to racial segregation specifically, the literature is clear as to what has happened. The more pertinent questions, however, are how, despite all the information regarding its effects, it has happened -and especially with regards to inequality-how (and why) it persists. By beginning at the end, with observed human actions within the field of policy, this research project reveals the manner through which policy constructs its issues. It develops an understanding of educational segregation which first, challenges hegemonic conceptions of neoliberalism as well as the simultaneous reification and culpability of the conception of choice within the neoliberalised policy paradigm. It also problematises the pursuance of choice through policy as a form of ‘regulated autonomy’ (Marginson, 1997a) and a manufactured form of freedom, a false freedom, as it were. This combination of methodological and theoretical traditions furthers the development of policy analysis and contributes to the body of possible perspectives for policy analysis. Specifically, it demonstrates the facility of the WPR methodology through its unique pairing with theories of affect, and in the formulation of a mechanism of a model of affective policy circulation, identifies how and why policy manifests in specific ways.
Thesis (Ph.D.) -- University of Adelaide, School of Education, 2019

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45

Sheehy, Benedict. "Regulating the University: Examining the Regulatory Framework of Australian University". Phd thesis, 2010. http://hdl.handle.net/1885/8954.

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The regulatory framework for the Australian university has brought about a radical transformation of the Australian university. The changes to the framework shifted the burden for resourcing from government to students and introduced a wide variety of competition based regulatory instruments. The Australian university has been successful in generating these resources, primarily from selling education to international students and has become a world-leader in the export of higher education. However, the other effects of the regulatory changes have been less positive. The thesis seeks to evaluate the regulatory change from the perspective of regulatory coherence. That is, rather than political or economic evaluations, the thesis examines the regulation from a legal, mechanical perspective. The changes to the regulation reflect a broader societal shift from the welfare state to the regulatory state. For regulation to be successful it must be coherent within itself including taking adequate account of the extant institutions and social arrangements. This thesis provides a coherence analysis of the regulation. It is composed of eight chapters. After the introductory chapter, the thesis commences with a chapter reviewing regulatory theory and developing a theory of regulatory coherence. This theory is a new theory which facilitates a focus on the mechanical aspects of the regulation. The next chapter develops the analysis by examining the regulatory framework. This part of the thesis provides detailed analysis of the regulation, in particular, its instruments and accountability structures. It then turns in Chapter 4 to examine the policy-regulatory questions of public versus private providing a basis for evaluation of coherence. Next it turns in Chapters 5 and 6 to an examination of the institution of the university and its corporate organisational form. To capture the complexity of the university, the thesis takes an interdisciplinary view of the phenomenon. The penultimate chapter then provides an evaluation of the regulatory framework as against theory of regulatory coherence. The concluding chapter of the thesis reiterates the finding that fundamental incoherence impairs the well functioning of the institution and its organisations.
Prof Stephen Bottomley

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46

Jara, Labarthé Vanessa. "Positive discrimination measures in Australian Indigenous higher education lessons for Chile". Thesis, 2015. http://hdl.handle.net/10453/52989.

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University of Technology Sydney. Faculty of Arts and Social Sciences.
This thesis explores the conceptualisation, development, and implementation of positive discrimination measures in context of the higher education of Indigenous people. I set out to consider the implications of the Australian experience for the development of approaches to positive discrimination policy and programs for Indigenous people in Chile. I look particularly for lessons in the development and implementation of two positive discrimination measures that have emerged in Australia over the last four decades: ABSTUDY and the National Aboriginal and Torres Strait Islander Education Policy (1989). The Australian experience has been forged over a longer time-frame than Chile and an assumption I am making in this thesis is that lessons from this experience are potentially useful for the Chilean Indigenous higher education context. My inquiry is to understand not just the positive effects but also the limits that positive discrimination measures contribute to the higher education access, participation, and outcomes of Indigenous students.

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47

Bowshall, Loretta Anne. "Who Owns the Practicum? Initial Teacher Education Initiatives in Three Australian States". Thesis, 2018. http://hdl.handle.net/2440/119969.

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Over the last three decades, there have been over 100 reviews in Australia, focussing on the efficacy of teacher education; many, critiquing initial teacher education as unsatisfactory and in need of reform. The same partially effective recommended solutions to problems have continued to be implemented over time. As such, it can be considered that these on-going past repeated solutions, do not attempt to provide resolution(s) but continue to fuel long-standing debate about initial teacher education. This research looked at whether the recent changes to initial teacher education, with particular reference to the practicum, were substantive real change or just policy change. The implications and outcomes associated with the Commonwealth claiming increased control over initial teacher education, and how various interest groups responded to the Commonwealth’s assumption of increased control over initial teacher education, were examined. By analysing the general trend of initial teacher education initiatives from three varying sized Australian States, this research brought into focus the significance of the teacher practicum and as an outcome added to professional and public discourse concerning initial teacher education. This research study used a qualitative methodology applied to policy research, utilising Triangulation, Critical Discourse Analysis (CDA), and Framework Analysis (FA), in order to understand the diversity of social and public policy issues in relation to initial teacher education. This methodology was deemed appropriate due to its suitability in addressing the research questions, allowing the possibility of three sets of data; namely, official documents concerning initial teacher education initiatives; in-depth interviews with leaders in initial teacher education, and academics published views on the practicum and initial teacher education reforms. Together, the methodology and three sets of data provided a clear picture about teacher-quality as phenomenon; identifying that initial teacher education academics’ vision of teacher-quality was not in-line with the way in which the phenomenon of teacher-quality was being used by the Commonwealth Government. This finding provides an answer to the central research question; the universities own the practicum.
Thesis (Ph.D.) -- University of Adelaide, School of Education, 2019

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48

Slaughter, Yvette. "The study of Asian languages in two Australian states: considerations for language-in-education policy and planning". 2007. http://repository.unimelb.edu.au/10187/2289.

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This dissertation conducts a comprehensive examination of the study of Asian languages in two Australian states, taking into consideration the broad range of people and variables which impact on the language-in-education ecology. These findings are intended to enhance the development of language-in-education policy, planning and implementation in Australia. In order to incorporate a number of perspectives in the language-in-education ecology, interviews were conducted with a range of stakeholders, school administrators, LOTE (Languages Other Than English) coordinators and LOTE teachers, from all three education systems – government, independent and Catholic (31 individuals), across two states – Victoria and New South Wales. Questionnaires were also completed by 464 senior secondary students who were studying an Asian language. Along with the use of supporting data (for example, government reports and newspaper discourse analysis), the interview and questionnaire data was analysed thematically, as well as through the use of descriptive statistics.

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49

Reid, Ian C. "Auditing the entrepreneurial university : a study of the role of quality assurance and online education in Australian Higher Education, 2002-2005". 2007. http://arrow.unisa.edu.au:8081/1959.8/43053.

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At the beginning of the twenty-first century, the Australian Universities Quality Agency (AUQA) began to audit Australian universities. At the same time, universities were increasingly using online technologies for teaching and learning. Little is known about how these two significant changes in teaching and learning might be acting and interacting at a time of increasing focus by universities on the educational marketplace. This thesis investigates the AUQA audits carried out in 2002 of three Australian universities which had different locations in the Australian higher education marketplace and had different approaches to the use of online technologies. I use Critical Discourse Analysis (CDA) to analyse a range of artefacts produced between 2002 and 2005 by and about the universities. I analyse the first three editions of the AUQA manual, the universities' web sites before and after their audit, the submissions of those universities to AUQA, and the audit reports by AUQA on them. I explore the role that representations of the "online university" discourse play in constructions of a "quality university" discourse within these texts. I discovered a number of shifts in emphasis in the texts over time. Notions of the "online university", while prevalent in the texts produced early in the time frame of the study, were absent from later texts. Also, texts produced early in the study represented the three universities as very different institutions. However texts examined towards the end of the study represented the universities to be more similar in nature. Given the diverse nature of the institutions' market locations, I found that quality assurance processes work to reduce the representation of institutional diversity. There was evidence that the "online university" discourse came to be used more as a marketing tool and less as a marker of quality education over the time period of the study. I argue that AUQA's audits do not support institutions? various market positionings as described by Marginson and Considine (2000), but rather provide the imprimatur of "brand Australia" by producing representations of each institution that are safe and amenable to the audit process. The "online university" discourse speaks of new and borderless teaching strategies, while the "quality university" discourse speaks of containment and control of university activities. The bounding and limiting effect of the "quality university" discourse over the outward reaching "online university" discourse resulted in the three universities representing themselves in increasingly isomorphic ways. My analysis shows that over the time frame of the study, the surveillance of a national quality audit body, through self-audit by universities and the subsequent publication of reviews of universities by that body, produced more cautious representations of the universities and ironically, less direct influence by the audit body over universities? actions in the marketplace. The study suggests that the degree of influence which the ?online university? discourse and the "quality university" discourse have on the representations of universities is dependent largely on the degree to which they can impel universities within the market.
Thesis (PhD)--University of South Australia, 2007

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50

(9814763), Jo-Anne Luck. "Lost in translations: A socio-technical study of interactive videoconferencing at an Australian university". Thesis, 2008. https://figshare.com/articles/thesis/Lost_in_translations_A_socio-technical_study_of_interactive_videoconferencing_at_an_Australian_university/13424684.

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"This thesis examines the socio-technical interplay that occurred during and after the introduction of an information and communication technology (ICT) specifically, interactive videoconferencing (IVC) into a contemporary university. It investigates the work and negotiations that transpired as a vision for a new multi-campus model of teaching was translated into reality and the subsequent translations that occurred after implementation. Based on the methodological principles of actor-network theory (ANT), the research design uses qualitative data collection and analysis techniques. Documents and other artefacts were gathered; participant observation notes were taken; and individual and focus group interviews were undertaken. The data analysis strategy is a process of initial data categorisation, followed by the use of Callons (1986b) concept of the Sociology of Translation as an analytical lens to interrogate the work and negotiations around IVC that unfolded over a sixteen year period (19922008). The thesis conceptualises change as an open-ended process of translations. The translations are a consequence of socio-technical negotiations that occur when a new technology is introduced into an organisation. Actors in the socially and technically mediated networks become lost in the many translations that occur during the life of the technology. The research design developed in this study, where ANT is deployed conceptually, methodologically and analytically, offers a valuable approach to investigating the translations that occur during the implementation and maintenance of an ICT in a university setting. A significant finding is a process of reviewing and reproblematising the technological innovation after its implementation. This negates the potential for acts of dissidence to adversely affect the innovation and associated work practices." -- abstract

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Tesis sobre el tema "Australian education policy"

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