Public external examinations were woven into the fabric of the education system of New South Wales (NSW) during the first three decades of the 20th century. By the late…
Public external examinations were woven into the fabric of the education system of New South Wales (NSW) during the first three decades of the 20th century. By the late 1920s examination results had become the fetish and goal of most teachers and pupils in the state. In the early 1930s a reaction to this state of affairs developed; examination reform became a lively issue of debate. Central to the debate was the issue of the examination which marked the close of general adolescent education: the Intermediate Certificate (IC) examination. The agitation for IC modification began in the 1930s and did not cease until the 1960s. It began in the dissatisfaction of the 1930s, developed through the 1940s when opinion crystallized, survived the stagnation in educational reform of the late 1940s and early 1950s, quickly revived during the professional and public discussion surrounding the hearing and deliberations of the Committee Appointed to Survey Secondary Education in New South Wales (Wyndham Committee) and finally ceased with its abolition in the mid 1960s.
In New South Wales the bitter religious differences of the early nineteenth century combined with the Influence of Liberalism willed for the establishment of a national…
In New South Wales the bitter religious differences of the early nineteenth century combined with the Influence of Liberalism willed for the establishment of a national educational system which provided a compromise between the interests of warring pressure groups. The adoption of the Irish National System and its administration by the authoritarian William Wilkins ensured that the local management of schools should not develop. In contrast to England, New South Wales developed a highly centralized school system in which local initiative was severely discouraged.
It has often been said that a great part of the strength of Aslib lies in the fact that it brings together those whose experience has been gained in many widely differing fields but who have a common interest in the means by which information may be collected and disseminated to the greatest advantage. Lists of its members have, therefore, a more than ordinary value since they present, in miniature, a cross‐section of institutions and individuals who share this special interest.
This paper provides a critical interpretative analysis of the first secondary English syllabus for schools in New South Wales (NSW), Australia, contained within the…
This paper provides a critical interpretative analysis of the first secondary English syllabus for schools in New South Wales (NSW), Australia, contained within the Courses for Study for High Schools (New South Wales Department of Public Instruction, 1911). The purpose of the paper is to examine the “continuities that link English curriculum discourses and practices with previous discourses and practices” in the rhetorical curriculum. The analysis identifies those aspects of the 1911 English syllabus that have since become normative and challenges the appropriateness of certain enduring orthodoxies in a twenty-first century context.
Focussing on a landmark historical curriculum document from 1911, this paper draws on methods of historical comparative and documentary analysis. It sits within the tradition of historical curriculum research that critiques curriculum documents as a primary source for understanding continuities of discourses and practices. A social constructionist approach informs the analysis.
The conceptualisation of subject English evident in the structure, content and emphases of the 1911 English syllabus encodes a range of “discourses and practices” that have in some form endured or been “reconstituted and remade” (Cormack, 2008, p. 275) over the course of a century. The analysis draws attention to those aspects of the subject that have remained unproblematised and taken-for-granted, and the implications of this for universal student participation and attainment.
This paper reorients critical attention to a significant historical curriculum document that has not, to date, been explored against the backdrop twenty-first century senior secondary English curriculum. In doing so, it presents extended insights into a range of now normative structures, beliefs, ideas, assumptions and practices and questions the potential impact of these on student learning, access and achievement in senior secondary English in NSW in the twenty-first century.
I visited the universities of Sydney, Melbourne, and Adelaide, and the New South Wales University of Technology, and attended a week’s Seminar on Science in Australia at…
I visited the universities of Sydney, Melbourne, and Adelaide, and the New South Wales University of Technology, and attended a week’s Seminar on Science in Australia at Canberra. At Canberra I had an opportunity to talk informally in the hotel lobby with a number of scientists from different universities as well as to listen to the formal discussions for five days. On that occasion I also had an opportunity to talk briefly with the Vice‐Chancellors of two of the three universities which I did not visit personally, namely, Currie of Western Australia an Hytten of Hobart. About the University of Queensland I am totally uninformed and it may possibly be an exception to all that follows, though if it were a marked exception it would seem that this fact would have been called to my attention in a number of the conversations. In addition to these direct sources of information about the academic world, my talks with some of the industrial leaders at Canberra, Sydney, Melbourne, with some of the political people of both parties, and one or two short comments by reporters and radio interviewers gave me some indication of the feeling of the general public about the universities. Likewise the controversy which has been quite acute in Sydney about the relation of the technical college to the University and the development of the New South Wales University of Technology threw a good deal of light on academic politics.
Presents 35 abstracts from the 2001 Employment Research Unit Annual conference held at Cardiff Business School in September 2001. Attempts to explore the theme of changing politics of employment relations beyond and within the nation state, against a background of concern in the developed economies at the erosion of relatively advanced conditions of work and social welfare through increasing competition and international agitation for more effective global labour standards. Divides this concept into two areas, addressing the erosion of employment standards through processes of restructuring and examining attempts by governments, trade unions and agencies to re‐create effective systems of regulation. Gives case examples from areas such as India, Wales, London, Ireland, South Africa, Europe and Japan. Covers subjects such as the Disability Discrimination Act, minimum wage, training, contract workers and managing change.
The purpose of this paper is to explore and compare the asset management policies and practices of six Australian states – New South Wales, Victoria, Queensland, South…
The purpose of this paper is to explore and compare the asset management policies and practices of six Australian states – New South Wales, Victoria, Queensland, South Australia, Western Australia and Tasmania – to improve understanding of the policy context to best shape policy focus and guidelines. Australian state-wide asset management policies and guidelines are an emergent policy domain, generating a substantial body of knowledge. However, these documents are spread across the layers of government and are therefore largely fragmented and lack coherency.
The comparative study is based on the thematic mapping technique using the Leximancer software.
Asset management policies and guidelines of New South Wales and Victoria have more interconnected themes as compared to other states in Australia. Moreover, based on the findings, New South Wales has covered most of the key concepts in relation to asset management; the remaining five states are yet to develop a comprehensive and integrated approach to asset management policies and guidelines.
This review and its findings have provided a number of directions on which government policies can now be better constructed and assessed. In doing so, the paper contributes to a coherent way forward to satisfy national emergent and ongoing asset management challenges. This paper outlines a rigorous analytical methodology to inform specific policy changes.
This paper provides a basis for further research focused on analyzing the context and processes of asset management guidelines and policies.