Aboriginal Studies Curriculum in South Australia

1978 ◽  
Vol 6 (5) ◽  
pp. 35-42
Author(s):  
D. Craig
Keyword(s):  
Secondary Schools ◽  
South Australia ◽  
The South ◽  
Education Department ◽  
Advanced Education ◽  
Progress Reporting ◽  
Australian Education ◽  
Curriculum Committee

In March 1977, an Aboriginal Studies Curriculum Committee was officially established by the South Australian Education Department. The committee has representatives from primary and secondary schools, colleges of advanced education, Aboriginal and Historic Relics Section of the Department of Environment, Libraries Branch, and Principal Education Officers. Although meetings of the full committee are held on a regualr basis to plan on-going tasks and to review material being produced, the main impetus comes from the five sub-committees that have been formed :-Primary sub-committeeSecondary sub-committeeIn-Service sub-committeeMaterials and resources review sub-committeeAboriginal liaison sub-committeeThe co-ordinators of the sub-committees also meet on a regular basis for planning and progress reporting so that the on-going program is continually under review and viable.

Rationale, Aims and Objectives for Aboriginal Education in South Australia

1983 ◽  
Vol 11 (4) ◽  
pp. 21-37
Keyword(s):  
Aboriginal People ◽  
South Australia ◽  
Aboriginal Education ◽  
The South ◽  
Education Department ◽  
Australian Aboriginal ◽  
Australian Education ◽  
Work Done ◽  
Combined Work ◽  
Consultative Group

This document represents the views of many people and groups who have been involved in Aboriginal education. It represents particularly the combined work of all the Aboriginal people who have been members of the South Australian Aboriginal Education Consultative Committee. For over twelve months we have been developing the content of this document to the extent where we believe that we have accurately reflected the views of our community.We further acknowledge our connections to the the South Australian Education Department and the South Australian Institute of Teachers along with various non-Aboriginal Ministers and educationalists with whom we have spent many hours in earnest debate and discussion. The above has led us to believe that the statements we have made are both urgent and necessary as reflections of an Aboriginal viewpoint.While this document has a particularly South Australian relevance we have had an involvement with statements made by the National Aboriginal Education Committee and our statements reflect the national view also. We also acknowledge the work done by the N.S.W. Aboriginal Education Consultative Group and the N.S.W. Education Department for we have drawn upon these documents in our statements.

“Not in the business of indoctrination”: religious education in South Australian public schools, 1968–1980

2020 ◽  
Vol 49 (2) ◽  
pp. 249-262
Author(s):  
Stephen James Jackson
Keyword(s):  
Public Schools ◽  
Religious Education ◽  
South Australia ◽  
The South ◽  
Education Department ◽  
Content Type ◽  
Religious Teaching ◽  
Education Act ◽  
Religious Actors ◽  
State Schools

PurposeThis paper explores religious education (RE) in South Australia from 1968–1980. It focuses especially on the collapse of the RE settlement from 1968–1972 and the controversial legislation and subsequent curricula emerging from changes to the Education Act in 1972.Design/methodology/approachThis paper draws upon archival materials, published sources from the South Australian Institute of Teachers, the South Australian Education Department and the Religious Education Project Team, as well as an interview with Malcolm McArthur, one of the most influential figures in the controversy.FindingsFollowing the collapse of religious instruction from 1968–1972, the Minister of Education quickly passed legislation regarding a new course of religious education. A major controversy subsequently broke out over the appropriateness and design of a new programme of religious education. Educators attempted to design an educationally sound programme of RE that would avoid the problem of indoctrination. Ultimately, a new programme was created that satisfied neither proponents nor opponents of religion in state schools, and General Religious Teaching gradually faded from South Australian classrooms by 1980.Originality/valueThe article engages with broader debates on the nature of secularity in Australian history. In particular, it complicates the political-institutional approach developed by Damon Mayrl by stressing the agency and significance of elite educational and religious actors in the creation of new secular settlements. It also provides a useful addition to an older South Australian historiography by utilising newly available sources on the topic.

Information security in the South Australian real estate industry

2014 ◽  
Vol 22 (1) ◽  
pp. 24-41 ◽  
Author(s):  
Deepa Mani ◽  
Kim-Kwang Raymond Choo ◽  
Sameera Mubarak
Keyword(s):  
Risk Management ◽  
Information Security ◽  
Real Estate ◽  
South Australia ◽  
Security Threats ◽  
The South ◽  
Content Type ◽  
The Real ◽  
The Real Estate ◽  
Real Estate Sector

Purpose – Opportunities for malicious cyber activities have expanded with the globalisation and advancements in information and communication technology. Such activities will increasingly affect the security of businesses with online presence and/or connected to the internet. Although the real estate sector is a potential attack vector for and target of malicious cyber activities, it is an understudied industry. This paper aims to contribute to a better understanding of the information security threats, awareness, and risk management standards currently employed by the real estate sector in South Australia. Design/methodology/approach – The current study comprises both quantitative and qualitative methodologies, which include 20 survey questionnaires and 20 face-to-face interviews conducted in South Australia. Findings – There is a lack of understanding about the true magnitude of malicious cyber activities and its impact on the real estate sector, as illustrated in the findings of 40 real estate organisations in South Australia. The findings and the escalating complexities of the online environment underscore the need for regular ongoing training programs for basic online security (including new cybercrime trends) and the promotion of a culture of information security (e.g. when using smart mobile devices to store and access sensitive data) among staff. Such initiatives will enable staff employed in the (South Australian) real estate sector to maintain the current knowledge of the latest cybercrime activities and the best cyber security protection measures available. Originality/value – This is the first academic study focusing on the real estate organisations in South Australia. The findings will contribute to the evidence on the information security threats faced by the sector as well as in develop sector-specific information security risk management guidelines.

scholarly journals Status of astronomy in Rwanda and volunteer work at Kigali Institute of Education (KIE)

2012 ◽  
Vol 10 (H16) ◽  
pp. 544-544
Author(s):  
M. Pović ◽  
P. Nkundabakura ◽  
J. Uwamahoro
Keyword(s):  
Secondary Schools ◽  
South African ◽  
Space Science ◽  
Volunteer Work ◽  
Research Projects ◽  
The South ◽  
Ongoing Effort ◽  
Physics Department ◽  
Astronomical Facility

Until 2009, astronomy was undeveloped in Rwanda, without astronomy courses at universities and schools, astronomical facilities, or any outreach programmes. With the international year of astronomy in 2009, Dr. Pheneas Nkundabakura and Dr. Jean Uwamahoro from the KIE Maths-Physics department, both graduates from the South African NASSP Programme (http://www.star.ac.za), started a program of implementing the astronomical knowledge at schools and universities. During the same year 2009, IAU donated 100 galileoscopes for the secondary schools, and several astronomy workshops were organised for the teachers. IAU donated also 5 laptops to help students and lecturers to learn and use astronomy software. With this, KIE students have now a possibility to choose astronomy/space science for their undergraduate final year research projects. Moreover, there is an ongoing effort to look for further collaboration towards establishing the first astronomical facility (observatory) in the country.

Approaches to Delivering Child and Adolescent Mental Health Services: The South Australian Experience

1995 ◽  
Vol 29 (2) ◽  
pp. 230-237 ◽  
Author(s):  
Michael Gifford Sawyer ◽  
Robert John Kosky
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Children And Adolescents ◽  
Mental Health Problems ◽  
South Australia ◽  
Adolescent Mental Health ◽  
Child And Adolescent ◽  
The South ◽  
Number Of Children

Approximately 10% of children and adolescents experience mental health problems, however only a small proportion receive specialised help. Identifying approaches which can provide a balanced and effective service for the large number of children and adolescents with problems is currently a major challenge for child and adolescent mental health services in Australia. In South Australia, following a review in 1983, child and adolescent services were reorganised into two separate but closely related services. This paper draws on experience in South Australia over the last decade to identify approaches which can be employed in six key areas that significantly influence the effectiveness of child and adolescent mental health services. The paper also describes the specific features which were included in the South Australian child and adolescent mental health service to address these issues.

Social resources mobilization for general education development: A case study for secondary schools in Ho Chi Minh city, Vietnam

2021 ◽  
Vol 5 (2) ◽  
pp. 10-17
Author(s):  
Thanh Dac Nguyen ◽  
Phuong Nam Nguyen
Keyword(s):  
Secondary Schools ◽  
General Education ◽  
Social Resources ◽  
The South ◽  
General Education Development ◽  
Education Development ◽  
Roles And Responsibilities ◽  
Scale Reliability ◽  
Depth Interviews

The mobilization of social resources for educational development in schools is considered an important demonstration of the roles and responsibilities of parents and the community for the cause of education. This paper describes the frequency and efficiency of nine categories of social resources mobilization used in secondary schools in the South of Vietnam. The research team identified the reasons for and methods by which the mobilization of social resources takes place in six secondary schools in Southern Vietnam. We combined a questionnaire, completed by 202 school teachers and school managers, with in-depth interviews, observation and document analysis. The results showed high levels of both implementation and efficiency (scale reliability Cronbach alpha 0.93 and 0.92) of the mobilization of social resources, revealing a high interest in and engagement with social resources mobilization by social educational forces. Based on those results, we make a number of suggestions for improving the efficiency of this work, particularly in the South of Vietnam in reality.

Learning to Teach for Next-Generation Education

2017 ◽  
pp. 153-174 ◽  
Author(s):  
Muriel M. Grosbois ◽  
Cédric G. Sarré
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Next Generation ◽  
Education Department ◽  
Online Surveys ◽  
Professional Skills ◽  
Future Directions ◽  
Online Tutoring

This chapter examines how pre-service teachers specializing in English Language Teaching (ELT) in secondary schools can learn to teach for Next-Generation Education by developing professional skills that are in line with today and tomorrow's technology-mediated environments. To face this challenge, some specific CALL-based ELT training combining action and reflection has recently been introduced in the Education Department at Paris-Sorbonne University. In order to examine the specific CALL-based ELT training offered in light of the set objective, its theoretical underpinnings will first be considered. The design and content of a CALL-based ELT course and of an online tutoring module will then be studied. The pre-service teachers' perception of this CALL-based ELT training will then be explored through the results of online surveys. Conclusions will be drawn from these results and future directions will be outlined.

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