Education Commission of New South Wales

1984 ◽  
Vol 12 (1) ◽  
pp. 53-57
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Rural Areas ◽  
New South ◽  
New South Wales ◽  
Further Education ◽  
South Wales ◽  
Education Commission ◽  
The Government ◽  
Urban And Rural Areas

The Education Commission of New South Wales was established in October, 1980, as a response to efforts made by teachers, parents and others to achieve effective community participation in the decisions which affect public education in this State.Membership of the Commission provides for the representation of teachers, parents, Government administration and other community interests. The Commission is a representative body which acts as the prime adviser to the Minister for Education and, through the Minister, to the Government.The Commission has statutory responsibilities in terms of its role as the employing authority for teachers in public schools and colleges of technical and further education, and as the Minister’s major advisory body on broad policy and planning matters.The Commission’s charter in respect of policy, planning and resource issues for public education includes primary and secondary education, technical and further education and higher education. The Commission consults with Departments and other statutory bodies and operates by furnishing reports and making recommendations to the Minister for Education. These may be on the initiative of the Commission or at the request of the Minister.During its first two years the Education Commission identified nine major issues arising from pressures for change. The Commission has sought to identify viewpoints about the most important aspects of these issues with the intention of preparing proposals for Government consideration.Viewpoints have been identified through consultation with interested groups as members of working parties, through preparation and distribution of discussion papers, through visiting schools and colleges in urban and rural areas, by holding public seminars, by calling for submissions, and by meeting with individuals and groups in a variety of other situations.

Connected Learning in an Australian Technology Program

2012 ◽  
pp. 115-124
Author(s):  
Jane Louise Hunter
Keyword(s):  
Public Schools ◽  
Learning Community ◽  
Professional Learning ◽  
New Technologies ◽  
New South ◽  
New South Wales ◽  
Further Education ◽  
Connected Learning ◽  
South Wales ◽  
Interactive Classroom

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

Connected Learning in an Australian Technology Program

2011 ◽  
Vol 2 (1) ◽  
pp. 65-73
Author(s):  
Jane Louise Hunter
Keyword(s):  
Public Schools ◽  
International Education ◽  
Learning Community ◽  
Professional Learning ◽  
New Technologies ◽  
New South ◽  
New South Wales ◽  
Further Education ◽  
Connected Learning ◽  
South Wales

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

The Education of Aboriginal Children in New South Wales Public Schools Since 1788: Part 2

1978 ◽  
Vol 6 (5) ◽  
pp. 20-30 ◽  
Author(s):  
J.W. Harris
Keyword(s):  
Public Schools ◽  
Public School ◽  
Public Service ◽  
Aboriginal People ◽  
New South ◽  
New South Wales ◽  
Department Of Education ◽  
South Wales ◽  
Aboriginal Children

It is uncertain when the last exclusion of children from a public school, merely for having some Aboriginal ancestry, actually occurred. In 1937, the Commonwealth and States’ conference on Aboriginal matters recommended assimilation as a general policy rather than protection, particularly with regard to the detribalized, part-caste Aboriginal people. In 1938, the New South Wales Public Service Board in its report on the Aborigines Protection Board, recommended the policy of assimilation be implemented in schools. In 1940, the Aborigines Protection Act was amended. The Aborigines Protection Board was renamed the Aborigines Welfare Board and restructured to include Aboriginal members. The complete responsibility for the education of all Aboriginal children was transferred to the New South Wales Department of Education. Almost overnight, the policy of segregation was changed to assimilation.

Many Beautiful Things: Colonial Botanists' Accounts of the North Queensland Rainforests

2007 ◽  
Vol 18 (1) ◽  
pp. 1 ◽  
Author(s):  
Rachel Sanderson
Keyword(s):  
Environmental Change ◽  
New South ◽  
New South Wales ◽  
Tropical Agriculture ◽  
Botanic Gardens ◽  
The North ◽  
Plant Life ◽  
South Wales ◽  
The Government

Colonial botanists played an important role in both elucidating and reshaping the nature of the North Queensland rainforests between 1860 and 1915. The Government Botanist of Victoria, Ferdinand von Mueller, was the first to begin to document the plant life of North Queensland. In 1859, on separation from New South Wales, Queensland's first Colonial Botanist was appointed to the Brisbane Botanic Gardens; this role was filled initially by Walter Hill, then by Frederick Manson Bailey.They were based at a distance from the northern rainforests and largely relied on local collectors to supply them with specimens that they would then identify, name and describe. They were also part of a network that assisted in the introduction of plants to North Queensland from other tropical locations for acclimatization purposes, and they worked to promote the development of tropical agriculture in the region. Colonial botanists not only promoted the settlement of rainforest areas and utilization of rainforest species, they also recorded and commented on the associated processes of environmental change that they observed.

The New South Wales Community Welfare Act 1982 and Foster Parents

1983 ◽  
Vol 8 (4) ◽  
pp. 6-11
Author(s):  
Richard Chisholm
Keyword(s):  
Foster Parents ◽  
New South ◽  
New South Wales ◽  
General Overview ◽  
South Wales ◽  
Special Concern ◽  
The Government

The Community Welfare Act 1982 was passed by the New South Wales Parliament and received Royal Assent on 25 May 1982. However, it is not yet in force: the Act itself provides that it will come into force on a day appointed by the Governor and notified by proclamation. This means it can come into force when the government decides that it should. It is possible for parts of it to be brought into force at different times.The Act is long and complex. Rather than attempt a general overview of it, this paper will consider what the Act says on issues of special concern to foster parents.

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