Education and Change in South Australia

1983 ◽  
Vol 27 (2) ◽  
pp. 99-110 ◽  
Author(s):  
Malcolm Skilbeck

Publication of a major state report whose interest lies primarily in its proposals for the recentralization of school curriculum is a sign of the transformation that is occurring in several parts of the world. What the Keeves Report, Education and Change in South Australia, says on this subject has already provoked a strong, critical reaction in parts of the Australian education community, not least from the teachers associations. But it is not only the curriculum analysis which has great topical interest. Set against the Keeves Committee's views on (1) the nature of social change, (2) the professional roles of teachers, and (3) the scope and functions of the state education bureaucracy, the proposals for concentration of curriculum power within that bureaucracy and very largely at state, not regional or local, level may be seen as a determined attempt to recentralize authority for education generally. The Report is an unusual example of sustained examination of curriculum policy and administration, prepared at a time of economic if not social crisis in a State until recently identified with optimism and innovation. By its uncompromising stand on the key question of where authority in a state system might best lie, it raises fundamental questions about public sector control, which take it well beyond the milieu of South Australian education.

1992 ◽  
Vol 20 (4) ◽  
pp. 3-20
Author(s):  
Di Russell

As part of my work this year I was required to undertake an evaluation project. I decided to combine some of my concerns about the appropriateness for Aboriginal students of some of the ways in which state education curriculum priorities are implemented with one of my focus curriculum areas, namely Work Education.In South Australia the National Aboriginal and Torres Strait Islander Education Policy ( AEP ) is seen as the overarching Aboriginal Education Policy. However, most Aboriginal students in South Australia and all state schools are required to address mandatory curriculum are as set out in the “Educating for the 21st Century” (1990), the curriculum policy document.


1985 ◽  
Vol 3 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Belle Wallace ◽  
Harvey B. Adams

This paper gives a brief summary of the background of educational development in the United Kingdom in the 20th Century. The growth of concern for the needs of exceptional children is described within this framework and various reasons are suggested for the reluctance of many educators to use the term ‘gifted’ in the context of state education in the United Kingdom. Recent government guidelines however, have requested Local Education Authorities to review their curriculum policy and specifically mention that attention must be paid to the needs of exceptionally able pupils. The writers suggest that the way forward is for schools to examine the quality of their provision for all pupils and to analyse the extent to which pupils have the opportunity to reveal their talents and abilities, thereby signalling their need for further extension within the school curriculum.


2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Khushgeet Kaur

Although youth are often thought of as targets for Education for Sustainable Development (ESD) programmes, they are also active partners in creating a more sustainable world and effective ESD programmes. Today, more than ever, young women and men are change-makers, building new realities for themselves and their communities. All over the world, youth are driving social change and innovation, claiming respect for their fundamental human rights and freedoms, and seeking new opportunities to learn and work together for a better future. The education sector is generally seen as the most appropriate forum for involving children and youth in sustainable development, and initiatives to this end have been adopted in many countries. The present paper puts forth such initiatives, interventions and strategies that can be undertaken to engage youth in education for sustainable development at the global as well as the local level.


2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
◽  

Abstract As vaccine hesitancy and decreasing immunization coverage have been identified by the World Health Organization as global alarming health threats, it is of crucial importance to exploit the potential offered by digital solutions to enhance immunization programmes and ultimately increase vaccine uptake. We have previously developed and published a conceptual framework outlining how digitalization can support immunization at different levels: i) when adopted for health education and communication purposes, ii) in the context of immunization programmes delivery, and iii) in the context of immunization information systems management. The proposed workshop is co-organized by the EUPHA Digital health section (EUPHA-DH) and EUPHA Infectious diseases control section (EUPHA-IDC) and aims at discussing the current AVAILABILITY, USE and IMPACT of digital solutions to support immunization programmes at the international, national and local level, as well as, debating on how technical infrastructures on one side and normative and policy frameworks on the other side enable their implementation. We plan to have a rich set of contributions covering the following: the presentation of a conceptual framework identifying and mapping the digital solutions' features having the potential to bolster immunization programmes, namely: i) Personalization and precision; ii) Automation; iii) Prediction; iv) Data analytics (including big data and interoperability); and v) Interaction; the dissemination of key results and final outputs of a Europe-wide funded project on the use of Information & Communication Technology to enhance immunization, with particular reference to the use and comparative impact of email remainders and personal electronic health records, as well as the results of an international survey conducted to map and collect best practices on the use of different digital solutions within immunization programmes at the national and regional level; the firsthand experience of the United Kingdom NHS Digital Child Health Programme which developed, implemented and is currently evaluating a number of solutions to increase childhood vaccination uptake in England, including an information standard and information sharing services developed to ensure that the details of children's vaccinations can be shared between different health care settings the perspective and experience of the European Centre for Disease Prevention and Control (ECDC) for Europe and of the World Health Organization (WHO) for the global level of what has worked so far in the digitalization of immunization programmes around the world, what recommendations were developed and which barriers identified at the technical normative and policy level Key messages Digitalization has great potential to support immunization programmes but its practice and impact need to be measured. Country-level and international experiences have created qualitative and quantitative evidence on the effectiveness of digital intervention aimed at increasing vaccine uptake.


Contexts ◽  
2021 ◽  
Vol 20 (2) ◽  
pp. 63-65
Author(s):  
Marina Zaloznaya ◽  
Freda B. Lynn

According to a recent study, in forty-eight countries around the world, more than a quarter of citizens pays bribes in exchange for service. In this article, the authors suggest that a key to a more effective and socially responsible fight against corruption lies in sequencing. Here, they explain how initiatives targeting high-level corruption in government and business must take priority, preceding the reforms of the public sector.


2011 ◽  
Vol 38 ◽  
pp. 103-122 ◽  
Author(s):  
Jan Jansen

Literacy is a personally acquired skill, and the way it is taught to a person changes how that person thinks. Thanks to David Henige historians of Africa are much more aware of how literacy influences memory and historical imagination, and particularly how literacy systems introduce linear concepts of time and space. This essay will deal with these two aspects in relation to Africa's most famous epic: Sunjata. This epic has gained a major literary status worldwide—text editions are taught as part of undergraduate courses at universities all over the world—but there has been little extensive field research into the epic. The present essay focuses on an even less studied aspect of Sunjata, namely how Sunjata is experienced by local people.Central to my argument is an idea put forward by Peter Geschiere, who links the upheaval of autochthony claims in Africa (and beyond) to issues of citizenship and processes of exclusion. He analyzes these as the product of feelings of “belonging.” Geschiere argues that issues of belonging should be studied at a local level if we are to understand how individuals experience autochthony. Analytically, Geschiere proposes shifting away from ”identity” by drawing from Birgit Meyer's work ideas on the aesthetics of religious experience and emotion; Meyer's ideas are useful to explain “how some (religious) images can convince, while other do not.”


2022 ◽  
Vol 3 ◽  
Author(s):  
Tim Coles ◽  
Giselle Garcia ◽  
Evelyn O'Malley ◽  
Cathy Turner

Events have played a significant role in the way in which the Coronavirus pandemic has been experienced and known around the world. Little is known though about how the pandemic has impacted on supporting, managing and governing events in municipal (i.e., local) authorities as key stakeholders, nor how events have featured in the opening-up of localities. This paper reports on empirical research with senior events officers for local authorities in the UK on these key knowledge gaps. Specifically, it examines events officers' unfolding experiences of the pandemic. The paper points to unpreparedness for a crisis of this scale and magnitude, and the roles of innovation, adaptation and co-production in the emergent response. It highlights the transformative nature of the pandemic through reconsiderations of the purpose of public sector involvement in events and, from a policy perspective, how relatively smaller-scale, more agile and lower-risk arts events and performances can figure in local recovery. Finally, while the effects on, and response of, the body corporate (the local authority) to crises is an obvious focus, it is important to recognise those of the individuals who manage the response and drive change.


Author(s):  
Slobodanka Gasic-Pavisic

In many countries across the world schools are no longer a safe place for both students and school staff. Violence in school is an issue scarcely studied in Serbia and there are few articles in domestic professional literature. At national and local level there are not developed strategies nor programs for preventing violence among students in our schools. There are no data about planned, systematic and organized prevention of violence in the practice of our schools. The data obtained by investigations indicate that it is necessary to apply adequate programs for preventing violence among students in our schools, despite the finding that violence in school is not that much conspicuous and serious problem like in other countries (USA Israel, Japan, Austria, Germany). On the basis of relevant literature review the present paper high?lights some very popular and less notorious measures and prevention programs applied in various countries. The aim of the paper is to transmit basic and essential pieces of information so as to gain insight into diverse existing approaches to prevention of violent behavior in school hopefully to encourage our schools to pay more attention to preventing violence in school as soon as possible before it is too late.


2018 ◽  
Vol 3 (1) ◽  
pp. 32
Author(s):  
Vita Elysia ◽  
Ake Wihadanto

Local Government of Magelang Regency initiates the Sister Village Program after Mount Merapi Eruption in 2010. The idea of this program is to connect villages at risk from Merapi eruption to partner villages with less risk in the surrounding regions. This program is part of post-disaster recovery initiatives at the local level which includes planned evacuation routes, shelters, provision of food and other daily essentials. This paper aims to shed light on the role of sister village program in promoting community resilience after the volcanic eruption of Merapi. It is found that the system of sister village program can fulfill many aspects of community resilience components. Considering Indonesia is one of the most disaster-prone countries in the world, this program should be regarded as a good example to be replicated in other prone areas in the country.


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