Society Schools And Progress In Australia

Society, Schools and Progress in Australia concerns the study of developments in the educational system and decisions affecting it in Australia. This book is part of a series on the same subject involving several countries or regions. This book deals with the main features of the educational system inherited from the United Kingdom and applied in Australia in terms of transformation, modification, and technological advances. After giving a description of the background of education, this book discusses the organization of public education in Australia: secondary education; administrative centralization; and the role of the commonwealth, States, and local communities. This book then reviews the assumptions and philosophies that seem to have influenced the direction and growth of education in the country. This text considers the independent schools, education and equality, leading issues in secondary education, and the influence of universities and catholic schools. This book also examines the patterns of higher education, notably at the university level, the British influence, and postgraduate and research work. This text addresses technical education, adult education, and teacher training. This book then evaluates the broad features of Australian education, the bureaucracy, social change, and some aspects for national development. Education ministers and policymakers, school administrators, city and state officials, and sociologists will find this book very informative.

Society, Schools, and Progress in Australia focuses on the principles, methodologies, practices, and measures employed in education in Australia. The book first offers information on historical influences and organization of public education. Discussions focus on local communities and schools, teaching in state schools, administration within states, educational policy, secondary education, geographical and social background, centralization, question of state aid, and background of the education acts. The book then ponders on schools and society, pattern of higher education, and teachers. Topics include economic change, organization of technical education, future development of technical colleges, adult education, diversification of tertiary education, teaching in universities, and reorganization of secondary education. The text examines education and national growth, including changing balance of the federation, social teaching, quality of teachers, aspects of national development, and social change and educational change. The manuscript is a dependable reference for students, teachers, and educators wanting to study the form of education in Australia.

Introducing Comparative Education aims to familiarize newcomers with comparative education as a field of study and to provide a continuing reference as people become more actively involved with comparative studies and the problems associated with developing them in rigorous and productive ways. The purposes and methods of comparative education are also discussed. Comprised of eight chapters, this book begins by presenting a neat, simple, and generally accepted definition of comparative education. The reader is then introduced to the history and development of comparative education; the purposes of comparative education; some of the pitfalls in trying to compare education or educational systems across cultural and national boundaries; and some of the alternative methods open to those who would like to develop studies in comparative education. The approaches associated with Isaac Kandel, Nicholas Hans, and G. Z. F. Bereday, Brian Holmes, Edmund King, Harold Noah, and Max Eckstein are considered. The book concludes with a listing of resources for teaching and learning. This monograph is intended for students and educators.

An examination of the major classical sociological theories relevant to education and of the rise and decline of the new sociology of education. Author also discusses the vexed questions of equality of opportunity, the relationship between school and society, the growth of educational bureaucracies and the roles of state, church and family in education in Australia since 1949. Includes endnotes, tables and index.

This book examines twenty-five years of the Australian framework for student equity in higher education, A Fair Chance for All. Divided into two sections, the book reflects on the legacy of equity policy in higher education, the effectiveness of current approaches, and the likely challenges facing future policymakers. The first section explores the creation of the framework, including the major elements of the policy, the political context of its development, and how it compares with international models developed during the same period. The performance of the six student equity groups identified within the framework is also examined. The second section of the book considers future trends and challenges. The Australian university sector has undergone seismic change in the past twenty-five years and faces further changes of equal magnitude. The twenty-fifth anniversary of A Fair Chance for All comes as Australian higher education is poised for another wave of transformation, with rising expansion, competition, and stratification. While the emerging landscape is new, the questions have changed little since A Fair Chance for All was first conceived: How should we define student equity, and what policies are likely to promote it?

Education reform has become part of a political imperative in a number of developed countries, including the USA, Japan and the UK. This book questions why this reconstruction occurred at the same time in different places and asks, what common themes are emerging in the restructuring movement?

Society, Schools and Progress in England analyzes the changing trend in English education. The title tackles the contemporary issues and problems, along with the efforts to restructure the English education system to fit the needs of an industrial society. The text first examines the historical foundations, and then proceeds to tackling the social and economic foreground. Next, the selection talks about education and government. Chapter 4 discusses the changing schools, while Chapter 5 covers higher education and new needs. The text also deals with education and industry, along with opportunities for education. The book will be of great interest to educators, sociologists, political scientists, economists, and behavioral scientists.