Faculty of Education - Theses

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End date: 1978 × Start date: 1970 × Subject: New South Wales × Subject: Victoria ×

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    A comparative study of primary school social studies in three Australian states : Victoria, New South Wales and Western Australia, 1952-1975
    Reed, R. L (1943-) ( 1976)
    This study is concerned with the way in which Primary school Social Studies curricula have been revised, organized and developed from 1952 to 1975 in three Australian States - Victoria, New South Wales and Western Australia. As few commercially produced Social Studies courses, or indeed Social Studies units, have been forthcoming in these States, coverage in this thesis concentrates on those syllabus revisions which have been produced by Revision Committees organized by the respective Education Departments in these States. Underlying factors which have been instrumental in Social Studies revisions and their final outcome - a Social Studies Syllabus - have been analyzed by considering those constraints which form a part of the Curriculum Materials Analysis System (1967). The constituent six part cluster questions have been used in horizontal analysis to highlight features of Social Studies courses in the 1950's as compared to those of the 1960's, and the most significant changes which have occurred in the most current revisions. From courses which presented a high degree of uniformity in their emphasis on facts, social living and citizenship, have emerged State revisions which, though differing in format and degree of inclusiveness, reflect attributes commonly associated with 'new' Social Studies.
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    Professional registration and advice in state education: a comparative study of the origins and roles of statutory bodies connected with registration and advice in the administration of education in New South Wales and Victoria
    Dunbar, Allan ( 1974)
    The provision of educational services is a major task of Australian state political systems. At various times, in efforts to moderate the bureaucratic tendencies of centralised administrations by bringing a wider range of opinion to bear on the administration of public education, bodies to advise the responsible minister, and Parliament in some cases, have been established. An examination of the work of the Council of Public Education in Victoria, established ostensibly for this purpose, reveals that there is a confusion over the role and influence of advise within a state political administrative structure. This inquiry postulates that there are two basic, but disparate, functions of advice: a political function where representatives of interest groups can put their views to the Minister, and an evaluative function where the policies and practices of the public sector are evaluated. The formation of the Council of Public Education was justified to the public in terms of the latter function, but other features of the Council, such as its representative membership, are more like those of a body with political functions. This disjunction between structure and function, together with a confusion over the extent and use of its powers, have rendered the Council ant: ineffectual evaluative advisory body. The attitudes of administrators and other interested parties towards. educational advisory bodies are illuminated' by an investigation of the origins of these bodies in Victoria and New South Wales. The comparison of developments in the two states indicates that the concept of an evaluative advisory body, operating free of administrative and political interference, is incompatible with the present system of centralised control of public education in these states.