Faculty of Education - Theses

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End date: 1989 × Start date: 1982 × Subject: Australia × Subject: Education × Subject: Federal aid to education ×

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    'Ten years after' : equality and the disadvantaged schools program
    Scott, Christine Margaret ( 1987)
    In 1973 the Interim Report of the Schols Commission was published providing a blue print for educational policy and planning for the 1970's and 1980's. In particular, the report focussed on the notion of equality in its educational context and the means for the achievement of its expressed ends through specific programs. One such program is the Disadvantaged Schools Program. A full decade of implementation has taken place. This thesis attempts to examine: the theoretical and political warrants of the notion of equality expressed in the Karmel Report, and the effectiveness of its translation into action through the Disadvantaged Schools Program. The focus of the thesis is that the Karmel Report was fundamentally inconsistent in its expression of the concept of educational equality. It examines the contradictions and ambiguities in the Report and the implementation of the Disadvantaged Schools Program against original goals and intentions. The Disadvantaged Schools Program, it is argued, has been undermined by these conceptual inconsistencies, by grants to non-government schools and by the way in which the Program itself came to be administered.
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    Private schools, impact assessment and the regulatory regime of federal state aid
    Davies, Merryn ( 1989)
    This work addresses a particular aspect of Commonwealth Government education funding policy emergent in the post-Kamel era -- the attitude of successive governments in the .1970s and 1980s to the funding of new non-government schools and to the expansion of the non-government schools sector. It traces in particular the emergence of the notion of "impact", which entailed a concession that the establishment of a new non-government school could adversely affect education services offered by neighbouring schools. Incorporation of impact provisions into formal government guidelines for funding of new non-government schools after 1983 represented one of the more important differences between Hawke Government education policies and those of the former Coalition Government. It is my contention that a focus on this relatively limited policy area maps out a site of intersection of government and non-government school sectors that is comparatively rare in recent documentation of education policy development. The impact policy serves to illustrate the potential friction and abrasiveness involved in the relations between the two sectors; at the same time it can be shown to have contributed itself to the construction of a relationship between the sectors which has gone largely under-scrutinised in past studies of dual sector education provision in Australia.(From Introduction)