Faculty of Education - Theses

Permanent URI for this collection

http://hdl.handle.net/11343/162

Filters

1971 - 1977 2
Reset filters

Settings
Statistics
Citations
Start date: 1970 × End date: 1978 × Type: Masters Research thesis × Subject: Education × Subject: Victoria ×

Search Results

Now showing 1 - 2 of 2
  • Item
    Thumbnail Image
    Non-professional and non-governmental organisations and the provision of public education, 1850-1969
    Collins-Jennings, John W. ( 1971)
    The beginnings of the public education system in New South Wales are briefly examined to set the background for the development of public education in Victoria. An examination is made of the system of patrons instituted under the administration of the National Schools Board and the Common Schools Board. The 1872 Education Act replaced the patrons with boards of advice, and the 1910 Education Act replaced the boards of advice with the present system of school committees and councils. The effectiveness of the boards of advice and the school committees and councils is also assessed. A common theme is shown to have emerged from the earliest time, that the professional educationist has firmly maintained that the non-professional and non-governmental organisation has only a minor contribution to make in the control of public education. The final chapter indicates that there appears to be some change forthcoming in this attitude, because the non-professional and non-governmental organisations are beginning to realize the need for political rather than organisational action.
  • Item
    Thumbnail Image
    The role of women in the Victorian Education Department, 1872-1925
    Biddington, Judith ( 1977)
    This thesis examines the role of women teachers in the state schools of Victoria from 1872 to 1925. As women constituted half of the teaching service, and as the Education Department drew a distinction between teachers on the basis of sex, it has been possible to look at the women teachers as if they formed a homogeneous group. An examination of the legislation, the periodic reviews, the practices of the Department and other contemporary evidence, makes it clear that women teachers were essential to the maintenance of a widespread, comprehensive education system. This conclusion is based on two major factors, supply and cost. For many reasons women were always available as teachers and were employed extensively. As their employment was combined with the practice of paying women less than men for the same, or very similar tasks, the development and maintenance of a system of education was made easier for the governments of Victoria in spite of almost constant pressure for economy. These two aspects form the basis of parts 1 and 2. Through two case studies, part 3 approaches the role of women differently. The assumption is made that women do not form a homogeneous group but are divided by broad issues of class, religion and politics as well as narrow and more specific issues. Two kindergarten experts, women with diverse backgrounds, provide the material for the first case study. Their expectations, contribution and recognition are examined, as is their relationship with other members of the teaching service. The second case study concentrates on the Victorian Lady Teachers' Association, a small, militant, feminist group which worked to have any differentiation between teachers based on sex removed. Although the group was not representative of all women teachers, it frequently spoke for them and was an important educational force. The two case studies, therefore, look at some of the varied roles filled by women, but more particularly highlight the differences amongst them and the difficulties of making generalizations about women or women teachers.