析澳大利亚政府对待土著人的政策：殖民，排除，同化，自治

澳大利亚政府制定和实施了许多不同的政策来处理土著人的问题。这些政策以对土著人殖民化开始,随后改变为对其排除,后又改为将其同化,最后以给予土著人自治权而结束。本论文介绍了土著人独特的文化;评述澳大利亚政府在不同时期对土著人采取的四种不同的政策,以及这些政策对土著人的影响;最后回顾土著人在争取平等权利过程中所做的努力并探究了他们现在所处的境况。     

澳大利亚《2005年残疾人教育标准》：内容、特征及启示

《2005年残疾人教育标准》是澳大利亚为促进残疾人教育、保障残疾人权益的一部详尽法规,其具体的规范不仅有效地保障了残疾人受教育和培训的权利,而且保障了实施主体的操作与执行,是一部在立法、实施和监管方面都相对完善的法规,为我国残疾人教育立法提供了重要启示和借鉴。     

中澳知识资源对比研究与差距分析

随着国家间竞争的日益加剧,作为一国综合国力表征的知识资源越来越引起各国的重视.文童从R&D经费投入、科研力量、科学教育、信息技术、知识成果情况、国际科技合作等几个方面.对比分析了中国与澳大利亚两国之间的知识资源差距情况,为我国在未来的知识资源发展中提供更多的经验借鉴.     

The Social effects of the Australian Higher Education Contribution Scheme (HECS)

Australia’s Higher Education Contribution Scheme (HECS) is an income contingent loan scheme, in which university students pay back part of the costs of their tuition after their post-university income reaches a certain threshold, is an important policy innovation for the financing of higher education. However, its critics claim that HECS increases socioeconomic inequalities in higher education and the HECS debt reduces the ability of young people to make the transitions to adulthood. This paper investigates these claims. There is no evidence that socioeconomic inequalities in higher education in Australia increased after the implementation of HECS in 1989 or the 1997 reforms. The magnitude of the HECS debt was found to have a negative impact on the transition to parenthood, but had no negative impacts on other transitions to adulthood: leaving the parental home, marriage and home ownership. Its effects on parenthood were moderate compared to other influences, such as full-time work in the previous year, marriage and being in a de facto relationship. Furthermore, only a small proportion of young people who attended university have large enough HECS debts for it to affect their fertility decisions.

Prior degree and student assessment performance: how can evidence guide decisions on assessment policy?

This study aimed to provide evidence to guide decisions on the type and timing of assessments in a graduate medical programme, by identifying whether students from particular degree backgrounds face greater difficulty in satisfying the current assessment requirements. We examined the performance rank of students in three types of assessments and also calculated the relative risk of failure in the summative assessments for four cohorts over all four years of a four‐year graduate medical programme. Our findings suggest that early summative assessment may disadvantage the very students who create the diversity that the faculty values, particularly if methods such as Single Best Answer questions are used, unless students are provided with additional support in bridging their knowledge gap. Use of assessment methods such as Modified Essay Questions and Objective Structured Clinical Examinations appears to be more justifiable on educational grounds.     

澳大利亚学士后教师教育的新模式——墨尔本大学"教学硕士计划"评析

2008年,澳大利亚墨尔本大学教育学院推出了一种全新的教学硕士(Master of Tea-ching)计划。本文对该计划推出的背景和动因,以及该计划的做法和特点进行了分析。墨尔本大学的经验和做法对我国的职前教育硕士培养具有启示作用。     

Bringing Cinderella to the ball: constructing a federal system of technical and further education in Australia, 1971–1975

Australian vocational education has a history dating from the late eighteenth century. As Australian colonies and, later, federated states evolved each constructed its own version of vocational education provision. Generally the systems, consisting of community‐based or state‐controlled colleges for the training of operatives, apprenticeships and professional support personnel, were poorly resourced and lacked powerful sponsors to support and promote the education and training of their mostly working‐class students. By the early 1970s Australian governments had developed commissions to supplement the funding of state‐based elementary, secondary and university education systems, even though under the Australian Constitution education remained state‐controlled matter. A reformist federal Labor government at the time consolidated elementary, secondary and university funding but neglected to consider, or even acknowledge, the 400,000 vocational education students not covered by these commissions. Following pressure from vocational education teacher unions, among others, the Labor government established the Australian Committee for Technical and Further Education (ACOTAFE) to address the needs of these students. At ACOTAFE’s first meeting on 25 March 1973, the Minister for Education Kim E. Beazley said, ‘It will be a renaissance in education when technical and further education cease to be Cinderellas in education. It is the role of your committee to bring Cinderella to her rightful role as princess’. ACOTAFE was to be chaired by Myer Kangan from the Department of Labour and National Service. The committee’s published outcomes were referred to evermore as the iconic ‘Kangan Report’ rather than TAFE in Australia: Report on Needs in Technical and Further Education, its formal title. The report gave Australian vocational education a name (TAFE), a philosophy (access to all through lifelong learning) and much needed capital works and infrastructure funding. The paper will outline the circumstances leading to the formation of the committee, its work and its outcomes. Focus will be placed on the influential role of Chairman Kangan in shaping ACOTAFE’s conclusions. A key theme within the paper is the intersection of biography, politics and the economy in shaping policy construction.     

澳大利亚TAFE学院师资建设

澳大利亚TAFE学院在国际职业教育中独树一帜,它的成功要素之一在于拥有一支构成合理、素质过硬的教师队伍。鉴于此,从师资的构成,培训培养、管理、考评等方面对TAFE学院师资建设进行研究,以期对我国职业教育师资队伍建设有所启示。     

A comparative analysis of nature kindergarten programmes in Australia and New Zealand

This paper highlights the similarities and differences of seven nature kindergarten programmes in Australia and New Zealand. The study targeted three programmes from New Zealand and four from Australia. Participant observations and semi-structured interviews were used to build a profile of each site. The profiles were compared on factors such as philosophical influences, curriculum design, site location, safety requirements and programme activity. In many ways, the programmes were quite similar, and this was attributed to synergies between the respective curriculum frameworks and the influence of the European Forest School movement. There were, however, some unique features at each site and differences attributed to national perspectives. It is anticipated that the profiling of philosophical and logistical dimensions of nature programmes implemented in exemplar settings can help to inspire other early childhood educators and encourage them to reposition nature pedagogy as part of their own early childhood programmes.     

The Victorian College of Pharmacy: a case study of amalgamation failure and success in Australian higher education

Small specialist higher education institutions often face challenges when negotiating with larger partners. In 1988, John Dawkins, Australia’s federal Minister for Education, introduced sweeping reforms to create a Unified National System of higher education. Dawkins’ criteria for funding necessitated mergers for many smaller providers. The Victorian College of Pharmacy in Melbourne, Victoria, presents a case study of how one institution negotiated this policy and asserted its interests to achieve an optimal outcome. It rejected amalgamation with the University of Melbourne, reaching a superior arrangement with Monash University despite state and federal opposition. This article combines archival research from Melbourne and Monash Universities and the state government with interviews of key players. It examines the importance of institutional identity and how small institutions can navigate government policies of consolidation. It also focuses on the deleterious effects of inflexible government policy and how the College successfully overcame these challenges to complete its desired merger.