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Start Over Topic higher education Publication Year Range More than 50 years ago Region australia
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1. A Comparative Study of Sabbatical Leave Practices in Selected Commonwealth and U.S. Universities. Paper No. OIR-30.

Author

McMaster Univ., Hamilton (Ontario)., Booth, Sheelagh C., and Higbee, Eliot C.

Abstract

Sabbatical leaves are viewed as being essential to the ongoing nature of a self-renewing community of scholars. This study was undertaken to provide data on current use of sabbatical leave plans in universities in several countries - Canada; the United States; England, Northern Ireland, Scotland, Wales; Australia, and New Zealand - to provide useful information for possible revision of leave plans. Sixty-six universities were surveyed by means of a questionnaire and the results revealed similarities among the four groups of countries regarding the length of service prior to leave (generally 6 years); differences among the four groups, including the use of retraining leaves as a form of sabbatical; salary paid during regular sabbatical leave; and travel expenses. The conclusions drawn from the data are that Canadian leave plans are not nearly as uniform as those in United States universities; Canadian plans have become more formalized and better documented since 1969; salary paid for full-year leaves in Canadian universities has improved since 1969 and is now substantially better than in the United States, but not as good as in Australia and New Zealand; and participation rates in all countries appear to be higher than those reported prior to 1965 by Ingraham. (JMF)

Published
1974

2. Report of the Commissioner of Education Made to the Secretary of the Interior for the Year 1870, with Accompanying Papers

Author

Department of the Interior, Bureau of Education (ED)

Abstract

The bulk of this report from the Commissioner of Education is made up of appendices. The appendices begin with abstracts of reports submitted by state, territorial, and city school officers. Data is then presented on the general condition of colored schools operated by the Freedmen's Bureau; Indian education; kindergarten culture; Hebrew education; Argentine education; deaf and dumb education; education in England; education in Bengal, India; education of the working classes in Austria; education in Victoria, Australia; Ecuadorian education; U.S. medical education; normal schools; educational conventions; an American university; society, crime, and criminals; the Chinese migration; school supervision; German schools and teaching German; the relationship between education and labor; inquiries and replies relating to education and labor; illiteracy in the U.S.; and general U.S. school statistics. The latter includes statistics on pupils and teachers; school finances; colleges; theological seminaries; law schools; medical, dental, and pharmaceutical institutions; normal schools; agricultural and scientific schools; commercial colleges; institutions serving the deaf and dumb, the insane, the blind, the idiotic, inebriates, and miscellaneous special schools; the Young Men's Christian Associations; major U.S. libraries; reformatories and state prisons; and appointments, examinations, and rejections at West Point.

Published
1870

3. Educational Perspectives in Papua New Guinea.

Author

Australian Coll. of Education, Carlton, Victoria. and Australian Coll. of Education, Carlton, Victoria.

Abstract

This book consists of 19 selected papers that focus on the broad topic of education in the South Pacific. All the papers were originally presented at the Fifteenth Annual Conference of the Australian College of Education, which was held in May 1974. Titles of the papers include "Educating for Self Reliance (the Buntine Oration for 1974),""The Need for a Cultural Programme: Personal Reflections,""Education for What?""Cognitive Development and the Papua New Guinean Education System: Some Findings,""Monitoring Educational Development in a Foreign Culture--Spotlight the Problem Areas,""South Pacific Educational Resolve,""Curriculum Development in Primary Education: The Papua New Guinea Situation,""Devils or Angels? Pupil Misdemeanors in Papua New Guinea Primary Schools,""A Study on Mathematics in Papua New Guinea,""Secondary Social Science in Papua New Guinea--Dvelopmental Success, Implementation Failure?""The Place of Agriculture in the School Curriculum,""Power over the Environment--An Attitude to the World,""A Relevant Technical Education,""Difficulties in Improving the Quality of Teachers in Papua New Guinea,""The 1971 Report on Higher Education in Papua New Guinea--A Look Backwards and Forwards,""Theological Education in Papua New Guinea,""Selecting and Training Papua New Guinea Educational Administrators,""W.G. Groves: His Work and Influence on Native Education Especially in Papua and New Guinea," and "Nicholai N. Mikluho-Maklai (1846-1888), Pioneer Educator in New Guinea and Melanesia." (JG)

Published
1974

4. The University in Times of Change.

Author

Tasmanian Education Dept., Hobart (Australia). and Cowen, Zelman

Abstract

Sir John Morris was Chancellor of the University of Tasmania. He was also Chairman of the Adult Education Board and the State Library Board. His views on adult education were well in advance of his time. While many viewed adult education as providing a leisure time hobby for those who participated, he saw it as part of the life-long educational process. This view now commands active and widespread support in many parts of the world, and in this country it has been canvassed in major educational reports and particularly in the recent report on Open Tertiary Education. It has significant implications for the role of the University of Tasmania and elsewhere. (Author/KE)

Published
1974

5. Pressures for Educational Change; XXIII Assembly of Delegates (Singapore, 31st July-7 August 1974).

Author

World Confederation of Organizations of the Teaching Profession, Morges (Switzerland).

Abstract

Representatives of teacher associations in 17 countries address four basic questions concerning educational change in their countries: (1) What are the most significant pressures for educational change in your country at this time? (2) What are some of the reactions of your members to these pressures? (3) What have been some of the major pressures for change in your country over the past 10-15 years? (4) Which pressures do you anticipate will exert the most influence in the foreseeable future? (Author/IRT)

Published
1974

6. Report of the Commissioner of Education for the Year Ending June 30, 1904. Volume 1

Author

Department of the Interior, United States Bureau of Education (ED)

Abstract

Volume 1 begins with the Commissioner of Education's introduction and includes state school-system statistics. Chapter I covers education in Canada, Australia, and New Zealand. Chapter II presents children's growth statistics collected in Worcester, Mass., Toronto, Ontario, and Milwaukee. Chapter III addresses German university pension and insurance beneficiary regulations. Chapter IV presents a digest of school laws on governance, teachers, and schools for each state except Florida, Idaho, New Mexico, Utah, and Wyoming. Chapter V discusses the University of Paris during the Middle Ages. Chapter VI presents the proceedings of an Armstrong Association meeting on the work and influence of Hampton Institute, including a letter from former U.S. president Grover Cleveland and addresses by Andrew Carnegie, Harvard president Charles W. Eliot, Hampton principal H.B. Frissell, and Booker T. Washington. Chapter VII addresses public school temperance instruction and the liquor question, with reports from Connecticut, New York State, and Massachusetts, as well as information on Prussian temperance instruction. Chapter VIII presents early English writers' notices on education from 1578 to 1603. Subsequent chapters address German juvenile criminality; Southeastern Alaska's Hlingit language grammar and vocabulary; the Swedish education system; British and Irish education in 1903; and English higher education, i.e., secondary, technical, and evening schools, and the 1902 law requiring councils to support schools higher than elementary schools. Chapters XIV and XV cover education at the St. Louis Exposition, including state and territorial and educational institution exhibits. Chapter XVI discusses the final establishment of the American common school system in North Carolina, South Carolina, and Georgia between 1863 and 1900. Chapter XVII reprints the Alaskan-education general agent's 1890 preliminary report and 1892 report on introducing domestic reindeer into Alaska. Chapter XVIII offers "A Definition of Civilization," the Indian Industrial School commencement address by W.T. Harris, and papers by Harris on "Art Education the True Industrial Education" and "The Intellectual Value of Tool Work." Chapter XIX is a list of U.S. education periodicals. Chapter XX is a directory of chief state school officers, city superintendents, college presidents, pedagogy professors and university and college pedagogy department heads, and normal-school principals. [For Volume 2, see ED620501.]

Published
1906

7. Sex Differences in Preparing for Scientific Occupations.

Author

International Association for the Evaluation of Educational Achievement, Hawthorn (Australia)., Australian Council for Educational Research, Hawthorn., Keeves, John P., and Read, Alison D.

Abstract

Presented is evidence concerned with the disparities existing in Australia between sexes in level of participation in education, particularly with regard to the areas of mathematics and science. It is argued that performance at school in these subject areas determines in part the opportunities which are available to continue with education in preparation for entry into scientific occupations. Inequalities existing between the sexes in involvement in mathematics and science education, therefore, restrict the entry by women into science-based occupations. The evidence presented in this paper is concerned first with sex differences in participation in education at school, at university, and at other tertiary institutions. Secondly, the types of schools in Australia are examined. Thirdly, evidence of sex differences in achievement and attitudes towards both subjects is presented. Finally, sex differences in attendance at tertiary institutions, courses studied, and engagement in science-based occupations are considered. Implications of the findings for educational practice in Australia are raised. (Author/EB)

Published
1974

8. Report to Australian Vice-Chancellors' Committee on Year-Round Teaching.

Author

Australian Vice-Chancellors' Committee on Year-Round Teaching, Canberra. and Cochrane, D.

Abstract

This document is an English-language abstract (approximately 1,500 words) of a working paper that considers both the academic and financial implications of introducing year-round instruction in Australian universities. Year-round teaching may improve the quality of education, accelerate the rate of education for the existing enrollment, allow greater enrollment, and provide special courses for non-students. The present system is discussed as to its inadequacies: it begins on 9 March and consists of three terms of 10, 9, and 7 weeks respectively, with three weeks' vacation between each term. American universities are studied for purposes of comparison and guidance. A major question to be resolved is whether the summer session under any system is to be compulsory or voluntary, and consequently, whether there is to be an increase in student enrollments. Savings in time and funds are considered. There appears to be no conclusive arguments in favor of either the quarter system or the trimester system. However, it is possible that with small adjustments to equalize the lengths of present terms, the quarter system may be more readily accepted by Australian universities. An important consideration is that the distribution of staff time between research and teaching should not be changed and vacations should be staggered so that continuity of teaching is preserved while each staff member has one quarter or one term free each year. (Author/GDB)

Published
1971

9. A Promising Experiment.

Author

Brown, Maurice

Subjects
TRAINING of executives, OCCUPATIONAL training, EMPLOYEE training, INDUSTRIAL management education, PUBLIC-private sector cooperation, EXECUTIVE ability (Management), MANAGEMENT education, HIGHER education, VOCATIONAL education, EDUCATION, GOVERNMENT policy
Abstract

The article discusses executive training efforts in Australia in the 1960's. In 1957 the Australian Administrative Staff College was established and represented the only organized executive training program outside of corporations and institutes of management. The College was set up by private business in response to presumed business needs. It was set up as an entirely autonomous body. The College's program has created an important link between public and private management. The College's main objective is to conduct an advanced course of study for the training and development of mature executives.

Published
1963
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