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Recent comments by the Federal Education Minister, Alan Tudge, have reignited the socalled history and culture war in Australian schools. Tudge has argued that the newest draft version of the Australian Curriculum is critical of Australia's proud history and does not leave students feeling optimistic about their future in Australia. This paper examines the accuracy of Tudge's claims by carefully placing them within the context of the draft and current version of the Australian Curriculum in relation to History and Civics and Citizenship and also examining them in relation to the history of political involvement in the development of curriculum. By doing so, it demonstrates that Tudge's claims are not founded on an understanding of the content and structure of the curriculum and betray a limited understanding of both the teaching of History and Civics and Citizenship, and the development of curriculum as a whole. The paper concludes with advice for teachers seeking to navigate the troubled waters of curriculum and education at this time. [ABSTRACT FROM AUTHOR]

In 1936, Prof A. P. Elkin attended a seminar in Hawaii lasting several weeks, on the topic of 'native education'. In his various papers presented to a range of experts from the region and beyond during the formal conference held in Honolulu as part of the residency, Elkin set out his views on the future of the Indigenous people of Australia. Education would be pivotal to this new approach on pragmatic and humanitarian grounds. Elkin concurred with the findings of the residency: local forms of adapted education were considered appropriate for most Aboriginal Australians, only a minority continuing into further education; communities as well as children should be better prepared for their integration into the nation as the Indigenous people. This paper sets out to interrogate the proximity of anthropology and education in these claims, and the elision of Aboriginal people's agency including their contemporaneous campaigns for equal education. [ABSTRACT FROM AUTHOR]

This paper presents lesser known accounts from policy makers whose experiences as elite informants span 40 or so years in Australian early childhood education and care (ECEC) policy history between 1972 and 2009. Drawing on a post-structuralist theoretical frame, this paper employs a Foucauldian-influenced approach to discourse analysis. Given the complexity of policy-making contexts, an adaptation of Bradley’s categories was utilised to categorise the elite informants as policy insiders according to their roles and positions within organisations. Bacchi’s approach to policy analysis was drawn upon to critically analyse the effects of policy insider categories on meanings of quality in the formation of ECEC policy. The findings raise questions about what could be known and spoken about meanings of quality in past policy-making processes. They suggest the innermost categories of policy insiders struggle to retain complex meanings of quality in final ECEC policy decisions. [ABSTRACT FROM AUTHOR]

Purpose This paper was originally presented as a keynote presentation to the annual conference of the ANZHES whose theme was “knowledge skills and expertise”. The purpose of this paper is to reflect on history as a field of study in the context of changing conditions and new debates about knowledge in the twenty-first century.Design/methodology/approach The paper reviews three important lines of sociological argument about changed conditions for knowledge: the case to “bring knowledge back in” to school curriculum; the contention that knowledge in universities is moving from “mode 1” to “mode 2” forms; and arguments about testing and audit culture effects on the practices of universities and schools. It then draws on interviews with historians and history teachers to show how they think about the form of their field, its value, and the impact of the changing conditions signalled in those arguments.Findings The paper argues that some features of the discipline which have been important to history continue to be apparent but are under challenge in the conditions of education institutions today and that there is a disjunction between teachers’ views of the value of history and those evident in the public political arena.Research limitations/implications The paper draws on a major Australia Research Council funded study of “knowledge building across schooling and higher education” which focusses on issues of disciplinarity and the fields of physics and history.Originality/value The paper is intended as a new reflection on the field of value to those working as historians. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to explore the educational journey of indigenous Australians since the time of the 1788 invasion through into the modern Australian university. This exploration is intended to clarify the way in which education delivery in this country has been used to position the nation's "first peoples" within a context of centre/periphery thinking. Design/methodology/approach -- The paper established an overview of the educational service provision for indigenous Australians through a review of archival materials, historical texts and education reports. This information was then aligned with the data gathered through face-to-face interviews and focus group meetings conducted by the author in her own PhD research, to test the complementarity of the sources in terms of the indigenous experience. Findings -- The paper provides insights into the current positioning of indigenous Australians. The process of viewing the present against the backdrop of the past identified important historical landmarks that were then examined through the diversity of lens provided through interviews/ meetings with contemporary students and staff to reveal the critical impact of centre/periphery thinking on indigenous education in this country. Originality/value -- This paper provides an historical overview of indigenous Australian education that, in clarifying some of the connections and ruptures between "centre and periphery", provides valuable insights into the full diversity of the indigenous historical experience in Australian education. [ABSTRACT FROM AUTHOR]

Although international definitions of early childhood repeatedly refer to a birth-8 age span, there are complex, institutional divides within this age range. This paper explores the divide between pre-compulsory and compulsory early childhood institutions. In countries such as Finland this divide is not such an issue because children do not begin formal schooling until age seven or eight. However, in Australia these 8 years include both pre-compulsory programs (often birth-5) and compulsory schooling. We argue that in situations where the early years of compulsory school are included in a country's definitions of early childhood, they often occupy a tenuous place in research, policy and practice. Drawing from the history of early childhood education in South Australia, we explore the place that the early years of school have occupied in early childhood discourse, policy and practice and then consider some contemporary state-based and national reforms. Our hope is that by considering the South Australian past, the paper may provide a space from which to advocate for policies and structures that uphold specialist expertise and leadership in the early years of schooling. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to explore the foundation and development of public relations education (PRE) in Australia between 1950 and 1975. Design/methodology/approach – This paper utilises Australian-held primary and official industry association material to present a detailed and revisionist history of PR education in Australia in its foundation decades. Findings – This paper, which locates Australia's first PRE initiatives in Sydney, Melbourne and Adelaide in the 1960s, contests the only published account of PR education history by Potts (1976). The orthodox account, which has been repeated uncritically by later writers, overlooks earlier initiatives, such as the Melbourne-based Public Relations Institute of Australia, whose persistence resulted in Australia's first PR course at Royal Melbourne Institute of Technology in 1964. So too, educational initiatives in Adelaide and Sydney pre-date the traditional historiography. Originality/value – A detailed literature review suggests this paper represents the only journal-length piece on the history of PRE in Australia. It is also the first examination of relationships between industry, professional institutes, and educational authorities. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to examine an experimental neo-Herbartian and Frobelian curriculum Work in the kindergarten: An Australian programme based on the life and customs of the Australian Black published by Martha Simpson in 1909. Design/methodology/approach -- The paper uses both primary and secondary sources to understand the context of production and reception of the settler narratives advocated for use in the curriculum. Simpson's curriculum and other primary literary texts provide case study examples. Findings -- The research found that colonial and imperial literary texts provided a departure point for learning activities, enabling the positive construction of white Australian identity and the supplantation of Aboriginal people in a post-federation kindergarten setting. Originality/value -- By considering the role of imperial and colonial narratives in post-federation experimental curriculum, this paper offers insight into the role such narratives played in the formation of Australian national identity. [ABSTRACT FROM AUTHOR]

Elizabeth A. Stuart is a Professor in the Departments of Mental Health, Biostatistics, and Health Policy and Management at the Johns Hopkins Bloomberg School of Public Health, and Associate Dean for Education at the school. She is a renowned expert in the area of causal inference, including propensity score methods for observational data and the generalizability of randomized trial results, and is also a Fellow of the American Statistical Association. Prior to her appointment to the faculty at Johns Hopkins, Professor Stuart received her Ph.D. in statistics from Harvard University and a bachelor's degree in mathematics from Smith College. In 2015, Professor Stuart was recognized at the International Conference on Health Policy Statistics with the Mid-Career Award from the Health Policy Statistics Section of the American Statistical Association. [ABSTRACT FROM AUTHOR]

In 1832, British Quakers James Backhouse and George Washington Walker travelled ‘under concern’ on a trans-imperial journey that took nine years and spanned the Australian colonies of Van Diemen's Land, New South Wales and Swan River in Western Australia, Mauritius and South Africa's Cape Colony. Backhouse and Walker were fundamental to the creation and expansion of humanitarian networks in the antipodes, where they made major humanitarian interventions in matters concerning Aboriginal peoples, penal reform, slavery and education. This paper first traces the genesis and historical dimensions of their journey to contextualise it within a long transnational tradition of Quakers travelling ‘under concern’. The paper considers the tour through diverse interpretative approaches such as transnationalism and new work on transnational social movements, humanitarian travel writing and textuality, and argues that Backhouse and Walker were not imperial agents, nor were they agitators operating outside empire, but rather occupied a complex position as ‘institutional opponents’ working within imperial political circuits to broker various humanitarian reforms at multiple levels in the furtherance of their particular moral empire. [ABSTRACT FROM PUBLISHER]

Purpose - The purpose of the paper is to analyse non-indigenous student resistance to indigenous history and to improve non-indigenous students' engagement with indigenous history. [ABSTRACT FROM AUTHOR]

Purpose -- By deconstructing centres and peripheries in Australian history curricula, the purpose of this paper is to establish in what ways these documents blended local, state-specific concepts of major civilisations with trans-local, and even global cultural assumptions about centre and periphery in world history. Design/methodology/approach -- The paper identifies a specific idea of centres in the 2009 Shape of the Australian Curriculum published by the National Curriculum Board. It demanded that "[s]tudents should have an appreciation of the major civilisations of Europe, Asia, Africa, America and Australia". The idea of five groups of "major civilisations" is used to frame an analysis of history curricula from Western Australia and New South Wales. Syllabi from these States are used as examples because they demonstrate oppositional positions, geographically and in their approach to history teaching. Only senior secondary syllabi exhibit a continuous development of the subject history in most Australian states and territories. Hence, the paper deconstructs history syllabi for Years 11 and 12 and discusses in what ways a discourse between centre and periphery can be identified. Findings -- The author proposes a concept of a global centre in history curricula, which is found in multifaceted expressions at the peripheries. Originality/value -- Fully acknowledging that syllabi emerge from a web of local influences, which include state-specific social, political, economic, and administrative factors, the paper adds a global perspective to the understanding of Australian history curricula which draws on the idea of cultural power. [ABSTRACT FROM AUTHOR]

This paper reveals the significant historical traces which informed the learning practices of teachers at one particular school site in a rural and regional educational district in Australia. Drawing upon recent theorising into professional practice, the paper argues that teacher learning practices are intrinsically ‘ecologically’ related to teachers’ practices at specific sites. However, extending beyond this theorising, the research also reveals how teacher learning – in the case presented, in relation to classroom dialogue – is also significantly influenced by earlier learning experiences of the teachers involved. In this way, teachers’ practices are revealed as not only influenced by present-day, site-specific, whole-school teacher learning, but also by particular events encountered by teachers at an earlier phase of their careers. The research argues for a conception of teachers’ learning which is not only site-informed and ecologically arranged, but also deeply temporally embedded. [ABSTRACT FROM AUTHOR]

For Australian and New Zealand children in the early decades of the 20th century, much of their learning about the Pacific Islands came through missionary material, often aimed directly at them. This paper examines the representation of Pacific peoples and societies in a number of monthly journals, sections within adult journals, books and plays designed to enthuse Sunday school children and educate them about missionary activity. Early attempts were ponderous, but Australasian societies soon followed the example of the London Missionary Society's News from Afar (available through Australian Congregational churches), which included adventure stories about children in India, China and the Pacific; news of the various John Williams ships; competitions; specialised artwork; and a generally child-friendly philosophy. Few were as successful, but some imaginative attempts were made by Methodist, Presbyterian and Anglican authorities to encourage Australian and New Zealand children to identify with the missionary needs of the Pacific. [ABSTRACT FROM AUTHOR]

Purpose -- To most minds libraries exist at the periphery of debates over education and educational reform. However, the purpose of this paper is to demonstrate how, in 1910, the Melbourne Public Library (now the State Library of Victoria) was central, rather than peripheral, to a conflict which focussed on the role of the library in education and how the library and its collection could best be organised to meet this purpose. It will be argued that libraries and the way they are organised act as indices of the dominant views about education and can be seen as social and educational artefacts. As artefacts they encapsulate community beliefs about how learning could best occur at a given time and what knowledge was esteemed, made available and to whom. Design/methodology/approach -- To illustrate this point of view and illuminate the broader issues, this paper will use a particular set of events and a particular group of protagonists in Australian history as a case study. Findings -- This case study illuminates conflicting ideas about the place of libraries and the organisation of their collections in early twentieth-century society and demonstrates how these ideas continued to have an impact on the place of libraries in educational reform agendas in Australia in the following decades. Social implications -- The argument reported as "the disaffection in the library" was both philosophical and practical and illuminated ongoing debates surrounding the place of the library in education. The outcome influenced the shape and place of libraries in Australia and demonstrates broader concerns at work in Federation Australia. Originality/value -- The paper casts a new light on the relationship between libraries and education and the place of libraries in the educational process. The network of influence in Federation Australia and the impact of this on the development of institutions and professions in Australia is also examined. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to explore the theme of centre and periphery in education through a study of the views and actions of the Reverend Samuel Marsden, New South Wales colonial chaplain, in relation to the education of Aboriginal people and Māori. [ABSTRACT FROM AUTHOR]

This paper focuses on the role of religion and philanthropy in the initiation of educational programs in Australia, for students who were blind or vision-impaired. [ABSTRACT FROM PUBLISHER]

High quality education programs are essential for preparing the next generation of Chinese medicine (CM) practitioners. Currently, training in CM occurs within differing health and education policy contexts. There has been little analysis of the factors influencing the form and status of CM education in different regions. Such a task is important for understanding how CM is evolving internationally and predicting future workforce characteristics. This paper compares the status of CM education in Australia and Hong Kong across a range of dimensions: historical and current positions in the national higher education system, regulatory context and relationship to the health system, and public and professional legitimacy. The analysis highlights the different ways in which CM education is developing in these settings, with Hong Kong providing somewhat greater access to clinical training opportunities for CM students. However, common trends and challenges shape CM education in both regions, including marginalisation from mainstream health professions, a small but established presence in universities, and an emphasis on biomedical research. Three factors stand out as significant for the evolution of CM education in Australia and Hong Kong and may have international implications: continuing biomedical dominance, increased competition between universities, and strengthened links with mainland China. [ABSTRACT FROM AUTHOR]

This paper uses a trial audit of history programs undertaken in 2011-2012 to explore issues surrounding the attainment of Threshold Learning Outcomes (TLOs) in an emerging Australian national standards environment for the discipline of history. The audit sought to ascertain whether an accreditation process managed by the discipline under the auspices of the Australian Historical Association (AHA) could be based on a limited-intervention, 'light-touch' approach to assessing attainment of the TLOs. The results of the audit show that successful proof of TLO attainment would only be possible with more active intervention into existing history majors and courses. Assessments across all levels of history teaching would have to be designed, undertaken, and marked using a rubric matched to the TLOs. It proved unrealistic to expect students to demonstrate acquisition of the TLOs from existing teaching and assessment practices. The failure of the 'light-touch' audit process indicates that demonstrating student attainment under a national standards regime would require fundamental redevelopment of the curriculum. With standards-based approaches to teaching and learning emerging as international phenomena, this case study resonates beyond Australia and the discipline under investigation. [ABSTRACT FROM AUTHOR]

The number of Indigenous people enrolling in and completing higher education courses in the Northern Territory slowly continues to climb. Since the first policies supporting the Australian Government's self-determination policy that encompassed training of Indigenous teachers in the Northern Territory, Charles Darwin University and Batchelor Institute of Indigenous Tertiary Education have played vital roles in increasing opportunities for Indigenous people to participate and succeed in higher education across all industries. From a policy perspective, these institutions are responsible for implementing Indigenous higher education policies at the local level in order to ensure that practice is guided by policy. Yet, there are other factors at play when considering policy implementation. This paper will provide a historical narrative around the institutional responses to national Indigenous higher education policies and summarise how implementation has often been constrained by parallel economic and socio-political forces. [ABSTRACT FROM AUTHOR]

This paper investigates the Public Relations Institute of Australia's introduction in 1991 of a national accreditation programme for university courses. Drawing on an analysis of previously unstudied industry archives, it identifies four themes significant for industry perspectives of education: public relations knowledge; industry expectations and experience; public relations curricula; and academic legitimacy. While university education was perceived by institute members to demonstrate the professional standing of public relations, the findings reveal divergent understandings of its role and content and identify considerable resistance to the institutionalisation of public relations knowledge. At the same time, the expansion and marketisation of higher education led to the introduction of new, vocational courses such as public relations. The significance of this study is it offers new insights into the development of Australian public relations education and the role of the professional association. [ABSTRACT FROM AUTHOR]

John Thomas Jutson (1874-1959) spent most of his life as a practising solicitor in Melbourne. He studied the Victorian coast as a hobby in his later years, though he became known for his work on the Sydney shoreline and the proposal that different processes have simultaneously generated platforms at various levels. Between 1911 and 1918, however, Jutson had been employed as a field geologist by the Geological Survey of Western Australia. Drawing on the work of colleagues as well as his own brief field experiences, he produced an explanatory account of the Western Australian landscape that was published in 1914 and reprinted in revised form in 1934 and 1950. In his synthesis he discussed hitherto neglected arid zone landforms and processes. He presented evidence and argument pointing to the plateau and high plain that occupies so much of the interior of the State being a two-stage development. He attributed it to what would later be called etching, resulting in double planation at a regional scale. His innovative interpretations brought Jutson international recognition. [ABSTRACT FROM AUTHOR]

The crisis of World War I, including the challenges of reporting from the fighting front, sparked public discussion about the reliability and status of journalism. In response, unprecedented changes to the education of journalists were introduced around the world, including in Australia. By the 1920s, the majority of Australian universities offered a Diploma in Journalism, developed in collaboration with the Australian Journalists' Association (AJA). Yet despite the AJA's commitment to developing professional standards, by 1945 these courses were either defunct or struggling. This article explores the introduction and subsequent failure of tertiary journalism education in the context of discussions within the AJA about educational 'relevance', and whether journalists required improved 'thinking' or improved 'skills'. Analysis of the establishment of these university courses highlights debates around the professionalism, status, and ethical practice of journalism in the interwar years, at a time when the newspaper industry was expanding. [ABSTRACT FROM AUTHOR]

World Veterinary Year in 2011 celebrates the 250th anniversary of the establishment of the first modern veterinary school at Lyon in France. To put veterinary education in Australia in its historical context, the veterinary school at Lyon was established nine years before the British had discovered the east coast of Australia in 1770, and 27 years before a shipment of convicts transported from overcrowded gaols in England had arrived in Sydney in 1788. This paper discusses the development of veterinary education in Australia from that time to the present day. [ABSTRACT FROM AUTHOR]

From the 1850s to the 1970s the teaching force in Catholic schools in Australia was dominated by priests, female religious and brothers. This paper details the scope of existing research on these teachers, the demands of their religious vocation, their own education, the atmosphere which they established in the schools, leadership opportunities, and the ‘darker side’ of their way of life. Such expositions can promote reflection on the possibility that teaching can be influenced by discourses of ‘vocation’ and ‘the giving of service’, every bit as much as it can be by ‘industrial’ and ‘labour’ perspectives. [Copyright &y& Elsevier]

Oral and Maxillofacial Surgery developed initially from Dentistry as exodontia. It then expanded into the surgical management of jaw disorders. As the specialty evolved, it came into increasing conflict with related surgical disciplines. In the 1960s and 1970s these external criticisms were well-founded as training in oral surgery was individual, solely University-based and highly variable. In the 1980s the speciality developed a plan which involved hospital-based surgical training, a mandatory high level college surgical examination and detailed workforce and training studies. These were progressively implemented over the next twenty years with a dual degree (medicine and dentistry) and a final fellowship (FRACDS (OMS)). This resulted in accreditation by the Australian Medical Council and the Australian Dental Council and recognition as a Principal Surgical Speciality by the Commonwealth Department of Health. This development was monitored by published workforce studies over three decades that are important yardsticks to inform the credentialing of dental specialists. [ABSTRACT FROM AUTHOR]

We gauge how productivity and factor endowments shaped the rise and fall of Australia's exceptional incomes using new measures of total factor productivity (TFP), which include natural resource inputs, in an accounting of income growth. Further, we explore the drivers of TFP growth. Pastoralism and mining had negative TFP externalities, and we incorporate these findings into a unified accounting of incomes, which distinguishes the roles of endowments and productivity. Nevertheless, TFP growth played an important role in promoting exceptional incomes between 1842 and 1890. Our findings favour a more balanced interpretation of Australian growth that has roles for natural resources, labour participation, and productivity. [ABSTRACT FROM AUTHOR]

Over the last 20 years or more, a plethora of movement programmes have been adopted within primary physical education in the UK and across Australia. One particular programme, Fundamental Movement Skills (STEPS Professional Development), became of interest to the researcher during her dual role as the UK Fundamental Movement Skills (FMS) consultant and a teacher educator. This resulted in an exploration of the Western Australian FMS STEPS Professional Development programme resources and related professional development files. Utilising a document analysis approach, in addition to semi-structured interviews with the programme writers, the pedagogical contexts and content of the FMS programme were able to be analysed and deconstructed. On closer examination, it also became clear that traces of governmentality and sports, health and education discourses were at work in the FMS programme per se. Interestingly, whilst health was illuminated as the dominant discourse behind the FMS programme's initial support and implementation at state level, sports and education discourses recurrently permeated the programme's generic content and related professional development. Contextualising and critiquing movement programmes in this manner before they enter the primary school gates is imperative in order to ensure that the quality of physical education provision is never compromised. [ABSTRACT FROM PUBLISHER]

The article offers information on the research symposium, organised in conjunction with the Australian Association for Environmental Education (AAEE) biennial conference. It provides perspectives on the context, approaches and issues that characterised the field at the time that became involved in environmental education (EE) and EE research. It presents the lessons learnt from EE research, and where it sees the field headed in the future.

This article examines the role that drawing can play in enabling children and young people to theorize concepts of time. In two, independent Australian research projects, children aged between 5 and 8 years were asked to respond to the question, ‘What might the future be like?’, while 12–14 year olds were asked, ‘What does history look like?’ There are points of connection and convergence in the analysis of the drawings and the ways in which the children articulate their visual representations of temporality to demonstrate deep and philosophical insights. This research illuminates possibilities for both the value of art practices in learning and the capacity for such approaches in schools. It disrupts narrow visions of neoliberal policy that privileges the teaching of literacy and numeracy in schools and seeks to transform children and youth into particular citizens for the future. We argue that expanding our view of the use and value of visual forms of learning and expression can contribute to a more layered and complex understanding of the capacities of children and young people. Further, this research contributes to better understanding of how students navigate challenging local curriculum and school terrain as they are increasingly posited as global citizens. [ABSTRACT FROM PUBLISHER]

Several Australian universities have research, publications, subjects, programmes of study, or even Centres focusing on Europe and the European Union (EU), but European and EU studies in Australia have also encountered significant challenges. This article analyses their evolution from 1987 to 2014 and the sometimes discordant EU and Australian policies which have shaped their development. It first examines the origins of European Studies Centres in Australia, as well as links with the European University Institute (EUI) in Florence and the creation of the Contemporary European Studies Association of Australia (CESAA). It then considers specific EU initiatives and funding in the twenty-first century, such as EU Centres and Jean Monnet Chairs, and the impact they have had on EU studies in Australia. It concludes with reflections about the factors that have encouraged or impeded teaching and research on Europe and the EU in Australia and ways to mitigate them. [ABSTRACT FROM AUTHOR]

This article examines the establishment of legally mandated Protestant training in the Australian state of Victoria and the Canadian province of Ontario. Fearing moral decay at home and a menacing world environment seemingly unfavourable to the ‘British way of life’ in the 1940s, educators asserted that religion, and specifically Protestant Christianity, was the only means by which the moral core of their British democracy could be preserved. The teaching of religious instruction was highly controversial in both places. Supporters of the new curriculum believed the religious courses would strengthen the British identity and moral backbone of the Canadian and Australian nations, while opponents argued that imposing religion in the classroom was antithetical to British ideals of freedom and toleration. Educators struggled to reconcile these divergent views on how religion fitted into a wider British identity, and the resulting tension exposed the points of ethnic and cultural fracture that undermined the credibility of Britishness after 1950. The very efforts to impose a unifying sense of Britishness were so controversial and problematic that they ultimately required an alternative understanding of what it meant to be a citizen of Ontario or Victoria. [ABSTRACT FROM PUBLISHER]

This study explores the relationship between large-scale sporting events (LSSEs) and education for sustainable development (ESD). A case study-based explorative research approach was employed utilising the 2006 Melbourne Commonwealth Games (MCG) – one of only two LSSEs that have taken place in Australia (the other being the Sydney 2000 Olympic Games) which have purposely sought to engage with a sustainable development agenda. The enquiry concludes that the MCG acted as a vehicle for ESD and in so doing impacted, to varying degrees, organisations, groups and individuals across its host community (the State of Victoria). Various factors were identified that impacted the ESD process in this context. Facilitating factors included the presence of an environmental strategy inclusive of ESD elements; a pre-existing commitment by government to sustainable development; and the use of partnerships by the event's organisers to progress its environmental agenda. Constraints on the ESD process were also identified. Central amongst these were the failure to embrace environmental considerations in the MCG's enabling legislation and the limited resources given over to, and lack of emphasis placed upon, the event's overall environmental programme. [ABSTRACT FROM AUTHOR]

The transfer of nursing education into the higher education sector occurred over a 10-year period in Australia (1985-1994). Australian nurse leaders settled on a single outcome measure to be applied for all nursing graduates in the form of national competency standards. While this move enabled diversity, the lack of consistency in curriculum design has subsequently led to increasing confusion for clinicians who support students' learning in clinical placements. Using a shared critical reflection method, the authors reviewed (1) the evaluation comments from nurses in one nursing unit of a hospital in one Australian jurisdiction and (2) an historical review of nursing literature at the time of the transfer of nursing education into the higher education sector. The reflection suggests that the aim of the transfer, to create critical thinking graduates, has been undermined by the implicit clinical education practices that have since emerged. In order to address the contemporary challenges for clinical staff working with students from multiple universities, as well as increased student numbers to address the nursing shortage, we recommend a new approach to curriculum design: a national clinical curriculum drawn from social, as well as cognitive, learning theory that at once informs clinicians of students' potential abilities and provides the scope to accommodate the increasingly difficult and critical learning requirements of tertiary-based nursing students. [ABSTRACT FROM AUTHOR]

This survey reviews uses made of information technology (IT) by historians in Australian universities in their professional work since the early 1980s. Included in the discussion are examples of IT applications in teaching, quantification research, oral and Aboriginal history, collaborative projects with major institutions, professional communication, and research publishing. General observations are also provided on the educational and cultural contexts within which Australian historians work. [ABSTRACT FROM AUTHOR]