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The article highlights the Branch Council meeting on August 22, 2015 where delegates identified the roles that have impacted on NIT and leadership time beyond tasks expected of classroom teachers, leaders and preschool staff teams. Topics discussed include a meeting of Branch Executive members with the Australian Education Union (AEU) to plan a campaign that will quarantine NIT and leadership time to their original functions and job descriptions.

The author discusses the activities and programmes of the Australian Education Union (AEU) for 2017. Topics covered include the South Australian School and Preschool Education Staff Enterprise Agreement 2016 delivering additional resources to schools and pre-schools for 2017 and the need to campaign for secure employment of Australian teachers and prepare for the next round of enterprise bargaining.

The article discusses issues related to preschool workload campaign in Australia. Topics discussed include postcards sent of local Members of Parliament (MPs) by preschool communities to enhance lobby for increased staffing, negotiation of Australian Education Union (AEU) and Department of Education and Child Development (DECD) for a new preschool teacher recruitment and selection policy and opinion of various teachers on workload faced by them.

The article reflects on improvements in the education sector in 2016 that are significant to the Australian Education Union (AEU). Among these improvements are salary and working conditions for members in pre-schools, schools and technical and further education (TAFE) as a result of enterprise bargaining, and additional resources for teachers. It informs about the change in leadership and other personnel at AEU and emphasizes the organization's advocacy for public education.

In the article, the author discusses issues in the education sector in South Australia (SA) as of September 2016, particularly the planned placement of Year 7 students to secondary schools. He criticizes the decision by the state government to allow children as young as four years and eight months old to enter primary school as educational policy. Also cited is the establishment by the government of the Area School construct.

The article focuses on importance of funding in education in South Australia. Topics discussed include the Gonski funding model claiming need based funding in schools; negotiation of Technical and Further Education (TAFE) with the state government for increase in salary of teachers and the Personnel Advisory Committee (PAC) ensuring allocation of funds to address issues of teacher workload.

The author reflects on the announced reforms in the South Australian Department for Education and Child Development (DECD) as of June 2016. These reforms include separation of the Families SA division from DECD and Rick Persse's appointment as DECD's chief executive. He argues that the South Australian government must ensure that the education workforce is supported by the system.

The article reports on the approval of the new Enterprise Agreement for schools and preschools by the Industrial Relations Commission of South Australia on May 11, 2016. It states that the new Agreement will have extended life to June 30, 2018. It also states that with this new Enterprise Agreement the salary adjustment of 2.5 percent will be soon implemented for the employees of the Australian Education Union (AEU).

The article discusses benefits of the Enterprise Agreement for Australian schools and preschools between the Australian Education Union (AEU) and Department for Education and Child Development (DECD) of South Australia. Topics discussed include time required by Personnel Advisory Committees (PACs) representatives to consult with colleagues regarding release time, training of members including principal and the importance of workplace safety and addressing workload while deploying resources.

The article discusses the endorsement of an enterprise agreement for preschools and schools by the Australian Education Union (AEU) and the state government of South Australia. It mentions that the agreement includes additional leadership administration time for principals and preschool directors and creation of highly accomplished teachers and lead teachers. It notes that teacher workload was the major issue in the pre-negotiation consultation.

The article focuses on the efforts of the Australian Education Union (AEU) for recognition of the expertise of outstanding classroom teachers. Topics discussed include the organization Australian Professional Standards for Teachers regrading professional practice of teachers; career stages of teachers such as Graduate and Proficient; participation by several teachers for Highly Accomplished grade of teachers and certification of teachings for eligible persons.

The article focuses on management of time allocation of teachers to reduce workload stress. Topics discussed include efforts of the Australian Education Union (AEU) to offer better salaries to the members, need to reclaim non-teaching time allocation, and focus of the leaders to support staff of schools and preschools and provide educational leadership to the teachers.

The article offers the author's insights related to the concern from country members in Australia on enterprise agreement proposed by the government for teachers which could affect their livelihood. The author discusses the challenges faced by teachers who take up country appointments such as employee retention and travel costs. He mentioned the proposal of the Australian Education Union (AEU) to improve country conditions for country appointed teachers such as increase in locality allowances.

The article discusses important developments of relevance to the education sector in Australia as of May 1, 2015. One is the Australian Education Union's campaign against the implementation of the Numeracy and Literacy Results Plus program of the Department for Education and Child Development. Another is the allocation of preschool funding for the extension of Universal Access to 15 hours of preschool education for children in the year before school.

This article discusses the Productivity Commission Inquiry Report on Childcare and Early Childhood Learning released on February 20, 2015 in Australia. Topics covered include the report's recommendations, such as that the National Quality Framework must be retained and extended to all government-funded early childhood education and care services, the relevance of such recommendations to the work of the Australian Education Union, and the campaign launched by the AEU to secure preschool funding.

The article focuses on the 2015 report of Howard Spreadbury, Vice President of the Australian Education Union (AEU), mainly on the implementation of the Australian Curriculum. Topics include enterprise bargaining with the state government for a new Agreement to improve AEU members' salaries and conditions, implementation of the Australian Curriculum, and further funding for Universal Access to 15 hours of preschool education for all children in the year before school.

The article focuses on the review of the Australian Curriculum and mentions topics including federal education minister Christopher Pyne's criticism on the reviewers, Australian Education Union (AEU), and the Australian Curriculum and Reporting Authority (ACARA).

The article focuses on the Country Conditions Committee by the Australian Education Union (AEU). Topics include development of action plans to support and improve the working conditions of AEU members, issue of attracting and retaining teachers to the country and remote areas, and a plan to engage members in actions leading to enterprise bargaining.

This section offers news briefs on the Australian Education Union (AEU) as of May 2014. The AEU will monitor members' responses to a survey on the Federal Education's plan to review the Australian Curriculum. The AEU has surveyed member reactions to the Same First Day policy for Reception classes in schools. The AEU and the Department of Education and Child Development (DECD) have agreed on a Statement of Protocols for peer observations using the Teaching for Effective Learning (TfEL) Compass.

The article offers the author's insights on various issues associated to the Australian Education Union (AEU) including his election as vice president of the AEU South Australia branch, Early Childhood Consultative Committee, and implementation of the Australian Curriculum.

The article discusses the meeting of the Early Childhood Consultative Committee of trade union Australian Education Union (AEU) about the preschool workload campaign Leave on Time which focuses on members' feedback in relation to the campaign's effectiveness and members' ability to participate.

The article presents a national survey conducted by Australian trade union Australian Education Union (AEU) of early childhood members concerning the launch of Universal Access to 15 hours preschool education and the national quality standards and associated framework. Information about the key results of the survey, is given. Also highlighted are the initiatives under the National Quality Framework as well as the AEU's key policy objectives in early childhood education.

The article focuses on the Australian Education Union's (AEU) Schools Funding Review campaign that aims for better public school funding in Australia. The David Gonski-led Review panel notes the need for a Schools Resources Standard which would deliver funding that meets the needs of all students. The position of the government in relation to David Gonski's report will lay the foundation for the next stage in the political process which may lead to the submission of new legislation.

The article reports on the implementation of 15 hours of preschool education, the universal access initiative of the federal government and Department of Education and Children's Services in South Australia.

The article offers information on the recruitment visits of the Australian Education Union (AEU) in the Upper Spencer regional centers of Port Augusta and Whyalla in Australia.

Information about several issues discussed during the Early Childhood Conference on the need to maintain the focus on creative play spaces for young children in South Australia is presented.

Information about the Education Works forum sponsored by the Australian Education Union (AEU) on September 3, 2009 in South Australia is presented. Topics include curriculum offerings, targeted areas of disadvantage do not always benefit from larger amalgamated sites and the lack of transport and greater travelling distances restrict access to public education. The keynote speaker of the event was Trevor Cobbold, convenor of the "Save our Schools" campaign in the Australian Capital Territory.

The article discusses the approaches of the Australian Education Union (AEU) to drive the campaign for funding of public education in Australia. It states that AEU focused on the campaign with the website at appleforteacher.com.au and a brightly decorated bus called Apple Central to deliver AEU's message to the community. It adds that AEU complements the street campaigns with radio and press advertisements, billboards, and gift wrapped apples delivered to Australian ministers everyday.