{"title":"England and Australia: National education in two pluralist societies","authors":"A. Zainu'ddin","doi":"10.1080/17508480609556433","DOIUrl":"https://doi.org/10.1080/17508480609556433","url":null,"abstract":"The problem of establishing a national system of education in a pluralist society raises a series of inter-related and involved questions, to which there are no simple answers. To some, in the last resort, there are no answers at all, although the questions are clear enough. Who is to administer and control the educational system? How is it to be financed? Who is to be taught? What is, and what is not, to be taught? What is to be the relationship of the national schools created under such a system to those already in existence? There is no satisfactory compromise between the mutually incompatible answers to many of these questions. It seems that a system of national education can be, on the one hand, essential, and on the other impossible to establish, an example of the collision between immovable object and irresistible force. In England, a settled society with a long tradition, immovability proved the stronger element; in the state of Victoria, irresistibility. In considering the English Elementary Education Act of 1870 Professor W. F. Connell compares it with the legislation which provided the Australian colonies with their system of national education, and, he remarks that the free, secular and compulsory provisions in all of the latter were 'one of the clearest demonstrations of their intimate connection with the problem of establishing some form of national education. He suggests that the Act of 1870 not only failed to decide these questions, but also failed to furnish England with a national education. Ninety years have passed since the Victorian solution was written into the statute books, long enough for it to have created its own tradition. Twenty-five years ago Professor G. V. Portus, of Adelaide, speaking to an English audience, said that the system adopted in Australia had 'now become a tradition in Australian education. Theoretically it may be indefensible; practically it has come to stay'. Many would be less certain of this today. Recent events in Goulburn,","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125447777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The politics of discourse: Academic responses to the Dawkins reforms of higher education, 1945–1991","authors":"R. Watts","doi":"10.1080/17508480609556441","DOIUrl":"https://doi.org/10.1080/17508480609556441","url":null,"abstract":"What is at stake here first of all is discourse: from the side of the universities it is important not to absorb the economistic and bureaucratic language of the White Paper, just as from the side of the bureaucrats it is important not to use the legitimating idealist notions by which the humanities have known themselves. Neither side can win in the language of the other. (Simon During, 'Woodchipping in the Groves of Academe', Arena, 81, 1988).","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125900645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Robert Gordon Menzies and education in Australia","authors":"B. Bessant","doi":"10.1080/17508480609556438","DOIUrl":"https://doi.org/10.1080/17508480609556438","url":null,"abstract":"On the evening of 28 November 1957 the prime minister, Robert Gordon Menzies, presented the report of the Murray Committee of Enquiry to the federal parliament. Menzies saw this as one of the high points of his political career. He spoke of the 'official and personal pleasure' he was experiencing for it was a 'rather special night' in his political life. Looking back thirteen years later he was still moved by the occasion. It evoked deep emotions which were 'unforgettable'. Menzies had more to say about education than any other Australian prime minister, and throughout his political life maintained a consistent outlook towards schooling and education in general, firmly based on British academic and scholarly traditions. The universities were the focus of his interest. They gave him his faith in the value and efficacy of education. Of the many speeches he made on educational topics the great majority concerned the universities, in which he believed lay the salvation of the nation. This article looks at the educational outlook of Menzies and examines his influence on educational decisions made at the federal level during his long period as prime minister. Menzies was a scholarship boy, a fact of which he was proud. He saw that the school system had been his own road to success. He was the son of hard-working parents who taught him to believe in the value of schooling. They provided the opportunities and he seized them. He told parliament in 1958 —","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"PC-23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121271583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"‘Payments by results’ and the status of teachers in Victoria, 1862–1872","authors":"Kenneth E. Dear","doi":"10.1080/17508480609556437","DOIUrl":"https://doi.org/10.1080/17508480609556437","url":null,"abstract":"The result system has proved unfortunate and disagreeable: — It in no way effects [sic] the attendance, except that the children exhibit a greater desire to be absent on the attendance of the Inspector than any other day: — It does not add to the efficiency of the general teaching, but prevents attention being paid to the cultivation in individuals of those faculties which the teacher finds prominent and calculated with special training to produce special fruit: — It prevents the country teachers from teaching any branch outside the standards: arid it is absolutely ruinous in such a school as I now hold, where it is utterly impossible to procure fees equal to the half of the salary and Result money. I have already been mulcted in two half years of the last four of Result payments: and in the event of my remaining here as a teacher I have no hope that a better average can be realized. J. H. Bowman, Head Teacher, Common School no. 596, Stratford.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125435249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Components of failure","authors":"W. H. Frederick","doi":"10.1080/17508485709555901","DOIUrl":"https://doi.org/10.1080/17508485709555901","url":null,"abstract":"Since the publication of the Murray Committees report on Australian universities in 1957 it has become known that, of every hundred day students who commence courses at Australian universities, some sixtyfive fail to graduate in minimum time and forty-two fail to graduate at all. The rate of failure is not uniform among universities nor is it uniform among faculties within the one university, so that some faculties in some universities show or have shown failure rates of over fifty per cent. Failure in first year is particularly heavy. When the Murray Committee presses the need for 'more and more highly educated people all along the line, and in particular for more and more graduates of an increasing variety of kinds', the 'more' may be taken to mean not simply more as the population increases, but more in relation to population. Because of die complexity of life, if not because of the rivalry of nations, our age and country require competence and skill and specialist knowledge as never before. It is regrettable to employ a euphemism — that, at such a time, so many students are thwarted in their ambitions, and leave the universities unqualified to serve in ways they would wish and in ways essential to the nation's life and development. And to deplore the shortage of graduates vocationally or technically trained in physics, chemistry, engineering, genetics, bacteriology and the like, or prepared for the key profession of teaching, is not inconsistent with fidelity to the tradition that the university's central function is to offer a 'full and true education', to develop 'the whole man'.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128050477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Jensen's views on intelligence and a pre‐empirical image of man","authors":"J. Smolicz","doi":"10.1080/17508480609556435","DOIUrl":"https://doi.org/10.1080/17508480609556435","url":null,"abstract":"The traditional definition of equality of opportunity in education has rested on a tacit assumption that intelligence is like some Aristotelian quality of which each individual possesses a fixed quantity that remains constant through life. It was also assumed that this special quintessence could be distilled in its pure form and in its entirety (irrespective of the social origins of the individual) by the application of scientifically structured tests designed according to advanced theories in psychology. These assumptions remained unchallenged for so long because they represented what appeared to be a breakthrough in achieving scientific objectivity in areas which had previously remained in the shadow of the mystery of man's nature. The stress on objectivity led to the further assumption that such tests and theories were valuefree.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130963779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Education after year 10: The role of the secondary school","authors":"B. Crittenden","doi":"10.1080/17508480609556439","DOIUrl":"https://doi.org/10.1080/17508480609556439","url":null,"abstract":"In recent times public reports and Government policy statements in Australia have been affirming as a self-evident good that everyone should continue in full-time schooling until the end of Year 12. We are, of course, only following the example of such leading industrial nations as the United States and Japan. In the former, the percentage of an age group completing high school rose from around 50 per cent in 1940 to about 85 per cent by the late 1970s. The proportion of young people going to college also grew dramatically. It went from around 16 per cent in 1940 to 45 per cent in 1968, although it has been fairly stable since then. Even the French education system has not been immune to this trend. The Minister for Education recently announced plans to diversify and make more flexible the curriculum of the lycees with the aim of doubling their enrolment over the next fifteen years. This means that the graduation rate for an age group will increase to 80 per cent. The Blackburn report (1985) in Victoria has proposed that by 1995 participation in Year 12 should expand from the present 40 or so per cent of an age group to 70 per cent. It is anticipated that enrolments in tertiary institutions will double during this period.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"532 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130638223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Not even for the Lord's Prayer","authors":"M. Clark","doi":"10.1080/17508480609556436","DOIUrl":"https://doi.org/10.1080/17508480609556436","url":null,"abstract":"","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131567423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The university system","authors":"P. H. Partridge","doi":"10.1080/17508480609556432","DOIUrl":"https://doi.org/10.1080/17508480609556432","url":null,"abstract":"Between the two world wars, we used to complain sometimes of the neglect and the obscurity of the universities. They were accepted as training schools for the professions, but they were ill-provided for financially. They produced a few personalities, such as Edgeworth David, Arnold Wood, Francis Anderson, Griffith Taylor and John Anderson in Sydney, who achieved a reputation beyond the classroom, and became moderately well known as subjects of public respect or public controversy. From time to time they were attacked in some quarters as citadels of social privilege and political conservatism. But for the most part they were ignored and left alone. Certainly they were not continuously in the minds of governments and the public. Things happened slowly. The University of Sydney of 1935 was not very different in most respects from that of 1915: much the same is true of the other universities. How everything has changed! Since the end of World War II, and especially since the appointment of the Murray Committee, not many problems of the day have been more persistently and closely discussed than the universities.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"5 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114152155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Educational science, mental testing, and the ideology of intelligence","authors":"Barry Down","doi":"10.1080/17508480609556445","DOIUrl":"https://doi.org/10.1080/17508480609556445","url":null,"abstract":"In Australia, 'testing mania' currently dominates the conservative Coalition Government's educational agenda. The current Minister for Education, Training and Youth Affairs, Dr Kemp, argues that comprehensive reporting based on standardised testing 'is a necessary concomitant of informed parental choice'. In his view, there are 'direct connections between low levels of literacy, behavioural problems in the classroom, the likelihood that a student will finish formal education before Year 12, and the likelihood of being unemployed after leaving school'. This new testing culture is evident in the development and implementation of the national literacy surveys, the various State-based standardised tests (Basic Skills Test) and the national literacy and numeracy benchmarks. As Apple reminds us, such initiatives cannot be divorced from the broader 'conservative restoration' (privatisation, centralisation, vocationaiisation, and difFerentiation) advocated by the political right and proponents of the back-to-basics movement such as Kemp. What we are witnessing, in the words of Welch, 'is a moral-political campaign to wrest control of society from supporters of tolerance, difference and democratic selfexpression and return it to those who hanker for a more monolithic, certain and authoritarian world'.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2006-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126868775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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