Commonwealth engagement with school education : a history (1901-2015) (original) (raw)

Commonwealth Power Over Higher Education: Implications and Realities

2006

This paper explores the Commonwealth's power over universities. First it considers the extent of Commonwealth constitutional power as a matter of strict law and second it considers that constitutional power within a wider legal, administrative and practical context. The paper reaches four general conclusions: (i) the Commonwealth enjoys significant direct constitutional power over higher education; (ii) the Commonwealth has significant power to influence and form higher education policy indirectly through conditional funding of universities; (iii) notwithstanding its direct legislative power and its capacity for indirect financial influence, critically the Commonwealth presently lacks the cohesive constitutional power necessary to regulate the universities directly and comprehensively, although this may change in light of an impending decision of the High Court; (iv) in light of this analysis, any genuine attempt at national higher education legislation or regulation by the Commonwealth would, at present, have to be based upon significant cooperation with the States. This paper explores the extent of the power of the Commonwealth over higher education generally and universities in particular. Within this general purpose, it seeks to do two things: first, to consider the extent of Commonwealth constitutional power as a matter of strict law; and second, to consider that constitutional power within a wider legal, administrative and practical context. Achievement of this second aim involves placing the legal aspects of Commonwealth power within a context of legislative and policy reality. 2 1 For example, the Founding Fathers had no doubt that despite the fact that universities were corporations, they were not trading corporations, and so fell outside the corporations power contained in section 52(20): see the comments of Isaacs J. in Huddart Parker and Co. Pty. Ltd. v. Moorehead (1909) 8 C.L.R. 330, 394. The Constitution preserves to the States all powers not conferred specifically upon the Commonwealth: see Constitution, section 107. 2 As to which see generally Saunders (1986). 3 The classic exposition of the Howard Government's new federalism is contained in the address of Prime Minister John Howard on 11 April 2005 to the Menzies Research centre entitled "Reflections on Australian Federalism": http://www.pm.gov.au/news/speeches/speech1320.html 4 The most relevant publications are DEST (2004) and DEST (2005)

Politics and school education in Australia: a case of shifting purposes

Journal of Educational Administration, 2010

PurposeThe paper aims to argue that there has been a privileging of the private (social mobility) and economic (social efficiency) purposes of schooling at the expense of the public (democratic equality) purposes of schooling.Design/methodology/approachThe paper employs a literature review, policy and document analysis.FindingsSince the late 1980s, the schooling agenda in Australia has been narrowed to one that gives primacy to purposes of schooling that highlight economic orientations (social efficiency) and private purposes (social mobility).Practical implicationsThe findings have wider relevance beyond Australia, as similar policy agendas are evident in many other countries raising the question as to how the shift in purposes of education in those countries might mirror those in Australia.Originality/valueWhile earlier writers have examined schooling policies in Australia and noted the implications of managerialism in relation to these policies, no study has analysed these polici...

Education in Australia, New Zealand and the Pacific

Without understanding the specific (some might say peculiar) form of Australian federalism, it is hard to understand the realities of its education system. The current chapter sketches the mainsprings of Australian federalism, its key provisions and its evolution, and then examines its impact on education, using government funding of nongovernment schools as a case study that illuminates both increasing federal intervention, and state resistance, as well as the key social implications. While jurisdictional elements are treated, the emphasis on funding is used to reveal key changes in federal state intervention, and control over education.

The context of 3 out of 4 sectors of Australian education

The new part of this paper considers 5 major trends in Australian school education over the last decade: government policy to keep young people in school longer; increased privatisation of school education; introduction of external national tests during the compulsory years; increased public reporting of schools’ performance; and the introduction of a national school curriculum. Aside from the introduction of a national curriculum which seems to be a peculiarly Australian development (which is motivated for non educational reasons), the other developments seem to be common to some other wealthy white English speaking countries: Aotearoa New Zealand, the UK and the US. I suggest that each of these developments reflects the importance that parents and governments invest in school education. Education is now considered too important to be left to the educators, as one might say adapting the common saying about war and generals.

Commonwealth Power in Respect of Vocational Education in Australia: some historical vignettes with future potential

Intervention in vocational education and training by the federal level of government in Australia (the Commonwealth) expanded exponentially in the last quarter of the 20 th century, after halting and intermittent involvement in earlier decades. Such intervention in a field of public policy once considered the exclusive preserve of the States requires the assertion of a relevant head of power in the written constitution to ensure validity. Over the years a variety of powers has been deployed and a recent High Court case has opened the way for more far reaching intrusion. A review of earlier attempts to justify federal involvement suggests that the way is now open for uncontested Commonwealth control if it chooses to exercise it.

Striving for balance: Australian perspectives on the future of schooling

International Journal of Educational Research, 2004

Interview participants comprised a purposive, theoretical sample of 10 senior education policy leaders from across Australia. Participants argued that the current bureaucratic organisation of schooling would persist in the future because of intensifying pressure for schools to satisfy diverse political priorities; current funding arrangements had established a quasi-market model by default; unresolved tensions about a national curriculum and standardised assessment/accountability for students, teachers, and schools, and a shortage of dynamic, innovative leaders to reconnect public schools with their communities.

Education Reform in Australia: 1992-97

1998

This document reports on an in-depth study of the implementation of systemic reform in the state of Victoria. Called Schools of the Future, the reform was significant in its scale and complexity. Within 4 years in Victoria achieved the lowest per-pupil expenditure of any state of Australia. Data on academic achievements have been fragmentary and contradictory. In 1992 a majority of the government formed an educational agenda. The ensuing reforms included schools with site-based management, schools and principals made accountable, parents given more information and more access to decision-making, the reduction of the central bureaucracy, and increased power for school councils and principals in the school. Principals were the primary agents of the agenda; union officials were excluded. Teachers were promised that there would be no staff reductions. There were financial incentives to accept performance evaluation or retire early. Communication and feedback were focused on principals and the public and continued from the initial introduction through the implementation of changes. Vocational Education Training and higher education also changed through different methods and in a different order, as explained in an appendix. This is a study in the implementation of any political policy with emphasis on buying off agents of change, preempting obstruction, controlling communication channels, and ensuring that all parties have (or feel they have) ownership of their part of the deal. The bibliography includes interviews and newspaper articles. (REJ) Reproductions supplied by EDRS are the best that can be made from the original document.

Educating Australia: Government, Economy and Citizen since 1960

History of Education Quarterly, 1999

Educating Australia: Government, Economy and Citizen since 1960 Simon Marginson This book is the first comprehensive history of Australian education systems, programs and policies of the period since 1960. The narrative of changes in schooling, training and university life is placed in the context of changing policies and governments and evolving economic and social trends. The book draws on economic and sociological data, key texts and political events, anecdotes and a review of other analyses to build its rich picture of the role of education programs in the modernisation of Australian life. The book traces the shift from universal public provision to market systems, with the concomitant change in definitions of participation and equity. It examines the implications of this change for the labour market and the economy, in social policies and in cultural life. An important focus of the book is the discussion of the extension of citizenship through education.