JNITIAL PROGRAM
3. T.A.F.E in other Australian States;
4. The present T.A.F.E. triennium.
References Australian Committee on Technical and Further Education. T.A.F.E. in Australia. First Report, (Kagan Report), 1974.
Bassett, G.W. Each One is Different A.C.E.R. 1965.
Bessant, B. and Spaull, A.D. Teachers in Conflict. M.U.P.
1972. Politics of Schooling. Pitman, 1976.
Cleverley, J. and Lawry, J. (eds.) Australian Education in the Twentieth Century. Longmans 1972.
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INITIAL PROGRAM
Education Department, Victoria. Handbook on Technical Education. T.S.P.U. 1978.
Fenley, W. (Ed.) Education in the 1970's and 1980's. Hicks Smith, 1970.
Fitzgerald, R. The Secondary School at Sixes and Sevens.
A.C.E.R., 1970.
Grundy, D. Secular, Compulsory and Free. M.U.P., 1972.
Harman, G., and Selby Smith, R. Australian Higher Education: Problems of a Developing System. Angus and
Robertson, 1972.
Hermann, G. et.al. Trade and Technician Education. Cassell 1976.
Hyams, B. and Bessant, B. Schools for the People?
Longmans, 1972.
MacLaine, A.F. and Selby Smith, R. (Eds.) Fundamental Issues in Australian Education. Novak, 1971.
McLean, D. (Ed.) It's People That Matter. Angus and Robertson, 1969.
Mortensen, K.G. Planning for Technological Change in Australia. Gerald Griffin Press, 1971.
Schoenheimer, H. Good Australian Schools. T.T.A.V., 1973.
Simpkins, W. and Miller, A. (Eds.) Changing Education - Australian Viewpoints. McGraw-Hill, 1972.
T.A.F.E.C. Report for the Triennium 1977-79. 1976.
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COURSE DETAILS
ELECTIVE UNITS — GROUP A ALTERNATIVES IN EDUCATION
An examination of arguments against schooling, in the context of deschooling theory; of alternatives to schooling within society, and of alternatives in schooling.
Areas of Analysis 1. Definitions of schooling:
What schools are and what they do, how schooling operates. The school as an institution.
2. Schools, society and institutions. Rights of children, parents and teachers. Schools as power structure.
3. Problems of schooling minority groups; women,.
migrants, aborigines and inner city youth.
4. Progressive education:
The traditions of progressivism.
Great progressive educators.
How progressive ideas have provided the groundwork for change.
5. Problems exposed by the Sociology of Knowledge, and the experiential growth of knowledge itself. Who shall teach what?
6. Alternatives within schools.
The "Summerhill" experience.
Free Schools.
Community schools.
The open classroom.
7. Radical alternatives to schooling:
Deschooling arguments criticised.
Learning exchanges and learning co-operatives.
8. Changes in Victorian Education:
Role of teacher unions.
Changes in secondary schools of Victoria since the 1960's.
The Jackson policy in Technical Schools.
9. Alternatives within Society:
Problems of overpopulation, pollution, wastage of scarce resources. The role of technical schools in solving these problems.
References Austin, A. The Rights of the Child. in Fensham P. (Ed.).
Rights and Inequality in Australian Education. Cheshire, 1970.
Burnet, Sir M. Man in His Australian Environment.
Ormond, Melbourne, 1973.
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INITIAL PROGRAM
Bessant, B. & Spaull, A. Teachers in Conflict M.U.P., 1972.
Cox, P.W. The City as Schoolhouse. Pa. U.S.A., Judson Press, 1972.
Faure, E. Learning to Be. The World of Education Today and Tomorrow. UNESCO, 1972
Freire, P. Pedagogy of the Oppressed. Penguin, 1972.
Giles, J. The half open door on open Education. Ashton Scholastic, 1975.
Goodman, P. Compulsory Miseducation. Penguin, 1974.
Musgrave, P. and Selleck, R. Alternative Schools. Wiley, 1975.
Neill, A.S. Summerhill. Penguin, 1973.
Postman, M. and Weingartner, C. Teaching as a Subversive Activity. Delacorte Press, Penguin, 1969.
Reimer, E. School is Dead. Penguin, 1971.
Schoenheimer, H. Good Australian Schools. T.T.A.V., 1973.
Schools in Australia. Government Printer, 1973.
Silberman, C.E. Crisis in the Classroom. Random House, 1970.
Young, M.F.D. (Ed.) Knowledge and Control. Macmillan, 1971.
COMPARATIVE TECHNICAL EDUCATION IN AUSTRALIA
This unit is designed to help students to see their work in a wider context, and to afford bases for comparison between the Victorian and other technical education systems.
For each of the areas studied, attention will be given to the development of the educational system, the pattern of secondary education, the structure and problems of various levels of technical education, and the articulation of techni- cal education with the secondary schools and with industry and commerce. Particular emphasis will be placed on the role of education systems in society and on the importance of technical and further education in a rapidly changing world.
Areas of Analysis 1. Introductory
Brief review of the purpose and method of Comparative Education.
Brief study of the beginnings and levels of technical education.
2. Selected Australian States
Intensive study of technical and further education in Victoria, New South Wales, South Australia, Western Australia.
References
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COURSE DETAILS
3. Continuing Comparisons
Identification of trends, developments and issues in technical and further education based on these studies.
A.C.O.T.A.F.E., T.A.F.E. in Australia. First Report, 1974;
Second Report 1975, A.G.P.S.
Education Department, Victoria. Handbook on Technical Education. T.S.P.U. 1978.
Hermann, G.D. et. al., Trade and Technician Education.
Cassell, 1976.
Jones, P.E. Comparative Education - Purpose and Method.
U.Q.P., 1971.
T.A.F.E.C.. Report of the Triennium 1977-79. 1976.
COMPARATIVE TECHNICAL EDUCATION OVERSEAS
This unit is designed to help students to see their work in a wider context, and to afford bases for comparison between the Victorian and other technical education systems.
For each of the areas studied, attention will be given to the development of the educational system, the pattern of secondary education, the structure and problems of various levels of technical education, and the articulation of technical education with the secondary schools and with industry and commerce. Particular emphasis will be placed on the role of education systems in society and on the importance of technical and further education in a rapidly changing world.
Areas of Analysis 1. Introductory
Brief review of the purpose and method of Compara- tive Education
Brief study of the beginnings and levels of Technical Education.
Brief study of technical and further education in Victoria.
2. Selected Overseas Countries
Extensive study of technical and further education in Britain, West Germany, U.S.A. and U.S.S.R.
3. Continuing Comparisons
Identification of trends, developments and issues in technical and further education based on these studies.
References Cantor, L. & Roberts, I. Further Education in England &
Wales Routledge, 1972.
Education Department, Victoria. Handbook on Technical Education. T.S.P.U. 1978.
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INITIAL PROGRAM
Encyclopedia of Education. Macmillan Free Press, 1971.
Grant, N. Soviet Education. Penguin, 1972.
Jones, P.E. Comparative Education - Purpose and Method.
U.Q.P., 1971.
King, E.J. Other Schools and Ours. Holt, Rinehart and Winston, 1967.
Robinson, E. The New Polytechnics. Penguin, 1968.
Strong, M. & Schaefer, C. Introduction to Trade, Industrial and Technical Education. Merrill, 1975.
Tripartite Mission, Training of Skilled Workers in Europe.
D.L.N.S. 1970.
Van Zyl, A.J. Optimum Use of Manpower. Pretoria C.A.T.E., 1972.
Warren, H. Vocational and Technical Education. UNESCO, 1967.
FOUNDATIONS OF WESTERN EDUCATION
This unit examines the educational ideas and practice of three major civilizations at key points in time, provides some understanding of how the demands and aspirations of society influence educational decision making, organisation and practice, and of how these civilizations have influenced education today.
Areas of Analysis The three civilizations selected for study are:
1. Greek, including Sparta, Athens and Hellenism.
2. Roman, including the rise of Christianity.
3. Western European, including -
- Medieval - the major educational agencies and the rise of the universities.
— Renaissance - Humanist education.
— Reformation - Religion and education.
Pivotal subjects for discussion and comparison with current philosophies and practice will include selection for entry to education, course content, techniques and methodologies of teaching, discipline and motivation, the role of the teacher, and the manipulation of education, its organisation and institutions.
References Bowen, J. A History of Western Education. Vol. 11972 and Vol. II, 1975, Methuen and Co.
Boyd, W. The History of Western Education. A. & C. Black, 1970.
Cole, L. A History of Education. Holt, Rinehart and Winston, 1958.
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COURSE DETAILS
Frost, S.E. and Bailey, K.P. Historical and Philosophical Foundations of Western Education. Chas, E. Marrill Pub.
Co., 1973.
Gutek, G.L., A History of the Western Educational Experience. Random House, 1972.
Hale, W.N. Ancient Greece. American Heritage Press, 1970.
'Lawrence, E. The Origins and growth of Modern Education. Penguin Books, 1970.
Rusk, R.R. The Doctrines of the Great Educators.
Macmillan, 1971.
Catalogues of all library acquisitions related to this subject are distributed regularly to students.
' Recommended for purchase.
MODERN EDUCATIONAL THOUGHT
References
This unit will focus on the work of a number of writers who, from different perspectives during the past century, have made a significant contribution to educational thought and practice.
It will consider these thinkers in their social and educational contexts, together with more personal
influences on their lives, and try to assess the relevance and practicability of their ideas for the present time.
There will also be an attempt to clarify some of the concepts, commonly used by teachers, e.g., education, training, indoctrination, authority, discipline, freedom, morality and creativity.
Students will select from the following themes and writers:
Science — Herbert Spencer, T.H. Huxley Culture — T.S. Eliot
Freedom — A.S. Neill, John Holt Revolution — Paulo Freire
Identity — M.V.C. Jeffreys, Paul Goodman Bibby, C. (Ed.) T.H. Huxley on Education. C.U.P. 1971.
Eliot, T.S. Notes Towards the Definition of Culture.
Faber, 1962.
Eliot, T.S. To Criticise the Critic and Other Writings.
.
Faber, 1962.
Freire, Paulo. Pedagogy of the Oppressed. Penguin, 1974.
Goodman, P. Compulsory Miseducation. Penguin, 1974.
Hollins, T.H.B. (Ed.) Aims in Education. The Philosophic Approach. Manchester University Press, 1964.
Holt, J. Freedom and Beyond. Penguin, 1973.
Holt, J. Escape from Childhood. Penguin, 1975.
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Hospers, J. An Introduction to Philosophical Analysis.
Routledge and Kegan Paul, 1967.
Jeffreys, M.V.C. Personal Values in the Modern Wold.
Penguin, 1965.
Judges, A.V. (Ed.) Education and the Philosophic Mind.
Harrap, 1957.
Judges, A.V. (Ed.) Pioneers of English Education. Faber, 1952.
Morris, B. Objectives and Perspectives in Education.
Routledge and Kegan Paul, 1972.
Nash, P. Kazamias, A.M. and Perkinson, H.J. (Eds.) The Educated Man: Studies in the History of Educational Thought Wiley, 1966.
Neill, A.S. Summerhi//. Penguin, 1973.
Peters, R.S. Ethics and Education. Allen & Unwin, 1967.
Spencer, H. Essays on Education etc. Everyman's Library, 1949.
Wilson, J. Thinking with Concepts. C.U.P., 1971.
Further reading and study guides will be distributed throughout the course.
PHILOSOPHY OF EDUCATION
This course introduces students to a philosophical perspec- tive on education, and encourages them to critically examine their own values in relation to some key social and moral questions involved in being a teacher.
Areas of Analysis 1. Concepts of education:
What is education?
What is the purpose of education?
2. The Curriculum:
What should be taught?
What are the criteria for curriculum decisions?
Who should decide curriculum matters?
3. Moral Education:
Can virtue be taught?
Is moral education a proper concern for schools in a secular, pluralist society?
What is the significance of a values clarification program?
4. Authority, Freedom and Equality
Examination of these concepts in relation to the school.
Consideration of how these concepts enter into the description of the relationship between democracy and education.
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COURSE DETAILS
References