DOCSLIB.ORG

Third Report September 2002

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Third Report September 2002 THIRD REPORT SEPTEMBER 2002 INQUIRY INTO THE PROVISION OF PUBLIC EDUCATION IN NEW SOUTH WALES ISBN 1 875 699 59 7 SPONSORED BY: NSW TEACHERS FEDERATION & FEDERATION OF P&C ASSOCIATIONS OF NSW INQUIRY PANELLISTS Kathy Esson - Senior Inquiry Officer Ken Johnston - Senior Inquiry Officer Tony Vinson - Chairperson INQUIRY PERSONNEL Joan Brown - Inquiry Officer Greg Eliovson - Inquiry Officer (part-time) Trudy Wiedeman - Secretary RESEARCH ASSOCIATES Neville Hatton - University of Sydney Alan Watson - University of New South Wales CHAPTER 8 SCHOOLS, COMMUNITIES AND SOCIAL DISADVANTAGE 1 PART ONE: SCHOOLS AND THEIR COMMUNITIES 1 - Parent participation in schools 1 - Schools as community learning centres 5 - Community supports for learning 7 - Value to Education in a Disadvantaged Community PART TWO: SCHOOLS AND SOCIAL DISADVANTAGE 12 - Resources for schools in disadvantaged areas 12 - Aboriginal communities and their schools 20 - Students from language backgrounds other than English (LBOTE) 24 CHILDREN IN CARE 26 GENDER 28 CHAPTER 9 THE INCLUSION OF STUDENTS WITH DISABILITIES IN MAINSTREAM CLASSES 31 BACKGROUND 31 THEMES EMERGING FROM SUBMISSIONS, SCHOOL VISITS, HEARINGS 32 - Support for assisting all students to learn and for the inclusion 35 of students with disabilities in mainstream classes - Concerns about the Funding Support program 36 - Specialist versus generalist teaching for students with disabilities 38 - Two illustrative case studies 39 - Numbers of Support Teachers Learning Difficulties (STLDs) 41 - Conclusions 42 FUNDING SUPPORT PROGRAM - RECENT TRENDS, FUTURE DIRECTIONS 42 BEHIND THE DISSATISFACTION WITH RESOURCES FOR FUNDING SUPPORT AND STUDENTS WITH LEARNING DIFFICULTIES 46 THE QUESTION OF ‘FULL’ INCLUSION 47 - The value of social inclusion 47 - Behavioural issues 51 OPERATION AND RESOURCING OF THE FUNDING SUPPORT PROGRAM 52 - Administration 52 - Need for more support / training for teachers of students with disabilities 53 - The role of teachers aides (special) 55 - Funding of the Funding Support program 57 NEED FOR MORE SUPPORT TEACHERS LEARNING DIFFICULTIES (STLDs) 61 CHAPTER 10 CONNECTING SCHOOLS AND TAFE 65 THE CONTEXT FOR CHANGE 65 VOCATIONAL EDUCATION AND GENERAL EDUCATION 69 COORDINATION BETWEEN SCHOOLS AND TAFE 72 MODELS FOR COLLABORATION 75 WORK PLACEMENTS 78 CHANGING WORK ROLES 80 TAFE AND A 'SECOND CHANCE' EDUCATION 83 CHAPTER 11 TEACHER EDUCATION 88 INTRODUCTION 88 VIEWS PUT TO THIS INQUIRY 89 TEACHER SUPPLY AND DEMAND 92 - Teacher education entrants 92 COVERAGE OF CLASSROOM MANAGEMENT AND STUDENT BEHAVIOUR 95 PRACTICE PROFICIENCY AND MAINTAINING A CRITICAL PERSPECTIVE 98 GUIDANCE DURING FIRST PROFESSIONAL YEARS 102 - Implications for New South Wales 104 CONTINUING PROFESSIONAL DEVELOPMENT 105 CHAPTER 12 GOVERNANCE 106 INTRODUCTION 106 VIEWS PUT TO THE INQUIRY 108 - Concerns about centralised decision making 108 - Leadership and advocacy by the DET 110 - Concerns about devolution of resources to districts and schools 110 - School level governance 112 THE TENSION BETWEEN CENTRALISATION AND DEVOLUTION 113 THE DET STATE OFFICE 117 DISTRICT OFFICES 128 SCHOOLS 131 - Community participation in school governance 132 - School staffing (teachers) 133 - School staffing (school administrative support staff) 138 - The school global budget 140 CHAPTER 13 INVESTING IN YOUNG PEOPLE AND OUR FUTURE: A TEN-YEAR PLAN FOR IMPROVING THE NSW PUBLIC EDUCATION SYSTEM 143 KNOWLEDGE INVESTMENT 144 EDUCATION AND GENERAL GOVERNMENT EXPENDITURES 146 - General government expenditure 146 - Expenditure on education in New South Wales: public schools 147 - Comparison of state expenditures 147 - Budget consequences of NSW investing at national average/student 149 - Teacher/student ratios 150 - Funding from individuals 151 DISTRIBUTION OF THE PUBLIC INVESTMENT IN SCHOOL EDUCATION 151 - NSW Government expenditure on non-government Schools 151 - Direct Commonwealth funding to non-government schools 155 THE SOCIAL AND ECONOMIC BENEFITS ASSOCIATED WITH INVESTMENT IN EDUCATION 159 OPPORTUNITIES FOR RE-DIRECTING INVESTMENTS WITHIN THE EDUCATION SECTOR AND ACROSS SECTORS 161 - The School Student Transport Scheme 161 - Back to school allowance 164 - 25% per capita funding linkage 164 - Interest rate subsidies 166 - Saving across sectors 166 TEACHERS’ SALARIES 167 OVERVIEW OF RECOMMENDATIONS AND THEIR COSTS 168 CHAPTER 8 SCHOOLS, COMMUNITIES AND SOCIAL DISADVANTAGE The previous chapter illustrated the important interconnections between schools and communities in rural regions by describing the role played by Warialda High School as a community-learning centre. This purpose of this chapter is to continue this theme by examining a range of practical efforts to strengthen the connection between schools and their communities. There are powerful educational reasons for closer school and community relations. Learning outcomes improve when parents become involved in their children’s learning and when schools form close links with families. Young people are better able to cope with the challenge of learning when schools work together with community agencies to provide them and their families with social and educational support. Community involvement in socially and economically disadvantaged areas reduces the gap between the school and the local community. When this happens, teachers are more easily able to appreciate the subtle neighbourhood effects on their students’ learning and to develop teaching and learning strategies that are more responsive to local needs. Finally, as the Warialda case illustrated, schools that draw upon the rich array of learning resources in the wider community dramatically increase the educational opportunities for their students. These are strong arguments for re-thinking the relationship between schools and their communities and it accords with the view expressed by The Smith Family in its submission to the Inquiry: The traditional place of the school in the community should be reassessed. Schools have to move away from being buildings where students are taken and become instead community hubs where networked linkages with vital community activities are promoted. This chapter will contribute to this important reassessment. The first part, Schools and Their Communities begins by considering the advantages of parental involvement in their children’s schooling. It then proceeds to explore the possibility of schools serving as community learning centres in urban areas and towns with substantial populations. Finally, it discusses community supports for learning in particular localities. The second part, Schools and Social Disadvantage, also contains three sections. It begins with an examination of the educational resources for schools in disadvantaged areas. This is followed by an assessment of Aboriginal communities and their schools. The chapter concludes with a discussion of the educational support provided to students from language backgrounds other than English. PART ONE: SCHOOLS AND THEIR COMMUNITIES Parent participation in schools The idea that parents should participate in their children’s schools is one of the most frequently asserted views about contemporary public education. It is claimed that when parents become involved in education their children learn 1 more effectively1. Parental attitudes become more supportive and this helps to improve students’ attendance, application and success. The legitimate scope of parental participation and how it can be reconciled with the increased professionalism sought by teachers are issues that deserve closer attention than they generally receive. One overseas study2 of teachers’ attitudes revealed their belief that when they are working with colleagues they think that they need to work with people, whereas when they are working with members of the community they need to work on them. The consequence, according to the study, is that: The form of relationship in which parents are active or unquestioning supporters of what teachers do keeps teachers in a state of classical professionalism. This distances them, intellectually and emotionally, from the learning and lives of the increasingly diverse and demanding students they teach as well as from their families. Throughout this report the facilitation of learning has been acknowledged as the teacher’s primary area of expertise and professional functioning. In accordance with this perspective professional advancement mainly focuses on acquiring advanced knowledge and skills in areas such as productive pedagogies, subject knowledge and the promotion of collegial learning, resulting in increased influence on school decision making. The word influence is preferable to authority because it better captures the element of persuasion that attaches to increased professional status and experience.3 So far as parents are concerned, participation can refer to a range of possibilities, from raising funds to being consulted about school affairs and their children’s progress, without exercising influence on educational matters, to a degree of parental empowerment where they influence the core business of the school’s educational practices. When the latter is the case, both parents and teachers are viewed as “part of a participatory community with ‘external’ as well as internal participants”4. This communal arrangement requires that all participants operate not only with influence in their respective roles, but also with duties and responsibilities. It is possible for that division of labour to be built around continuing respect for the role
Load more

Recommended publications
  • Unequal in Healthhealth
    32551 Jesuit 8pp 20/8/03 11:05 AM Page 1 Jesuit Social ServicesServices Unequal in HealthHealth StandingStanding inin solidaritysolidarity withwith thosethose inin needneed OUR PURPOSE “To challenge the world to act justly, www.jss.org.au to deal respectfully with one another” October 2001 32551 Jesuit 8pp 20/8/03 11:05 AM Page 2 Preface Access to comprehensive health services is one of the most important needs of Australians who experience social disadvantage. This study by Emeritus Professor Tony Vinson maps how effectively it is occurring in the populations of the most disadvantaged postcodes in New South Wales and Victoria. In 1999, the policy and research arm of Jesuit Social Services, The Ignatius Centre, mapped the distribution of social disadvantage in New South Wales and Victoria, on a postcode basis, using a range of medico-social indicators, in its paper “Unequal In Life”. “Unequal In Health” compares the 30 most disadvantaged postcode areas in each state with the 30 postcodes that fell in the middle range from most to least disadvantaged, in relation to their access to comprehensive health provision. The study assesses this level of health service by measuring the delivery of the Enhanced Primary Care Package in these areas, including the provision of Multidisciplinary Care Plans, Case Conferences and Health Assessments. Socially and economically disadvantaged Australians generally exhibit more health problems and it is expected that General Practitioners would spend more time in consultation with such persons as a consequence. This study, following up our earlier research on the distribution of social disadvantage, suggests that this is not occurring in many of the most socially disadvantaged areas, especially in Victoria.
    [Show full text]
  • Using Financial Intelligence to Target Online Fraud Victimisation
    The Newsletter of the Australian and New Zealand Society of Criminology Volume 15 Issue 2, December 2018 Contemporary Comment: Using Financial Intelligence to Target Online Fraud Victimisation Editor’s note: this piece is written by Dr Cassandra Cross, It has been ten years since I first started researching fraud. While recipient of the ANZSOC 2017 New Scholar Prize and 2017 Adam the logistics of fraud may have changed, the impact on victims and Sutton Crime Prevention Award. Cassandra has kindly provided a the lack of an appropriate response to the support and prevention contemporary comment showcasing some of her award winning of fraud has not. Regrettably, I would also argue that Australia has research on fraud victimisation. Cassandra’s latest book on Cyber lost its momentum in the targeting of fraud. Fraud is now available. The article that I wrote on the use of financial intelligence to target Receiving the Adam Sutton Crime Prevention Award was a fraud, was based on the proactive strategies being used by both humbling moment for me at the conference in 2017. While I did not police and consumer protection agencies back in 2015. The use of know Adam well, he played an important role in shaping my early financial intelligence to proactively identify potential fraud victims work around crime prevention. Further, he was the source of great was an approach that was arguably having positive impacts based personal support and encouragement after a particularly difficult presentation experience at one of my earliest ANZSOC conferences. I am forever grateful for his kindness, and our interactions, however brief they were, have had an enduring impact on the scholar that I am today.
    [Show full text]
  • “TV-1” Referred to in the Witness Statement of Tony Vinson Dated 4 August 2015
    WIT.0103.001.0008 ATTACHMENT TV-1 This is the attachment marked “TV-1” referred to in the witness statement of Tony Vinson dated 4 August 2015. WIT.0103.001.0009 TONY VINSON CV Professor Tony Vinson's initial qualifications were in Arts and Social Work and he subsequently obtained a doctorate from the University of New South Wales for a sociological study of low birth weight babies. More recently he was awarded a Hon. D Litt by the University of Sydney. His professional career has alternated between academic appointments and government and community positions. He has held professorial appointments in Behavioural Science in Medicine at the University of Newcastle and Social Work at the University of NSW and has held visiting professorships in Sweden and Holland. In the early 1970s, he was Foundation Director of the Bureau of Crime Statistics and Research within the NSW Department of Attorney General and Justice. From 1979 to 1981 he headed the NSW Department of Corrective Services during a period of intense reform following a Royal Commission into the state's prison system. In 1984 Tony chaired a Commonwealth Government Inquiry into ACT social services prior to the Territory acquiring self-government. In 2001 he was invited to chair a year long Independent Inquiry into Public Education in NSW, a contribution that resulted in his receiving an inaugural NSW Government Award for Meritorious Services to Public Education. Professor Vinson has undertaken a number of studies of the geographic distribution of social disadvantage on behalf of Jesuit Social Services (JSS) and in 2007 he authored a national study of the distribution of disadvantage (Dropping off the Edge) sponsored by CSSA and JSS.
    [Show full text]
  • Dropping Off the Edge 2 0 15
    DROPPING OFF THE EDGE 2 0 1 5 Persistent communal disadvantage in Australia Tony Vinson and Margot Rawsthorne With Adrian Beavis and Matthew Ericson SUMMARY THE AUTHORS Professor Tony Vinson (University of Sydney) has Dr Adrian Beavis is a social and educational a background in sociology and social work with researcher with a particular interest in evaluation extensive involvement in criminology and social and policy development. Vocational choice and statistics. His professional work has involved the inter-generational social mobility have been areas headship of national and state level inquiries, and of substantive interest. He is currently working as his administrative appointments have included a consultant contributing to evaluations of various the foundation directorship of the NSW Bureau of education programs in several African countries. Crime Statistics and Research, and headship of the Adrian’s professional experience includes a seven- NSW Department of Corrective Services during a year appointment as Director of the Policy Research period of intense prison reform. He was foundation and Evaluation program at the Australian Council for professor of behavioural science in medicine in Educational Research. He has also held the position the Newcastle Medical School, and Professor of of Principal Researcher with the Smith Family. Social Work and Dean of the Faculty of Professional Studies at the University of New South Wales. Since Dr Matthew Ericson (University of Sydney) has a 1999 Tony has been a research consultant to Jesuit background in socioeconomic research and has Social Services and has authored several reports on worked in teaching and administrative roles within the geographic distribution of social disadvantage.
    [Show full text]
  • Justice Reinvestment Can Provide Hope for an Alternative
    Inaugural Professor Tony Vinson Memorial Lecture: Whatever happened to ‘Prison as a Last Resort?’ Time now to consider the path to abolition. Peter Norden AO FANZSOC Honorary Fellow School of Humanities & Social Sciences University of New South Wales 11th September 2018 Recent memories of Tony Vinson would recall a man of humanity and great understanding…. or as an Emeritus Professor at the School of Social Work at UNSW or with Graduation ceremonies at the University of Sydney…. (Graduation clip) Recent memories of Tony Vinson would recall a man of humanity and great understanding…. or as an Emeritus Professor at the School of Social Work at UNSW…. or as Honorary Professor, Faculty of Education and Social Work at the University of Sydney…. There were many aspects to the professional life of Tony Vinson….…. Chairperson, Foundational Director, New South Wales NSW Bureau of Crime Corrective Services Statistics & Research Commission 1971 - 1976 1979 – 1981 Criminal Justice Reformer Professor of Social Work and Head of School of Chairperson, Social Work at UNSW Independent Inquiry into and inspirer of two Provision of Public generations of social Education in NSW work students 2001-2002 1981-88, 1996-97 In 2002, Tony Vinson was appointed the Chair of an Independent Inquiry into Public Education in NSW. His inquiry conducted 28 pubic hearings, more than 150 schools visits and received 770 submissions. The Vinson Inquiry’s in depth report identified where additional funding could be found to improve the public education system over 10 years. As a result of the Inquiry, education became a major issue at the NSW 2003 State Election.
    [Show full text]
  • Referred to in the Witness Statement of Tony Vinson Dated 4 August 2015
    WIT.0103.001.0015 ATTACHMENT TV-2 This is the attachment marked “TV-2” referred to in the witness statement of Tony Vinson dated 4 August 2015. WIT.0103.001.0016 DROPPING OFF THE EDGE 2 0 1 2015 5 Persistent communal disadvantage in Australia Tony Vinson and Margot Rawsthorne With Adrian Beavis and Matthew Ericson WIT.0103.001.0017 DROPPING OFF THE EDGE 2015 Persistent communal disadvantage in Australia Authors: Tony Vinson and Margot Rawsthorne with Adrian Beavis and Matthew Ericson 1 WIT.0103.001.0018 Jesuit Social Services PO Box 271 Richmond Victoria 3121 Ph: 03 9421 7600 www.jss.org.au Catholic Social Services Australia PO Box 326 Curtin ACT 2605 Ph: 02 6285 1366 www.cssa.org.au ISBN: 978-0-9874670-6-5 © Jesuit Social Services / Catholic Social Services Australia 2015 Publisher: Jesuit Social Services / Catholic Social Services Australia The publishers of this report would like to acknowledge the Vincent Fairfax Family Foundation and Gandel Philanthropy for supporting this important research and the publication of its findings. This publication is copyright. Except as permitted under the Copyright Act, no part of this publication may be reproduced by any process, electronic or otherwise, without permission in writing of Jesuit Social Services / Catholic Social Services Australia. Neither may information be stored in any form whatsoever without such permission. Any queries should be addressed to Jesuit Social Services / Catholic Social Services Australia. Designer: tommy gun 2 WIT.0103.001.0019 CONTENTS Acknowledgements 4 Foreword
    [Show full text]
  • Second Report
    SECOND REPORT JULY 2002 INQUIRY INTO THE PROVISION OF PUBLIC EDUCATION IN NSW ISBN 1875699 511 SPONSORED BY: NSW TEACHERS FEDERATION & FEDERATION OF P&C ASSOCIATIONS OF NSW INQUIRY PANELLISTS Kathy Esson - Senior Inquiry Officer Ken Johnston - Senior Inquiry Officer Tony Vinson - Chairperson INQUIRY PERSONNEL Joan Brown - Inquiry Officer Greg Eliovson - Inquiry Officer (part-time) Trudy Wiedeman - Secretary RESEARCH ASSOCIATES Neville Hatton - University of Sydney Alan Watson - University of New South Wales PREFACE The Second Report of the Inquiry into the Provision of Public Education in New South Wales follows a First Report, released in May 2002, that comprised three chapters on the following topics: 1. Teacher Professionalism 2. Curriculum and Pedagogy 3. The Foundations for Effective Learning. The present report adds a further four chapters on the following topics: 4. The Structure of Public Education and Social Values 5. Student Welfare and Discipline 6. Buildings and Amenities 7. Rural and Remote Education. The remainder of the Inquiry’s report will be released in late August / early September 2002. It will cover a number of additional topics including the governance of the education system; the integration of students with disabilities; TAFE and public education; school, community and social disadvantage; teacher preparation; the cost of public education; and planning for the future. PAGE CHAPTER 4 THE STRUCTURE OF PUBLIC EDUCATION AND SOCIAL VALUES 1 INTRODUCTION 1 - The centrality of social values 1 - An outline of the issues
    [Show full text]
  • Tony Vinson Faculty of Education and Social Work, University of Sydney with the Assistance Of
    Tony Vinson Faculty of Education and Social Work, University of Sydney with the assistance of Margot Rawsthorne Brian Cooper University of Melbourne Data analysis consultant Contents Jesuit Social Services Catholic Social Services Australia Acknowledgments: iv PO Box 271 PO Box 326 Richmond Victoria 3121 Curtin ACT 2605 Ph: 03 9427 7388 Ph: 02 6285 1366 Foreword vi Fax: 03 9427 1819 Fax: 02 6285 2399 www.jss.org.au www.catholicsocialservices.org.au Preface vii Executive summary ix ISBN: 0957780354 © Jesuit Social Services / Catholic Social Services Australia 2007 Introduction xvii Author: Tony Vinson 1 Scope, nature and materials of the present study 1 Publisher: Jesuit Social Services / Catholic Social Services Australia 2 Choice of indicators 6 This publication is copyright. Except as permitted under the Copyright Act, no part of this publication may be reproduced by any process, electronic or otherwise, with- out permission in writing of Jesuit Social Services / Catholic Social Services Australia. 3 Cumulative disadvantage 26 Neither may information be stored in any form whatsoever without such permission. Any queries should be addressed to Jesuit Social Services / Catholic Social Services Australia. 4 Interconnections between the indicators 48 The State Badges of Queensland, New South Wales and South Australia, the City of 5 How the areas rank: disadvantage factor and overall Canberra Coat of Arms and the Desert Rose of the Northern Territory are used with permission. locational vulnerability 66 Design: John van Loon 6 Assessing the impact of social cohesion 86 ‘We need to find innovative ways to break the vicious cycles of poor 7 Summary and conclusions 95 parenting, low levels of education, unemployment and health problems that can afflict some individuals and communities.
    [Show full text]
  • First Report
    FIRST REPORT MAY 2002 INQUIRY INTO THE PROVISION OF PUBLIC EDUCATION IN NSW ISBN 1875699 35 X SPONSORED BY: NSW TEACHERS FEDERATION & FEDERATION OF P&C ASSOCIATIONS OF NSW 1 INQUIRY PANELLISTS Kathy Esson - Senior Inquiry Officer Ken Johnston - Senior Inquiry Officer Tony Vinson - Chairperson INQUIRY PERSONNEL Joan Brown - Inquiry Officer Greg Eliovson - Inquiry Officer (part-time) Trudy Wiedeman - Secretary RESEARCH ASSOCIATES Neville Hatton - University of Sydney Alan Watson - University of New South Wales 2 PAGE P R E V I E W BACKGROUND i ASSETS OF THE PUBLIC EDUCATION SYSTEM EXCEPTIONAL STUDENTS iii ACCEPTANCE OF THE FULL RANGE OF STUDENTS iii STUDENTS’ ATTAINMENTS iv EDUCATION QUALIFICATIONS OF PUBLIC SCHOOL TEACHERS iv QUALITY OF LEADERSHIP IN THE SCHOOLS iv ADAPTATION TO A MORE DIVERSE POST-COMPULSORY STUDENT POPULATION v PARTICIPATION OF STUDENTS WITH DISABILITIES IN MAINSTREAM EDUCATION v COMPUTERS IN SCHOOLS vi SOME INNOVATIONS IN PEDAGOGY vi PUBLIC SCHOOLS AS HAVENS FROM RACISM vi TEACHERS’ COMMITMENT vii CONCERNS IDENTIFIED via HEARINGS AND SUBMISSIONS, AND IN THE COURSE OF SCHOOL VISITS TEACHER PROFESSIONALISM viii TEACHING AND LEARNING ix - The purposes of public education: what students should learn ix - The primary focus of schools: Learning x - Career-long development of teachers xi - Replacement teachers xii - Physical limitations on optimal teaching and learning xii - Learning resources xiii - Information technology xiii - Curriculum xiv - Teacher librarians xv - Pedagogy: strategic directions xv PHYSICAL FACILITIES
    [Show full text]
  • Witness Statement of Tony Vinson
    WIT.0103.001.0001 WITNESS STATEMENT OF TONY VINSON I, Tony Vinson, Emeritus Professor of the University of New South Wales and Honorary Professor of the Faculty of Education and Social Work, University of Sydney, of Camperdown in the State of New South Wales, say as follows: 1 I make this statement on the basis of my own knowledge, save where otherwise stated. Where I make statements based on information provided by others, I believe such information to be true. Current role 2 I am currently an Honorary Professor at the University of Sydney and social researcher with Jesuit Social Services, Richmond in Victoria. 3 My key research interests at present are identifying and measuring the signs of a well-functioning community; collective social memory and its impact on policy; the City of Goulburn in the second half of the 19th Century; measuring Australia's social progress; and community wellbeing (based on Mildura). Background and qualifications 4 I have over forty years’ experience in sociology and social work with extensive involvement in criminology and social statistics. My professional work has included the headship of national and state level inquiries. 5 My administrative appointments have included the foundation directorship of the NSW Bureau of Crime Statistics and Research, and headship of the NSW Department of Corrective Services during a period of intense prison reform. I was foundation Professor of Behavioural Science in Medicine in the Newcastle Medical School, and Professor of Social Work and Dean of the Faculty of Professional Studies at the University of New South Wales (University of NSW).
    [Show full text]
  • Social Inclusion Ly Joblessne Fami Ss in Aus Tralia
    Inclusion Social Social Inclusion ly Joblessne Fami ss in Aus tralia MARKEDLY SOCIALLY DISADVANTAGED LOCALITIES IN AUSTRALIA: THEIR NATURE AND POSSIBLE REMEDIATION 2 January 2009 A09-135 This is the second of a series of commissioned papers on social inclusion/exclusion, prepared for the Australian Department of Education, Employment and Workplace Relations by Professor Tony Vinson, Faculty of Education and Social Work, University of Sydney. June 2008. January 2009—revised © Commonwealth of Australia 2009 This work is copyright. You may download, display, print and reproduce this material in unaltered form only (retaining this notice) for your personal, non-commercial use or use within your organisation. Apart from any use as permitted under the Copyright Act 1968, all other rights are reserved. Requests and inquiries concerning reproduction and rights should be addressed to Commonwealth Copyright Administration, Attorney General’s Department, Robert Garran Offices, National Circuit, Barton ACT 2600 or posted at http://www.ag.gov.au/cca ISBN 978-0-642-77842-0 (PDF) ISBN 978-0-642-77849-9 (RTF) Contents HIGHLY DISADVANTAGED AREAS 1 Background 1 Labour Market Studies 2 Social Perspectives 2 Significance of Approach 4 Means and Ends 4 Characteristics of Successful Interventions 5 HIGHLY DISADVANTAGED AREAS Background Localities in which there is a markedly high level of disadvantage are often characterised in terms of perceived behavioural shortcomings—things like residents’ lack of commitment to improving their situation, indifferent motivation generally, unlawful conduct, and parents’ inadequate attention to child rearing. Indeed, surface appearances of the kinds mentioned are used to justify a view that the dominant cause of residents’ plight resides in their moral slackness and own defective personal choices.
    [Show full text]
  • Faculty Oflaw Proceedings Institute of Criminology
    ISSN 0085-7033 I THE UNIVERSITY OF SYDNEY FACULTY OF LA W PROCEEDINGS ofthe -‘ INSTITUTE OF CRIMINOLOGY No.72 MEDIA EFFECTS ON ATTITUDES TO CRIME REGISTERED IN AUSTRALIA FOR TRANSMISSION BY POST AS A BOOK INSTITUTE OF CRIMINOLOGY SYDNEY UNIVERSITY LAW SCHOOL Address: 173-175 Phillip Street, Sydney, N.S.W. 2000 The Institute of Criminology is an organization within the Department of Law of the Sydney University Law School for teaching and research in criminology and penology. STAFF Director Professor Brent Fisse, LL..B (Cantuar.) LL..M (Adelaide) (Criminal Law). Deputy Director P. G. Ward, M..A, B..E (Sydney) (Statistics). Associate Professor S D. Hotop, B. A, LL..M (Sydney) (Criminal Law) Senior Lecturers G. L. Certoma, Dott. Giur. (Firenze), B..,A LL.M. (Sydney). B. A. McKillop, LL.M. (Harvard), BA, LL.B., B.Ec. (Sydney) (Criminal Law). Dr R. T. Stein, LL.B., (A.N.U.), LL.M. (Dalhousie), Ph.D. (Sydney), A. Mns. A. (A.M.E.B.). Lecturers J. A David, LL. B. (A. N. U.) (Criminal Law and Criminology). G. B. Elkington, M.Sc., Ph.D. (Warwick), B.Sc., LL.M. (Sydney) (Criminal Law) Dr P. B. Shea, B. H. A., Grad. Dip. (Health Admin.) (N. S. W. ), B. A., Dip- Env. Stud. M. Env. Plan. (Macquarie), M. B, B. S., M. P. H., D.P.M., Dip.Crim. (Sydney), F.R.A.N.Z.C.P., F.R.A.C.M.A., F.A.I.M.,’L.H.A. (Forensic Psychiatry; Part-time). S. Yeo, LL.B. (Singapore), LL.M. (Sydney and Wellington) (Criminal Law and Criminology).
    [Show full text]