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Tasmania's educational memorandum of understanding : key perspectives


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Garsed, Jeffrey Roy 2000 , 'Tasmania's educational memorandum of understanding : key perspectives', Research Master thesis, University of Tasmania.

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Historically, governments, departments of education and teacher associations
in Tasmania have argued that they had the best interests of teachers and
education at heart. Yet, until recently, they tended to operate without formal
mechanisms that facilitated common understandings of each other's positions
or an agreed long-term approach to education as a whole.
The 1998 Tasmanian Memorandum of Understanding [MoU], whilst far from
attempting to develop an exhaustive compact on public education, did,
however, establish a consultative mechanism between the Government and the
Australian Education Union [AEU] on matters affecting teachers and
education. Further, it specified points of understanding about particular
teacher and educational matters that have potential for enhancing trust and
cooperation between the government and teachers.
This study investigates the significance of the MoU in the current educational
context and looks at the implications it may have for establishing future points
of agreement, on key educational issues, between the key partners in education, namely the government, the AEU and the Department of Education
An interpretive case study framed the investigation. The author interviewed a
chief, or former chief, decision-maker from each of the three sectors: the DoE,
the Minister's Office and the AEU. The interviewees were questioned by
means of a semi-structured interview schedule to ascertain their organisations'
position on the issues surrounding the MoU and its place in assisting
resolution of the key issues currently facing education. Each interviewee
brought forward dominant issues that formed, along with the review of
literature, the focus for the analysis of the significance and implications of the
The key issues arising out of the MoU were seen to have both professional and
industrial implications, and it was found that these are often difficult to
separate. The emphases placed by the three interviewees on professional and
industrial matters were disparate, and at their core, represented quite separate
value stances. Yet, all accepted certain basic precepts about teachers and
education suggesting that it seems possible for further formal understandings
and cooperative practices to be developed between these to the betterment of
public education in Tasmania.

Item Type: Thesis - Research Master
Authors/Creators:Garsed, Jeffrey Roy
Copyright Holders: The Author
Copyright Information:

Copyright 2000 the Author – The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s).

Additional Information:

Available for use in the Library and copying in accordance with the Copyright Act 1968, as amended. Thesis (MEd)--University of Tasmania, 2000, c1999. Includes bibliographical references

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