f | { | f | { |
| "author": "NSW Department of Education", | | "author": "NSW Department of Education", |
| "author_email": null, | | "author_email": null, |
| "contact_point": "Data Services <data.services@det.nsw.edu.au>", | | "contact_point": "Data Services <data.services@det.nsw.edu.au>", |
| "creator_user_id": "63eb382c-ab05-44c9-a6fd-4b66ff572af0", | | "creator_user_id": "63eb382c-ab05-44c9-a6fd-4b66ff572af0", |
| "data_state": "active", | | "data_state": "active", |
n | "extras": [ | n | "groups": [ |
| { | | { |
n | "key": "harvest_portal", | n | "description": |
| "value": "NSW Education" | | "[Education](http://search.records.nsw.gov.au/functions/2) at State |
| }, | | Government level is chiefly concerned with the provision of formal |
| { | | instruction to students of school age in publicly-funded schools, with |
| "key": "harvest_url", | | a view to equipping them with appropriate foundation skills and |
| "value": | | knowledge for adult life and work. Education may have an academic or |
| ents-in-support-classes-and-schools-for-specific-purposes-by-category" | | vocational focus (through the development of technical education), be |
| | | specialised by subject such as music, or may be confined to a defined |
| | | audience such as Aboriginal people, migrants or adults. The function |
| | | also includes the State Government's involvement in the development of |
| | | universities and colleges, particularly in relation to providing a |
| | | statutory basis for their |
| | | tions.\r\n\r\n[Training](http://search.records.nsw.gov.au/functions/2) |
| | | usually involves the learning of skills for vocational purposes, and |
| | | the State Government is a major service provider through its network |
| | | of technical education institutes. \r\n\r\nEducation and training also |
| | | encompasses regulation, setting standards and monitoring in both the |
| | | public and private sectors, particularly in relation to curricula, |
| | | syllabuses and major external examinations.", |
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| | | "name": "education-and-training", |
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| "isopen": true, | | "isopen": true, |
| "jurisdiction": "New South Wales", | | "jurisdiction": "New South Wales", |
| "language": "eng", | | "language": "eng", |
| "license_id": "cc-by", | | "license_id": "cc-by", |
| "license_title": "Creative Commons Attribution", | | "license_title": "Creative Commons Attribution", |
| "license_url": "http://www.opendefinition.org/licenses/cc-by", | | "license_url": "http://www.opendefinition.org/licenses/cc-by", |
| "likes": 0, | | "likes": 0, |
| "maintainer": "data_services", | | "maintainer": "data_services", |
| "maintainer_email": null, | | "maintainer_email": null, |
| "metadata_created": "2017-02-12T03:25:27.084254", | | "metadata_created": "2017-02-12T03:25:27.084254", |
n | "metadata_modified": "2022-06-01T23:05:23.371617", | n | "metadata_modified": "2024-06-10T23:08:33.653305", |
| "name": | | "name": |
| nts-in-support-classes-and-schools-for-specific-purposes-by-category", | | nts-in-support-classes-and-schools-for-specific-purposes-by-category", |
| "notes": "Enrolments of students in support classes and in schools | | "notes": "Enrolments of students in support classes and in schools |
| for specific purposes by category.\r\n\r\n**Data Notes:**\r\n\r\n* | | for specific purposes by category.\r\n\r\n**Data Notes:**\r\n\r\n* |
| Schools for Specific Purposes (SSPs) are for students with specific | | Schools for Specific Purposes (SSPs) are for students with specific |
| needs. Students in SSPs are reported according to the type of specific | | needs. Students in SSPs are reported according to the type of specific |
| need rather than by their year of schooling. Students with multiple | | need rather than by their year of schooling. Students with multiple |
| disabilities are reported according to their main disability. | | disabilities are reported according to their main disability. |
| \r\n\r\n* Most SSPs have permanent enrolments and include schools for | | \r\n\r\n* Most SSPs have permanent enrolments and include schools for |
| students with intellectual (mild, moderate and severe) and physical | | students with intellectual (mild, moderate and severe) and physical |
| disabilities, visual or hearing impairment, behaviour disorders or | | disabilities, visual or hearing impairment, behaviour disorders or |
| emotional disturbance, and students in juvenile justice centres. | | emotional disturbance, and students in juvenile justice centres. |
| \r\n\r\n* Some SSPs have no permanent enrolments because the children | | \r\n\r\n* Some SSPs have no permanent enrolments because the children |
| temporarily attending them are enrolled and counted in their own | | temporarily attending them are enrolled and counted in their own |
| schools. These are mainly hospital schools. Some students with | | schools. These are mainly hospital schools. Some students with |
| specific needs are enrolled in support classes in primary, secondary | | specific needs are enrolled in support classes in primary, secondary |
| and central schools. Students enrolled in support classes are reported | | and central schools. Students enrolled in support classes are reported |
| according to the type of specific need rather than by their year of | | according to the type of specific need rather than by their year of |
| schooling. Support classes for students of mixed abilities are | | schooling. Support classes for students of mixed abilities are |
| classified according to the predominant type of specific need present | | classified according to the predominant type of specific need present |
| in the class.\r\n\r\n* Students in SSPs, except those in juvenile | | in the class.\r\n\r\n* Students in SSPs, except those in juvenile |
| justice schools, are reported by type of class.\r\n\r\n* From 2020, | | justice schools, are reported by type of class.\r\n\r\n* From 2020, |
| students in mainstream support classes are reported by their | | students in mainstream support classes are reported by their |
n | underlying grade of enrolment.\r\n\r\n**Data Source:**\r\n\r\n* | n | underlying grade of enrolment.\r\n\r\n* Data has been confidentialised |
| [Schools and Students: Statistical | | where necessary to suppress enrolments of 5 or fewer |
| | | students.\r\n\r\n**Data Source:**\r\n\r\n* [Schools and Students: |
| | | Statistical |
| cese.nsw.gov.au/data/dataset/schools-and-students-statistical-bulletin | | cese.nsw.gov.au/data/dataset/schools-and-students-statistical-bulletin |
| \"Schools and Students: Statistical Bulletin\"). Centre for Education | | \"Schools and Students: Statistical Bulletin\"). Centre for Education |
| Statistics and Evaluation.\r\n", | | Statistics and Evaluation.\r\n", |
n | "num_resources": 11, | n | "num_resources": 12, |
| "num_tags": 4, | | "num_tags": 6, |
| "organization": { | | "organization": { |
| "approval_status": "approved", | | "approval_status": "approved", |
| "created": "2013-05-16T22:45:46.970902", | | "created": "2013-05-16T22:45:46.970902", |
| "description": "The NSW Department of Education serves the | | "description": "The NSW Department of Education serves the |
| community by leading the provision of world-class education. The | | community by leading the provision of world-class education. The |
| department protects young children by regulating preschool and long | | department protects young children by regulating preschool and long |
| day care providers. Once children move into school, we provide them | | day care providers. Once children move into school, we provide them |
| with a world-class primary and secondary education. We also work to | | with a world-class primary and secondary education. We also work to |
| advance the wellbeing of Aboriginal people.", | | advance the wellbeing of Aboriginal people.", |
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| "is_organization": true, | | "is_organization": true, |
| "name": "education", | | "name": "education", |
| "state": "active", | | "state": "active", |
| "title": "NSW Department of Education", | | "title": "NSW Department of Education", |
| "type": "organization" | | "type": "organization" |
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