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Access to educational opportunities is instrumental for social integration of refugee youth. This paper reports on a qualitative case study of educational aspirations and experiences of refugee-background African youth (RAY) in Melbourne, Australia. Guided by a capability approach to social justice, in-depth interviews were conducted with two groups of RAY: those who have transitioned to higher education (HE), and those who have not transitioned to HE after completing high school. The findings show that: (a) RAY share a firm belief in the value of HE; (b) but they are differently positioned to convert opportunities into achievements – e.g. only the refugee youth with high levels of navigational capacity take advantage of the available flexible pathways to HE; (c) the stress of racism pervades the educational experiences of both groups; and (d) some African refugee youth have shown a considerable level of resilience in that, despite the challenges of racism, a history of disrupted educational trajectories and a lack of scholarly resources at home, they have transitioned to and thrived in HE. In light of these findings, the paper draws some implications for equity policies and practices. [ABSTRACT FROM AUTHOR]

Geographic information systems (GIS) are a rapidly evolving technology that has recently been integrated into undergraduate and postgraduate learning. GIS is also a multidisciplinary technology that has important relevance beyond its traditional disciplinary homes. This paper describes an initiative developed by the Department of Geomatics at the University of Melbourne, Australia, to create multimedia-based self-learning modules for teaching GIS to undergraduate and postgraduate students. The modules are designed to complement rather than replace existing approaches to learning such as formal lectures, practical laboratory assignments and major project requirements. The learning modules have been developed using Macromedia Director and are delivered interactively via the Internet. This paper examines the pedagogical issues of learning that accompany technological advancement and practical issues of module development. It discusses results from preliminary student evaluations and examines the broader learning opportunities associated with flexible delivery mechanisms such as the Internet. Further details and access to all modules are available at http:// www.geom.unimelb.edu.au/gisweb/. [ABSTRACT FROM AUTHOR]

Editorial. Focuses on the Twelfth International Conference on Assessing Quality in Higher Education held at RMIT University in Melbourne, Victoria in June 2000. Importance of quality and standards to higher education sector; Examination of four key areas; Objectives of conference.