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The main objective of this study is to compare the process of the senior secondary school mathematics curricula development in Ethiopia and Australia. The study was investigated qualitatively with document analysis and semi-structured interview research methods. The documents were collected from Federal Democratic Republic of Ethiopia Ministry of Education website and Australian curriculum website. The documents were analyzed and supported by interviews. The study was conducted based on four themes needs assessment, developing/writing the curriculum, implementation, and monitoring and evaluation. The study revealed both similarities and differences. The considerable differences in the senior secondary school mathematics curriculum development process are (1) emphasis given to international research results and contemporary issues on mathematics education as inputs for curriculum development (2) the underlying principle of content standard organizations (3) trialing the curriculum before implementation initiated, and (4) monitoring and evaluation strategies. Even though substantial differences exist, the similarities are (1) conducting needs assessment and (2) the adoption of the constructivism approach. Depending on the findings of the study, the suggested recommendations were presented under conclusion section.

In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.

This paper seeks to provide a cogent outline of the current policies that six separate countries have on Individual Education Plans (IEPs), identifying the key features in each system. The chosen countries are Australia (Queen Island), Canada (British Columbia), New Zealand, the United Kingdom, the United States of America, and Saudi Arabia. The aim of the paper was to have greater insights of the globalisation of IEPs at public schools in these above countries. It looked into a set of factors closely associated with each other; such as, to enable the exploration of how IEP policy is implemented at public schools in the same countries. The findings from the literature review showed a number of gaps in the current frameworks. Therefore, this has led the researcher to work further on these frameworks for the purpose of this paper.

This paper compared technical/vocational education in: Germany, Australia, Finland, Hong Kong, Hungary, India, Japan, South Korea, Mexico, and Nigeria, and found that technical/vocational education was given proper attention in countries considered except Nigeria, where it was handled with laissez faire attitude. Set-Up of Technical/Vocational Schooling, Curriculum, Mode of Training and Conduct of Final Examination, Financing and Motivating Factor was the basis for comparison, and Nigeria lagged behind in these. Amongst the lessons for Nigeria's technical/vocational education sector are that her technical/vocational education sector be dual, while students should be appropriately motivated. Schools should collaborate with registered organizations (work-integrated learning) to train the students. The paper recommended that there should be national conference strictly on the status of technical/vocational education in Nigeria, so that necessary solutions could be proffered to the problems facing this part of the education sector. Finally, manufacturing organizations, etc. should be involved in the drafting of curriculum of the technical/vocational education in the country, while taking into consideration peculiarities of Nigeria as a sovereign nation.

This paper revolves on the premise that teachers' adoption of developmental model is more likely to improve student learning and performance as compared to the utilization of deficit approach. Deficit or clinical approach to learning has the tendency to focus on things that students cannot do, thus followed by teacher prescriptions of a "fix-it" remedy. There are a number of harmful effects of such approach on student learning particularly in creating the learning environment that appeals only to low-achieving students and one that unintentionally neglects the high-achievers--the results of teachers perceiving this group of students as facing no learning issues, thus requiring "no fixing". In contrast, developmental model focuses on student readiness and builds on the existing knowledge bases of every student. Despite extensive research that looks at the effects of deficit approach on learning, very little discussion is documented on its alternative and model of teaching that could potentially improve the performance of every student. Studies that look at teachers' utilization of developmental model are limited, the findings of these studies indicate that the developmental model encourages learning of both high achieving and low achieving students, and significant improvement in student performance across all ability groups. We take the position that developmental model assists teachers to better target their teaching at group and individual levels. Hence the discussion focuses on issues that surround deficit approach, the "how to" with regards to the use of developmental model, as well as challenges and realistic expectations of its applicability.

This unique Australian paper presents a study involving a Western Victorian District High School year nine mathematics class using social justice pedagogy to learn Mathematics. The class was comprised of gifted students, mainstream students and students who had diagnosed learning disabilities, all key foci in Australian Education research. The learning content of the Mathematics unit required students to make comparisons between their own lifestyles and those of different families from around the world. This was socially and educationally important as Mathematics was used as a tool to investigate social inequality to improve numeracy. One aim of the study was to determine if there are associations between student learning, student engagement and student achievement when teaching mathematics using social justice pedagogies. The findings from this study suggest that when mathematics is taught using Social Justice Pedagogy, student learning and engagement are both improved.