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This paper examines school management and policies in Germany and Australia during the Covid-19 pandemic. The study, which is comparative and qualitative, explores the interrelationship between different levels of governance and the responses of teacher unions. The inquiry is informed by the perspectives of historical institutionalism and path dependency, and the document analysis is conducted by utilising the justification categories of value, collective, and formal and procedural driven arguments. We argue the contestation which occurred between different levels of school governance and the teacher unions amidst the pandemic created the potential for changes in policy settings and influence over the administration of schooling. However, there is no indication of fundamental shifts in the organisation, policy direction or control over schooling in Germany or Australia. Instead, there is a conformity to established institutional arrangements and path dependencies, which secure and protect the vested interests of the different policy actors. [ABSTRACT FROM AUTHOR]

To investigate determinants of willingness to adopt telerehabilitation, willingness of technology use, core affect regarding using telerehabilitation, and digital competencies in rehabilitation professionals in Austria and Germany before and during the COVID-19 pandemic. A cross-sectional paper-based and online survey was conducted before and during COVID-19, respectively, with three cohorts of rehabilitation professionals. Outcomes were the willingness to adopt telerehabilitation evaluated using the extended Unified Theory of Acceptance and Use of Technology; willingness of technology use using the short scale for assessing the willingness of technology use; digital competencies and core affect using the Digital Competence Framework and semantic differential, respectively. Multivariate ordinal regression analysis was performed to determine predictors. Included were 603 rehabilitation professionals. Analysis revealed differences between Austria and Germany and before and during the pandemic for most outcomes. German residency, the pandemic, and a higher educational level were most important predictors of higher willingness to adopt telerehabilitation, willingness of technology use, digital competencies, and positive core affect. The pandemic increased most aspects of willingness to adopt telerehabilitation, willingness of technology use, digital competencies, and positive core affect. Results confirm that rehabilitation professionals with higher degrees are more prone to adopt innovations in healthcare.Registration: German Clinical Trials Register (DRKS00021464) The willingness to adopt telerehabilitation is associated with external factors increasing the need for alternative rehabilitation delivery, such as COVID-19, and with financial facilitators, such as reimbursement. As the willingness to adopt telerehabilitation is higher among speech and language therapists and dietitians, efforts are necessary to enhance its use in physiotherapists and occupational therapists. As a higher willingness to adopt telerehabilitation was observed in younger rehabilitation professionals and those with higher education, increasing the importance of telerehabilitation in education curricula and further knowledge transfer into practice for those already working in the field seems necessary. [ABSTRACT FROM AUTHOR]

Online petitions have become a widespread vehicle for contemporary political participation. While research tends to focus on individual factors for potential petitioners that influence signing, less attention has been paid to the influence of the actual text of petitions. This paper uses data from an original web-based survey experiment in Australia and Germany to test the influence of content factors: narratives (i.e., stories based on individual experiences and emotions) and popularity cues (i.e., high numbers of signatures) across two issues: climate change and welfare policy. We find that narratives within petition texts involve readers through the mechanism of transportation and motivate them to sign petitions, as do popularity cues. The effects of narratives were found across both countries but tended to be stronger in Germany than in Australia. We argue that our novel framework can be used for future research on how the presentation of issues shape contemporary political participation. [ABSTRACT FROM AUTHOR]

The proposition that international students are not only sojourners but future immigrants has become well established in public policy. While education and immigration policy have become more intertwined, they continue to be analysed as separate spheres of influence. This paper compares Australia, Canada, and Germany, which between them host nearly 20% of all globally mobile students and where a nexus between international student and immigration policy has emerged. Using critical discourse analysis, a comparative case study design and based on a systematic literature review of over 300 studies published from 1990 to 2018, the findings revealed three ostensibly paradoxical discourses, which are discussed using the new term 'discursive pairings'. First, international students are selected for success but remain vulnerable to policy shifts that may exclude them and cause them to 'fail'. Second, international students are retained to fill economic shortages, but face difficulties being accepted on the labour market. Third, international students help build national reputation yet have been known to be exploited and subject to discrimination. The contradictions that emerge in the discourses bring into question the 'ideal immigrant' framing of international students, demonstrating that their role, acceptance, and ability to integrate into host countries is far from assured. [ABSTRACT FROM AUTHOR]

With the emergence of ‘knowledge economies’ across the industrialised world, transitions from school to work have generally become more complex and uncertain. Nonetheless, such developments vary between countries, as young people form aspirations which align with their individual preferences, academic abilities and the economic, cultural and social capital to which they have access. Previous research emphasises the positive influence social capital received from parents and school networks has on young people's developing aspirations. Meanwhile, the social capital young people generate for themselves through ‘out-of-school’ activities is often construed as either irrelevant or problematic. In this paper, we examine the relationship between this latter dimension of social capital and the educational aspirations of young people in Australia (aged 14/15;n= 3586) and Germany (aged 14/15;n= 2517). Both countries have distinct institutional settings with varied school-to-work transition regimes. Our results show that youth-derived social capital, generated through participation in out-of school extra-curricular activities, mediates the association between parental background and educational aspirations in both countries. We suggest that, by exposing young people to broader sets of values, skills and resources not accessible within the family and the school context, such involvement may be important for promoting educational aspirations and attainment. [ABSTRACT FROM AUTHOR]

Education policy is a highly interesting field from the point of view of governance, given the substantial changes that have been made throughout the world to the governance of such policy over the last 30 years or so. Western governments in particular have made significant changes in the governance arrangements of their education policy in order to achieve two fundamental goals: increased efficiency and greater accountability. In this process, the role of governments has changed but not diminished. This paper explores such developments by comparing the trajectories of governance reforms in three federal countries (Australia, Canada and Germany). What emerges is that the role of governments is key to all governance mixes modelled by the reform processes in the three analysed countries, and that there is greater “national” coordination than before, but also significant differences in the strategies adopted and in the content of reform, due to the differing nature of such countries’ federal dynamics. [ABSTRACT FROM AUTHOR]

Cities and regions in different political contexts might play different roles in building communities, but when the cities shrink, they share common elements of what can be characterized as a “shrinkage identity”. One well-documented element is the independence from the country political context and a certain dependence on the effects of globalization on local industries. It can be described as economic structural dependency. Two other potential elements received very little attention: social structural dependency (so-called instituted behaviour) and urban sprawl. Case studies from Germany and England and observations in Australia witness that these three elements are specifications of the same analogue on different levels: spatial mismatches of needs and urban functions. This paper poses questions related to the role of the spatial mismatch concept and particularly interrogates social structural dependencies and urban sprawl as examples. It suggests that the latter are certainly contributing to long-term urban shrinkage (as cause and effect) and that spatial mismatches in general are hardly discussed as reasons for it. [ABSTRACT FROM AUTHOR]

In North Rhine-Westphalia (NRW), one of the German states, catchment areas for part-time vocational schools were abolished in 2008. With the intention to foster competition between schools in order to improve school quality, training companies now may freely choose the school of their choice. NRW is the first German state to take this step. In this paper, the principle of part-time vocational school choice, as it has recently been introduced in the NRW dual system, is compared to the principle of User Choice which has been applied to Australian New Apprenticeships from 1998. A three-step approach is used: First, the country specific VET policy backgrounds are depicted. Secondly, a synoptical comparison is drawn between the two principles of choice. Thirdly, existing research studies and findings on the Australian User Choice principle are presented. [ABSTRACT FROM AUTHOR]

This paper studies the evolution of the photovoltaics industry in Australia, Germany and Japan taking a comparative perspective. A modification of the sectoral innovation system framework is used to discuss: knowledge and technologies, actors and interactions, institutions and funding, development of markets and technological structure, as a way to understand the changes. In the process of transition from niche to mass production, national players have specialised in different activities, and the institutions’ building block has been a key determinant. In the case of Australia, it is also the least developed area which ultimately exposes the country to losing its innovation benefits. [ABSTRACT FROM AUTHOR]

The present paper explores the extraordinary interest in trade with Australia evinced by the Nazi regime in Germany. The presumed orientation of Berlin was then towards the expansion of international trade, to become 'domestic' after the outbreak of the Second World War, with eastern and southeastern Europe. Yet a considerable effort was expended up the development of commercial ties with distant Australia. The effort expended upon the Antipode in part met the desires of German individuals and businesses with an interest in the area. It was no doubt intended as a contribution towards focusing the attention of Whitehall upon the British Empire, to leave the Nazi regime with a 'free hand in Europe'. The effort also, however, lends support to the notion that the ultimate objective of that regime was a global hegemony. [ABSTRACT FROM AUTHOR]

In this paper, the acceptance of bilingualism and the role of bilingual education are studied in Australia and Germany. The differences between these countries with respect to immigration and multiculturalism/multilingualism policies allows the study of the underlying reasons with regard to the handling of bilingualism. While in Germany a contrast between teaching of migrant and minority languages and foreign languages is obvious, the development of LOTE in Australia overcomes this distinction but not the reluctance towards bilingual education. It is then asked what is the meaning of bilingualism with regard to citizenship, which is based on the concept of the nation state in both countries, though in Australia at least concepts of a multicultural state are discussed. The connections of bilingualism/bilingual education and citizenship are also considered with regard to both countries within the context of political developments. [ABSTRACT FROM AUTHOR]