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This document contains 21 papers and an introduction on work force preparation in a global context. The following papers are included: "Introduction" (Johanna Lasonen); "Access of Girls and Women to Vocational Education: Implications for the Workplace in Swaziland" (Comfort B. S. Mndebele); "Intersectoral Approaches to Literacy and Vocational Education and Training: The Case of the Sudan" (Sidiga A. Rahim Washi); "Women's Education in the Sudan" (Sidiga A. Rahim Washi); "Research Development and Challenges of the 21st Century for Vocational Education and Training: Canadian Experience" (Marcelle Hardy); "The Business Incubation Concept: Global Possibilities for Vocational-Technical Education" (Victor M. Hernandez-Gantes); "Implementing Education and Training Policies in the United States: A Case Study" (Curtis R. Finch); "A Study on the Development of Further Extensions in Vocational Education and Training in Taiwan, ROC (Republic of China)" (Ming-chung Chiang, Dar-chin Rau); "Networking between Business and Educational Institutes in Taiwan, ROC" (Dar-chin Rau, T. T. Hwang); "Knowledge-Based Cooperation in Vocational Education, University and Industry in Australia" (Matt Ngui); "Strategies for Promoting Parity of Esteem between Vocational and Academic Education" (Johanna Lasonen); "Qualifications with a Dual Orientation towards Employment and Higher Education--Innovative Schemes in Seven European Countries" (Sabine Manning); "'Bildung' through Vocational Education" (Matti Vesa Volanen); "Shaping the Work Life--A Future Oriented Way of Lifelong Learning" (Gerald Heidegger); "Towards Understanding the Development of an Entrepreneurial Leadership-Identity among Finnish Female Entrepreneurs" (Leena Avotie, Eija Pehu); "Enterprises as Environments for Workplace Learning and Training" (Johanna Lasonen); "Review and Preview of Higher Vocational Education: Changes in Hong Kong and International Trends" (Bradford W. Imrie); "A Comparison of Occupational Programs in Comprehensive High Schools in the USA, Japan, and Taiwan" (Lung-Sheng Lee); "Challenges of the 21st Century for Technical-Vocational Education and Training from Global, Regional, and National Perspectives" (C. K. Basu); "Human Resource Development and Labour Market Policy Issues in the Asia Pacific: Opportunities for Collaborative Research with Europe" (Matt Ngui); "Vocational Education and Training Projects in Developing Countries: Issues of Quality and Sustainability" (Dennis R. Herschbach); and "New Roles for Vocational Education and Training" (Armoogum Parsuramen). Each paper contains references. (MN)

Five papers focussing on educational technology are presented in this issue. "Computerised Instructional Technologies: Considerations for Lectures and Instructional Designers" (Helen Geissinger) and "The Higher Education Distance Learner and Technology" (Terry Geddes) locates the new technologies within a solidly grounded educational context. These technologies include: hypermedia, interactive media, CD-ROM, and electronic and voice mail. A high priority is placed on educational concerns and the learning environment of the student. "Internet Relay Chat (IRC)--A Real-Time Multi-User Computer Collaborative Learning Medium" (Simpson Poon) and "The Voice Mail Trial in Distance Education Courses at Charles Sturt University" (Peter Donnan) focus on innovative computer technologies, internet relay chat (IRC), and voice mail. These technologies enhance the interactive dimension in course offerings and may be of interest to many open and distance learning providers. "The Modularisation of Microbiology--Prologue" (Sue Davies, Terry Harden, and Lesley Ballantyne) documents Charles Sturt University's ongoing experience with modularisation. This paper is a case study and examines the benefits and difficulties of the modularisation project. All of the papers include references. (TMK)

These four early childhood education conference papers discuss ideas and themes to create healthy educational environments inspired by preschool sites in Reggio Emilia, Italy. The first paper, "Environmental Visions: Daisies and the Possible" (Alma Fleet and Janet Robertson), discusses the influences of Reggio Emilia. The paper notes how the environment of a center should fit its image of children: as learners and researchers; in constant relationship with their surroundings; as being capable of long investigation of media; as being able to solve important problems; as social beings; as entitled to beauty; as welcome; and as engaged in learning. The second paper, "Melbourne via Reggio Emilia" (Kerrie Trebilcock), concerns the culture of a private early childhood center in Melbourne, Australia. The paper notes how the center's culture was presented through its physical environment such as interior and exterior architecture and design, and suggests that the design of early childhood centers should: create a conducive environment for learning; provide children with a sense of achievement and ownership in the environment; and allow children a degree of freedom. The third paper, "Packing the Suitcase: What To Pack?" (Margo Hobba and Tony Hobba), presents the authors' experiences designing an early child care center in Geelong, Australia, inspired by their Reggio Emilia experience. The fourth paper, also titled "Melbourne via Reggio Emilia" ( Diane Bourke), concerns refurbishment of the Junior School of Melbourne Girls Grammar in Australia. Includes a profile of conference speakers. (LBT)

This document contains 14 papers on the purposes and traditions, challenges and dilemmas, and new approaches and issues in liberal adult education. The following papers are included: "Introduction" (Duke); "Decus et Tutamen: Liberal Adult Education" (Thomas); "Tradition in British University Adult Education and the WEA [Workers' Educational Association]" (Fieldhouse); "The WEA and Liberal Adult Education" (Ross); "Liberal Adult Education as Catalyst for Change: Everett Dean Martin and the American Association for Adult Education" (Day); "Liberal Adult Education and the Liberation of Adults" (Shimada); "Vocationalism, Competence and Dewey's Liberalism" (Hyland); "Contractualism: The Modern Alternative to Liberal Adult Education in the Australian University" (Bagnall); "The Liberal Tradition: How Liberal? Adult Education, the Arts and Multiculturalism" (Jones); "Accreditation: The Dilemma of Liberal Adult Education" (Benn); "Women's Education in Japan" (Yamamoto); "Liberal Adult Education: A Contemporary Approach" (McIntosh); "Adult Education from Below: Notes from a Participatory Action Research Project" (Schratz); "Lifelong Education a Necessity" (Gestrelius); and "Postscript--The Wadham Conversation" (Duke). (MN)

This document contains two papers that deal with the shifts in learning and teaching at Charles Sturt University (CSU), Australia. The first paper, "Inaugural CELT Learning and Teaching Forum: Re-Examining Learning and Teaching at CSU, Outcomes and Further Actions," contains the outcomes and further actions arising from the inaugural CELT (Centre for Enhancement of Learning and Teaching) Learning and Teaching Forum held February 11-12, 1997. The paper examines the first-year experience; the relationship among teaching, assessment, and student learning; the use of technology to enhance student learning; and evaluation processes. It also includes a summary of Forum poster displays and demonstrations. The second paper, "Use of Electronic Mail Among Park Management Students at Charles Sturt University" (Dirk H. R. Spennemann), provides data and analysis of student e-mail usage patterns. With the transition to on-line systems, the use of e-mail and listservs will provide value-added dimension in terms of communication and interaction for off-campus students. Teaching staff are interested in exploring how they can use electronic communication to enhance learning, and the effect its use will have on the time required for teaching. The development of effective multimedia and computer-assisted learning is only possible if educators understand students' expectations, attitudes, and abilities in relation to computers and computer-based learning. (SWC)

The word 'literacy' is a familiar one in relation to the forms of expression and structure of verbal language. In this collection of papers the definition of literacy is expanded as it can be applied to individual art forms of dance, drama, media, music, visual art, and design. These art forms are those specified as the subjects forming the Arts Key Learning Area in Australian schools. The writers have approached the topics of arts literacy from their own experiences as artists and educators. The purposes of the papers are to stimulate discussion among teachers of the arts and other subjects and to raise an awareness of the potential for the arts to enhance learning across the curriculum. The following papers are included: (1) "Introduction," (Joan Livermore); (2) "Dance Literacy," (Ralph Buck); (3) "Drama Literacy," (Robin Pascoe); (4) "Music Literacy," (Margaret S. Barrett); (5) "Media Literacy: Media Literacy and the Information Age," (Robyn Quin); (6) "Visual Literacy," (Lee Emery; Adele Flood); (7) "Design Literacy: Process and Product," (Keith Russell; Kathy Grushka; Howard Middleton). (Author/LB)

This document is a collection of four papers dealing with the issues of technology in higher education, distance education, and assessment practices. The first paper, "Integrating the Internet into Distance Education in Accounting at Charles Sturt University: An Assessment of Potential" (Jayne E. Bisman), explores the impact of the Internet on accounting education and research. It identifies Internet services and capabilities of particular interest to staff in the Faculty of Commerce and notes that Charles Sturt University (CSU) is competitively well placed to pursue innovative opportunities using the powerful capabilities of the Internet. The second paper, "Students' Commitments To Attend Residential Schools" (Dirk H. R. Spennemann), incorporates recent questionnaire data and focuses on the desirability of residential schools including such issues as face-to-face interaction, costs of attendance, and optional residential schools. The third paper, "Computer Information Technology Survey for the School of Agriculture" (Gavin Ash), shows how the School of Agriculture at CSU conducted a survey of computer use as a basis for planning. The fourth paper, "Assessment Practices at CSU" (Peter Donnan), addresses the assessment of students and presents nine practical assessment strategies which are presently being used in a small number of subjects at CSU, but which may have applications in a much broader spectrum of courses. (AEF)

Quality in distance education and open learning is the theme of this collection of five papers. The first is a compilation of outlines of Charles Sturt University (New South Wales, Australia) innovative teaching projects contributed by project leaders or team members. Quality initiatives are described in a range of disciplines. In seeking to promote quality assurance, distance institutions often attach considerable importance to student survey responses, as the student is the consumer of the product, distance education. Thus, the second paper examines a series of fallacies associated particularly with the use of printed questionnaires to evaluate distance subjects. The way in which students use the distance education study materials is the subject of papers three and four. The first of these involves a survey of two student groups regarding their use of intext activities, and a literature review allows discussion of general trends in student use of these materials. The second of the materials-use papers examines student interactivity with study materials, lecturers, and each other. The effectiveness of the interactivity and some recommendations for future action are included. The final paper gives a description of the way in which the Royal Australian Airforce redefined aircraft trade training from face-to-face teaching to predominantly distance mode. (Contains 25 references.) (Author/MAS)

This issue consists of four papers which have an orientation towards the student's perspective. The first paper, "CSU Distance Students' Attitudes toward Computer Use" (Helen Geissinger), presents the results of a survey which examined students' responses to the use of computers in their courses and their attitudes to the more frequent use of computers in the future. The second paper, "A Student's Perception of Distance Education: Implications for the Continuing Professional Education of Academics" (Basseer Jeeawody), presents a personal reflection on distance education based on the author's experience as a student at the Open University (United Kingdom) and as an academic at Charles Sturt University (Australia) with responsibilities in program planning and implementation. In the third paper, "Rationalisation--A Case Study. 'Is Bigger Better?'" (Terry Harden and Sue Davies), data are presented on the modularization and rationalization of first year microbiology, based on questionnaire data obtained from internal and distance students. The final paper, "Literature Review Related to Style Issues" (Jill Harris), reviews the literature which examines how specific layout features can be used to enhance learning in distance and open learning materials. (Contains 28 references overall.) (MES)

Each of the four papers in this collection is concerned with open learning in one form or another. "Open Learning: Some Current Perspectives" (Ian Barnard) addresses the topic of open learning in general, commenting on contemporary views and developments, and defining the term as a collective for approaches and practices that focus on the needs of the learner. "Staff Development and the Role of the Instructional Designer at Charles Sturt University" (Wendy Pearce and Peter Donnan) highlights the work of the Open Learning Institute. These two papers were presented at the Familiarization Week program of the Charles Sturt University in Wagga Wagga, New South Wales, Australia (February 1993). "Communication Strategies for Reducing the Isolation Factor and Enhancing the Learning Process in Distance Education" (Lee Purches) illustrates the use of communication strategies in social work and welfare disciplines. This paper was presented at the national conference of the Australian Association of Social Work and Welfare Educators in Sydney, New South Wales, Australia (October 1992). The final selection, "Modularization--Some Thoughts--Courtesy of David Merrill" (Ron King) reviews modularized distance education materials for use in the context of open learning. (Contains 30 references.) (SLD)

The four papers in this collection focus on distance education and open education. In the first paper, "The Open Learning Institute," D. W. Roberts cites the original recommendation that Charles Sturt University establish a new division to be known as the Open Learning Institute, and presents a definition of the concept. In the second paper, "Open Learning at Charles Sturt University," R. Johnson discusses the rationale behind open learning and provides a detailed description of the Division of Open Learning, including its component parts, future activities, centralization, administrative structure, the officer in charge, and changes that might be made in the mainstream activities of the university to more fully realize the potential of open learning. In the third paper,"Applying Kember's Linear-Process Model to Distance Education at Charles Sturt University-Riverina," D. W. Roberts, B. J. Boyton, S. Buete, and D. M. Dawson report on a study of college dropouts which used the David Kember model of the distance education dropout phenomenon as a basis for a series of interviews with external students. In the last paper, "Australia's First Agricultural Degree (Technology) by Distance Education," A. M. Dunn describes the development and implementation of an associate diploma program in agriculture-farming using distance education methods and technology. (DB)

This book contains 15 papers on current issues and future options in Australian rural education. Part 1 covers contemporary issues and includes: (1) "Issues in Education in Remote Rural Australia" (education of girls, education of Aboriginals, lifelong learning, and research needs) (Ted Scott); (2) "Redefining Remoteness in the Post Industrial Society" (Peter d'Plesse); (3) "Expanding Vocational Preparation in the Post-Compulsory Years" (Richard Sweet); (4) "Educational Change in New South Wales: Rural Teacher Reactions and Rural Development" (Colin Boylan); (5) "Education in Rural Victoria Is a Social Justice Issue" (Merryl Robson); (6) "Austudy Rural Inequities" (Jennifer Sheed and Doug Lloyd); and (7) "Farm Management Education for the Future" (Keith Woodford and Ray Collins). Part 2, "Target Groups," includes: (1) "Retaining Teachers in Rural Schools: Satisfaction, Commitment, and Lifestyles" (Colin Boylan and others); (2) "Overcoming Distance: Isolated Rural Women's Access to TAFE across Australia" (Pauline Mageean); (3) "Isolation and Culture: The Challenges for Teachers in Torres Strait" (Barry Osborne); (4) "What about Me? Ever Thought about Including Rural Australians Who May Also Have an Intellectual Disability?" (Libby Cross and James Burrell); and (5) "Non English-Speaking Background Children in Wagga Wagga Schools" (Marietta Elliott). Part 3 covers technology and includes: (1) "Technologies: Present and Future for Distance Education in Victoria" (Neil Elliott and Ian Conboy); (2) "Learning Technology Programs in an Isolated Region: Classroom Applications of Technology" (Carol Hughes); and (3) "Technology and the Provision of Specialist Educational Support Services to Young Children of Itinerant Families" (Mike Lally). (SV)

Following an introduction by Anthony Liddicoat on the general nature of bilingualism, three papers on the characteristics, development, and advantages of bilingualism are presented. "Psycholinguistic Aspects of Bilingualism" by Susanne Dopke, Tim Macnamara, and Terry Quinn considers the linguistic, cognitive, emotional, and educational development of the bilingual individual and the social psychology of bilingualism. "Sociolinguistic Aspects of Bilingualism: Bilingualism and Society" by George Saunders looks at bilingualism in its social context and the linguistic and social factors influencing attainment and maintenance of bilingualism. Emphasis here is on the situation of bilinguals in Australia. "Bilingual Education" by Marta Rado focuses on bilingual education as an effective way of developing bilingualism. Much of the discussion here is relevant to language teaching and describes models for bilingual education used in major English-speaking countries. (Contains approximately 300 references.) (MSE)

The six articles in this issue tackle topics that relate to the role and function of numeracy in adult life. "Reading Comprehension in Written Mathematics Problems" (Sue Wareham) examines the levels of reading ability required of numeracy students and offers strategies to help students with limited reading skills. "Can Ordinary People Do Real Maths?" (Joan O'Hagan) tackles the issue of "real" math through a review of historical, philosophical, and cultural perspectives on the nature of mathematics and considers the consequences for tutors and students. "Numeracy: A Core Skill or Not?" (George Barr) reviews the place of numeracy within recently established core skills frameworks. "Sorting Out Statistics: Confessions of a Numeracy Tutor" (Sarah Oliver) considers the place of statistics in life and in the curriculum. "Learning Contracts in Higher Education: Towards Confidence in Developing Numeracy Skills" (Ian Beveridge, Gordon Weller) describes the development of numeracy support for Access (a program which attracts a lot of single parent mothers, housewives with older children, and non-mainstream groups) and higher education students at Luton College, England. "Effective Provision of Literacy and Numeracy Instruction for Long-Term Unemployed Persons" (Joy Cumming), an article that reviews the provision of employment-related courses in Australia, evaluates the features of good practice in both literacy and numeracy, and considers the most effective approaches in developing numeracy skills. (YLB)

A collection of papers on distance education is presented. "Distance Education: An Option for Social Welfare and Social Work Education in the 1990s" (Robert A. Bush and Chris J. Williams) discusses the implications for welfare education of changes in tertiary education and community services industry that are likely to pressure welfare educators to change their educational strategies. This paper also examines the potential for using distance educational technology is social work and social welfare education programs. "Educational Packages for External Students" (Peter A. Donnan) examines that constitutes a well written and designed package for external students. "Textbook Selection: Evaluative Criteria" (Brian Hemmings and David Battersby), presents a procedure that instructors might adopt to assist in decision making. An appendix provides an alphabetical list of textbooks assessed, including checklist scores. (SM)

This report reviews the problems of protecting nature in a heavily industrialized democracy such as the United States. Factors contributing to the establishment of protected areas in the United States are traced from the creation of Yellowstone National Park in 1872 to the present. Arguments in defense of wilderness areas consider nature as: (1) a reservoir of normal ecological processes, (2) a sustainer of biological diversity, (3) a formative influence on the national character, (4) a church, (5) a guardian of mental health, and (6) an educational asset in developing environmental responsibility. Diverse agencies, programs, and efforts exist at all levels. The National Park Service, the United States Forest Service, the Bureau of Land Management, and the National Wilderness Preservation System function on the federal level. Coastal zone management and land use laws protect natural areas on the state level, city and county parks serve as protected areas on local levels, and private organizations such as the Sierra Club also contribute to wilderness preservation. Problems arise from the conflict between economic development and nature preservation, and the popularity of nature areas which leads to their destruction. Programs in Japan, Australia, New Zealand, East Africa, Europe, the Soviet Union, and Canada are also described. (KC)

Research messages is a summary of research produced by NCVER each year. This year's compilation includes a range of research activities undertaken during 2023, comprising of research reports, summaries, occasional papers, presentations, webinars, consultancies, submissions, the 32nd 'No Frills' national research conference, and various additions to VOCEDplus knowledge resources. "Research messages 2023" highlights the diverse range of research activities undertaken over the past year by the National Centre for Vocational Education Research (NCVER). This edition provides: (1) Key findings from NCVER's program of research; (2) Details of conferences, presentations, webinars, podcasts and other NCVER research communications; (3) Resources collated by NCVER designed to assist in informing the VET (vocational education and training) system and its related policies; and (4) A summary of NCVER discussion papers and submissions to government reviews.

The Career Beliefs Inventory (CBI) is a counseling tool with the purpose of identifying beliefs as they relate to occupational choice and the pursuit of a career. The inventory can be administered individually or to a group ranging in age from grade 8 to adult. The CBI is a 96-item paper-and-pencil test written at an eighth-grade reading level. Items are grouped into 25 scales organized under 5 headings. All test items are in a Likert format. The materials are straightforward and easy to use. Scoring and interpretation are easy to understand if the computer-scoring services of the publisher are used. Hand-scoring is confusing, and the procedures are not outlined in the manual. Norms are available based on a sample of over 7,500 people in the United States and Australia, ranging from junior high students to employed adults. Evidence for test-retest reliabilities, face validity, and construct validity is reviewed. Strengths of the CBI include ease of administration, clarity of instructions, attractive appearance, and the organization of the test booklet and answer sheet. The recent introduction of the instrument makes the psychometric properties hard to evaluate, but the evidence for reliability and validity does not seem adequate. Further research focusing on reliability and validity would enhance the useful information generated by the CBI. (SLD)

In this paper we critique existing research on the role and nature of digital technology use in Preschools. The majority of the literature points to overwhelmingly positive outcomes for young children when digital technology is thoughtfully used in play based learning contexts. However, despite the wealth of evidence that the use of tablets can be beneficial to preschool students, early childhood teachers often report being uncomfortable in teaching STEM. We suggest that, if accompanied by suitable professional development, tablets are an important addition to early childhood contexts. [This paper is the first in a symposium of three papers. For the second paper, "The Early Learning STEM Australia (ELSA): The Policy and Practice(s) of Engagement in the Early Years," see ED604738. For the third paper, "The ERA Heuristic in Action: Observations from the ELSA Pilot," see ED604739.]

The Experience, Represent, Apply (ERA) heuristic is an innovation of the Early Learning STEM Australia (ELSA) project. It provided educators with an approach that embeds digital technologies in play-based learning in such a way that the focus of the learning remains on the child and not on the device. This paper reports on the experiences of early years educators and indicates that the ERA heuristic was instrumental in helping educators to integrate digital technologies in their everyday activities to promote engagement with STEM. [This paper is the third in a symposium of three papers. For the first paper, "The Role and Nature of Digital Technology use in Preschool STEM," see ED604741. For the second paper, "The Early Learning STEM Australia (ELSA): The Policy and Practice(s) of Engagement in the Early Years," see ED604738.]

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

These proceedings contain the papers of the 15th International Conference on e-Learning (EL 2021), which was organised by the International Association for Development of the Information Society (IADIS), July 20-22, 2021. This conference is part of the 15th Multi Conference on Computer Science and Information Systems (MCCSIS), July 20-23, 2021, which had a total of 456 submissions. Due to an exceptional situation caused by the COVID-19 pandemic, this year the conference was hosted virtually. The e-Learning (EL) 2021 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: (1) Organisational Strategy and Management Issues; (2) Technological Issues; (3) e-Learning Curriculum Development Issues; (4) Instructional Design Issues; (5) e-Learning Delivery Issues; (6) e-Learning Research Methods and Approaches; and (7) e-Skills and Information Literacy for Learning. [Individual papers are indexed in ERIC.]

In a context of considerable interest in apprenticeship in recent years, Cedefop and the OECD decided to explore its future from the perspective of a number of megatrends, including sociodemographic changes, the accelerated adoption of emerging technologies and new forms of work organisation. They also considered how these trends have affected, and will continue to affect, the design and delivery of apprenticeship in European and OECD countries. The combination of the emerging economic crisis as an aftermath of the COVID-19 pandemic, together with long-term structural trends affecting global economies, will entail a profound transformation of the world of work and require effective policy responses in the years to come. This publication provides insights from 16 papers by researchers from Europe, Australia and the United States; nine were presented and discussed among policy-makers, practitioners and researchers during the joint Cedefop-OECD symposium on the future of apprenticeship held in October 2019 in Paris. Evidence and analysis in these papers will help inform political decisions shaping the future of apprenticeship.

The Mathematics in the Kimberley Project is a three-year research and development project that focuses on mathematical pedagogy in remote Aboriginal community schools. The research team has regularly reported on the project at MERGA (Mathematics Education Research Group of Australasia) conferences, and in this symposium the participants evaluate the pedagogical model that underpins the project. After two years of the project, the data indicate that some aspects of the pedagogical model have been successful, but other aspects have not been particularly fruitful and still require greater thought, research and development. The papers included in this symposium are: (1) The Maths in the Kimberley Project: An Overview (Richard Niesche, Peter Grootenboer, Robyn Jorgensen and Peter Sullivan); (2) Effective Features of the Maths in the Kimberley Inclusive Pedagogy Model (Peter Grootenboer); and (3) Group Work, Language and Interaction: Challenges of Implementation in Aboriginal Contexts (Robyn Jorgensen). Individual papers contain figures, tables and references. [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]

Play is an essential part of young children's lives. This symposium highlights the integral role of play in young children's mathematics learning and examines the teacher's role in facilitating and extending this. Papers examine key tenets of play, contributing to theoretical understandings and presenting data on teacher's perceptions of play and young children's actions in play. Examination of teacher perceptions and young children's experiences of mathematical play identifies potential for development of mathematical concepts beyond embryonic mathematics inherent in play. The papers included in this symposium are: (1) What Makes Mathematics Play? (Sue Dockett and Bob Perry); (2) Teaching Mathematics and Play-based Learning in an Indigenous Early Childhood Setting: Early Childhood Teachers' Perspectives (Louise Thomas, Elizabeth Warren, and Eva deVries); (3) Mathematical Outdoor Play: Toddler's Experiences (Shiree Lee); and (4) Little People, Big Play, and Big Mathematical Ideas (Robert P. Hunting). Individual papers contain tables and references. [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]

This document contains three papers on workplace learning issues and human resource development. "The Impact of Self-Management on Training Participation" (Jasper B. van Loo, Andries de Guip, Jo G.L. Thijssen) combines HRD and economic theory to in an attempt to explain the relationship between self-management and training participation. An economic model is used to formulate five research hypotheses that are then investigated by using survey data from workers in a large insurance company. "Corporate Training as an Organization Subsystem" (Monica M. Tuttle) compares organization subsystems of finance and corporate training and argues that, with both seeking to optimize different qualities within the larger system, one variable is likely to be suboptimized. The ramifications of this situation, including the issue of increased accountability in measurement as an area for further research, are discussed. "The Relationship between Workplace Training and Organizational Commitment in Australian Organizational Settings: A Preliminary Analysis" (Adela J. McMurray, Rae Dorai) reports on a survey of staff at various levels in the hotel industry, automotive manufacturing, and nonprofit organizations that established a relationship between workplace training and organizational commitment. The implications of this relationship for implementation of Australia's National Training Reform Agenda were discussed. All three papers include substantial bibliographies. (MN)

This document contains three papers from a symposium on action learning that was conducted as part of a conference on human resource development (HRD). "Searching for Meaning in Complex Action Learning Data: What Environments, Acts, and Words Reveal" (Verna J. Willis) analyzes complex action learning documents produced as course requirements in universities in Australia, the United Kingdom, and the United States and discusses the credibility of relationship theories of mind and enactment theories of transformational learning. "Employee Strategies in Organizing Action Learning Programs" (Rob F. Poell, Ferd J. Van der Krogt) presents a theoretical framework for the organization of action learning and uses the framework to analyze four learning-project cases from different work contexts in the Netherlands. "Comparing Action Learning Programs at Six Universities on Three Continents: Similarities and Differences" (Robert L. Dilworth) examines action learning programs at six universities in Australia, England, and the United States and draws the following conclusions: action learning has proven its value and deserves broader application in higher education; action learning can be counter-intuitive to academics; action learning can be counter-cultural to organizations because of its underlying egalitarianism; and action learning is a manifestation of adult learning theories in practice. The papers contain reference sections. (MN)

This document contains three papers from a symposium on organizational culture and climate that was conducted as part of a conference on human resource development (HRD). "A Comparative Profile of Workgroup Climate in Different Organizational Settings" (Allan H. Church) reports on a comparative analysis of climate data on more than 5,000 groups (representing more than 23,000 team members) that were collected during a 9-year period from 10 different databases and that revealed significant effects with respect to rater (manager versus group member) and industry. "The Relationship between Organisational Commitment and Organisational Climate" (Adela J. McMurray, Don Scott, R. Wayne Pace) reports on a study of 1,413 white and blue collar employees from 42 different countries of origin (response rate, 97.8%) that showed a significant correlation (.66) between organizational commitment and organizational climate. "Action Learning as a Vehicle for Organizational Culture Change" (Susan R. Meyer) reports on an examination of an ongoing 2-year action learning program indicating that managers who participate in the program recognize the need to adopt systems thinking and change their managerial practices in order to break down organizational norms against open, cross-divisional communication and engage in more innovation and problem solving. Two papers contain reference sections. (MN)

This document contains eight papers from an action research program to foster good practice in adult literacy provision and policy. "Introduction" (J. Joy Cumming, Christina E. van Kraayenoord) presents an overview of the action research project and individual reports. "Assessment: Making a Difference in Adult Literacy and Numeracy Learning" (J. Joy Cumming, Christina E. van Kraayenoord) summarizes the assessment issues presented at the project seminars. The following six papers present the outcomes of the individual research projects: "Assessment as an Ongoing Feature of the Learning Environment" (Catherine Doherty, Francis Mangubhai, Joan Shearer); "Filling in the Blanks: Construct Validity Issues in the Development of Assessment Tasks for Adult Literacy Students" (Ann Kelly);"Moderation of Competency-Based Assessment: Issues and Practice in Adult Literacy and Numeracy" (John Bailey et al.); "Let's Start Reading: The Field Trial of a Computer Program as an Aid in Adult Literacy Teaching" (Maureen Mortimer); "Who's Learning from Whom: A New Teacher Explores Literacy Assessment and Teaching Strategies in an Adult Urban Classroom" (Cherie de Pinna); and "Are Literacy and Numeracy Competencies Achieved by Newstart Clients Transferred to the Clients' Real-Life Context?" (Maureen Cooper, Susan Garside). The final paper, "Writing an Action Research Proposal" (Peter Mountney) describes the focus of the program's research proposal workshops. Contains 12 references. (MN)

These 15 papers cover a wide range of topics and perspectives on the work of Adult Literacy and Basic Education (ALBE) practitioners in Victoria, Australia, in the contemporary ideological and political context. A preface (John Wilson) and introduction (Delia Bradshaw) begin the anthology. The papers are as follows: "...A Critical-Transformative Approach to Social Reality..." (Claire Gardner); "Creating a Literacy Club" (Jean Mitchell); "The Literacy Support Teacher and the Negotiation of Cultures" (Joanne Bradford); "Two-Way Schooling" (Adrian Hyland); "Journal Extract" (Carmel Sullivan); "What Do You Believe Is the Role of Negotiation within an Adult Literacy/Numeracy Program?" (Meredith Greenwood); "Negotiating Curriculum in the Light of the Victorian Adult English Language, Literacy, and Numeracy Accreditation Framework" (Mary Unwin); "The Implications of the Framework and the Certificates of General Education for Adults on Current ALBE Teaching Practices: A Case Study" (Clare Carmichael); "An Adult Literacy Student Program" (Ruth Yule); "Teacher as Facilitator" (Pam Holderhead); "Journal Writing" (Sandra Field); "A Student Program" (Rhonda Martin); "The Journal of ALBE" (John Logos); "Another Way: Initial Assessment" (Bill Keenan); and "New Theories, 'New Times,' So Do We Still Need Critical Literacy?" (Kaye Elias). Some papers contain references. (YLB)

The papers (from a symposium held at the Fern Universitat) included in this collection focus on distance education in theory and practice. Contributions are written in English or in German, with summaries available for each in the language not used for the paper concerned. Contributions are: (1) "Distance Education as Communication: The Impact of Research and the Requirements of Practitioners" (Borje Holmberg); (2) "Educational Theory and Its Application to Distance Education" (Borje Holmberg); (3) "The Study of Distance Education: Terminology, Definition and the Field of Study" (Desmond Keegan); (4) "Towards a Better Understanding of Distance Education: Analysing Designations and Catchwords" (Otto Peters); (5) "Distance Education as a Multi-Dimensional System of Communication and Production" (R. Manfred Delling); (6) "Distance Education and Communication Culture: Continuous Counselling and Two-Way Communication" (Gerhard E. Ortner); (7) "Distance Education in the Society of the Future" (Erling Ljosa); (8) "Communication in Distance Education: A Pre-Requisite of Democracy" (Gerhard Stroh); (9) "Independence and Interaction: Getting the Mixture Right for Institutions" (John S. Daniel); (10) "Group Studies and Course Incorporation: The Concept of a Multi-Campus Institution of Distance Education" (Nehemia Levtzion); (11) "Distance Education Research for Distance School Work: Requirements of Practitioners" (Heinrich Dieckmann and Bernd Schachtsiek); (12) "Testing Distance Education Programs: What Administration Expects from Theory" (Michael Vennemann); (13) "The Feasibility of a Predictive Theory of Distance Education: What Are We Allowed To Expect?" (Borje Holmberg); (14) "Autonomous Learning in Distance Education: Methodology and Results" (Helmut Lehner); (15) "Contract Learning: A Contribution To Promoting Autonomous Learning?" (Monika Weingartz); (16) "Drop In and Drop Out: The Need of Definition" (Helmut Fritsch); and (17) "Diagnosis and Therapy: Theoretical and Methodological Aspects of Drop-Out Research" (Rudolf Schuemer and Herhard Strohlein). Each paper contains its own bibliography. The volume includes a list of the authors and their affiliations. (DB)

"Research Messages 2014" is a collection of summaries of research published by the National Centre for Vocational Education Research (NCVER) in 2014 in the context of changing economic, industrial, social and education conditions, organised under the following broad categories: (1) Productivity: to sustain and build Australia's human capital; (2) Participation: to support and build Australia's workforce diversity; (3) Learning and teaching: to support development of capabilities in teaching and assessment; and (4) Place and role of VET (including institutions): to enhance productivity and drive new value-added products and services in Australia's vocational education and training (VET) system. Following Highlights for 2014 by C. Fowler, this paper presents the following summaries: (1) 22nd National Vocational Education and Training Research Conference "No Frills": refereed papers (Laura O'Connor, Ed.); (2) A differentiated model for tertiary education: past ideas, contemporary policy and future possibilities (Francesca Beddie); (3) An exploration of labour mobility in mining and construction: who moves and why (Georgina Atkinson and Jo Hargreaves); (4) Are neighbourhood characteristics important in predicting the post-school destinations of young Australians? (David W. Johnston, Wang-Sheng Lee, Chandra Shah, Michael A. Shields, and Jean Spinks); (5) Disadvantaged learners and VET to higher education transitions (Tabatha Griffin); (6) Does scored VET in Schools help or hinder access to higher education in Victoria? (Cain Polidano, Domenico Tabasso, and Rong Zhang); (7) Early impacts of the Victorian Training Guarantee on VET enrolments and graduate outcomes (Felix Leung, Duncan McVicar, Cain Polidano, and Rong Zhang); (8) Economic vulnerability in Australia, 2002-12: an employment perspective (Michelle Circelli and John Stanwick); (9) Entry to vocations: building the foundations for successful transitions (Kira Clarke); (10) Gendered pathways into the post-secondary study of science (Joanna Sikora); (11) Incentives for relocating to regional Australia: estimates using a choice experiment (Aaron Nicholas and Chandra Shah); (12) Intergenerational mobility: new evidence from the Longitudinal Surveys of Australian Youth (Gerry Redmond, Melissa Wong, Bruce Bradbury, and Ilan Katz); (13) Interpreting competencies in Australian vocational education and training: practices and issues (Steven Hodge); (14) The labour force participation of Australian mature-aged men: the role of spousal participation (Rong Zhu); (15) Measuring VET participation by socioeconomic status: an examination of the robustness of ABS SEIFA measures over time (Patrick Lim and Tom Karmel); (16) Qualification utilisation: occupational outcomes -- overview (Bridget Wibrow); (17) Quality assessments: practice and perspectives (Josie Misko, Sian Halliday-Wynes, John Stanwick, and Sinan Gemici); (18) Refining models and approaches in continuing education and training (Stephen Billett, Sarojni Choy, Darryl Dymock, Ray Smith, Ann Kelly, Mark Tyler, Amanda Henderson, Jason Lewis, and Fred Beven); (19) Transitioning from vocational education and training to university: strengthening information literacy through collaboration (Sonia White); (20) Understanding the non-completion of apprentices (Alice Bednarz); (21) Does financial stress impact on young people in tertiary study? (Sian Halliday-Wynes and Nhi Nguyen); (22) Do schools influence student engagement in the high school years? (Sinan Gemici and Tham Lu); (23) Educational outcomes: the impact of aspirations and the role of student background characteristics (Jacqueline Homel and Chris Ryan); (24) The factors affecting the educational and occupational aspirations of young Australians (Sinan Gemici, Alice Bednarz, Tom Karmel, and Patrick Lim); (25) The impact of increasing university participation on the pool of apprentices (Tom Karmel, David Roberts, and Patrick Lim); (26) The contribution of education to economic growth in Australia, 1997-2009 (Tom Karmel); and (27) Readiness to meet demand for skills: a study of five growth industries (Francesca Beddie, Mette Creaser, Jo Hargreaves, and Adrian Ong). Contains an author index.

"Research messages 2011" is a collection of summaries of research projects published by National Centre for Vocational Education Research (NCVER) in 2011. The publication also has an overview essay that captures the themes and highlights from the research for the year, including: (1) the initial education and training of young people and their pathways to employment; (2) apprenticeships and traineeships, with a particular focus on completions; (3) the ongoing education and training of the learner groups--namely older workers, people with a disability, low paid workers and the unemployed; (4) trends in the labour market, including labour mobility, skills mismatch and skills shortages; (5) the role of vocational education and training (VET) in innovation and workforce development; and (6) methodological and measurement issues. This paper presents the following summaries: (1) Highlights for 2011 (Georgina Atkinson); (2) As clear as mud: defining vocational education and training (Tom Karmel); (3) The attitudes of people with a disability to undertaking VET training (Lisa Nechvoglod and Tabatha Griffin); (4) Attrition in the trades (Tom Karmel, Patrick Lim and Josie Misko); (5) Building innovation capacity: the role of human capital formation in enterprises--a review of the literature (Andrew Smith, Jerry Courvisanos, Jacqueline Tuck and Steven McEachern); (6) Building the foundations: outcomes from the adult language, literacy and numeracy search conference (National Centre for Vocational Education Research); (7) The challenge of measurement: statistics for planning human resource development (Tom Karmel); (8) Differing skill requirements across countries and over time (Chris Ryan and Mathias Sinning); (9) Does changing your job leave you better off? A study of labour mobility in Australia, 2002 to 2008 (Ian Watson); (10) Does combining school and work affect school and post-school outcomes? (Alison Anlezark and Patrick Lim); (11) Education and training and the avoidance of financial disadvantage (Gary N. Marks); (12) Effect of the downturn on apprentices and trainees (Tom Karmel and Damian Oliver); (13) The effect of VET completion on the wages of young people (Nicolas Herault, Rezida Zakirova and Hielke Buddelmeyer); (14) Embedding learning from formal training into sustained behavioural change in the workplace (Cheryle Barker); (15) Enabling the effective take-up of e-learning by custodial officers (Malcolm Reason); (16) E-waste management in the VET environment (Virginia Waite); (17) Fostering enterprise: the innovation and skills nexus--research readings (Penelope Curtin, John Stanwick and Francesca Beddie); (18) From education to employment: how long does it take? (Darcy Fitzpatrick, Laurence Lester, Kostas Mavromaras, Sue Richardson and Yan Sun); (19) Getting tough on missing data: a boot camp for social science researchers (Sinan Gemici, Alice Bednarz and Patrick Lim); (20) How VET responds: a historical policy perspective (Robin Ryan); (21) The impact of wages and the likelihood of employment on the probability of completing an apprenticeship or traineeship (Tom Karmel and Peter Mlotkowski); (22) Individual-based completion rates for apprentices (Tom Karmel); (23) Initial training for VET teachers: a portrait within a larger canvas (Hugh Guthrie, Alicen McNaughton and Tracy Gamlin); (24) Juggling work, home and learning in low-paid occupations: a qualitative study (Barbara Pocock, Jude Elton, Deborah Green, Catherine McMahon and Suzanne Pritchard); (25) Lost talent? The occupational ambitions and attainments of young Australians (Joanna Sikora and Lawrence J. Saha); (26) Mapping adult literacy performance (Michelle Circelli, David D. Curtis and Kate Perkins); (27) The master artisan: a framework for master tradespeople in Australia (Karen O'Reilly-Briggs); (28) Measuring the quality of VET using the Student Outcomes Survey (Wang-Sheng Lee and Cain Polidano); (29) Measuring the socioeconomic status of Australian youth (Patrick Lim and Sinan Gemici); (30) The mobile worker: concepts, issues, implications (Richard Sweet); (31) Moving the fence posts: learning preferences of part-time agriculture students (Alan Woods); (32) Musing budding musos: the role of peer mentoring in learning to be a contemporary musician (Ross Stagg); (33) Older workers: research readings (Tabatha Griffin and Francesca Beddie); (34) Outcomes from combining work and tertiary study (Cain Polidano and Rezida Zakirova); (35) Outcomes of stakeholder consultations to identify the LSAY analytical program for 2011-13 (National Centre for Vocational Education Research); (36) Over-skilling and job satisfaction in the Australian labour force (Kostas Mavromaras, Seamus McGuinness, Sue Richardson, Peter Sloane and Zhang Wei); (37) Pathways: developing the skills of the Australian workforce (Hugh Guthrie, John Stanwick and Tom Karmel); (38) Plumbing, sustainability and training (Sian Halliday-Wynes and John Stanwick); (39) Pre-apprenticeship training activity (Paul Foley and Davinia Blomberg); (40) Pre-apprenticeships and their impact on apprenticeship completion and satisfaction (Tom Karmel and Damian Oliver); (41) Pre-vocational programs and their impact on traineeship completion and satisfaction (Damian Oliver and Tom Karmel); (42) Review of the Survey of Employer Use and Views of the VET System: outcomes from the discussion paper (National Centre for Vocational Education Research); (43) The role of VET in workforce development: a story of conflicting expectations (Tanya Bretherton); (44) The shifting demographics and lifelong learning (Tom Karmel); (45) Skill (mis-)matches and over-education of younger workers (Chris Ryan and Mathias Sinning); (46) Skill shortages in the trades during economic downturns (Damian Oliver); (47) Social capital and young people: do young people's networks improve their participation in education and training? (Ronnie Semo and Tom Karmel); (48) To gain, retain and retrain: the role of post-school education for people with a disability (Cain Polidano and Ha Vu); (49) Understanding and improving labour mobility: a scoping paper (John Buchanan, Susanna Baldwin and Sally Wright); (50) Understanding the psychological contract in apprenticeships and traineeships to improve retention (Erica Smith, Arlene Walker and Ros Brennan Kemmis); (51) Understanding the undertow: innovative responses to labour market disadvantage and VET (Tanya Bretherton); (52) VET and the diffusion and implementation of innovation in the mining, solar energy and computer games sectors (Robert Dalitz, Phillip Toner and Tim Turpin); (53) The vocational equivalent to Year 12 (Patrick Lim and Tom Karmel); (54) Vocational qualifications, employment status and income: 2006 census analysis (Anne Daly); (55) Weighting the LSAY Programme of International Student Assessment cohorts (Patrick Lim); (56) What is a practical, effective and sustainable approach to leadership development at the Canberra Institute of Technology? (Coralie Daniels); (57) Which paths work for which young people? (Tom Karmel and Shu-Hui Liu); (58) Work, life and VET participation amongst lower-paid workers (Barbara Pocock, Natalie Skinner, Catherine McMahon and Suzanne Pritchard); and (59) Year 12 completion and youth transitions (Chris Ryan). [For the previous edition, "Research Messages 2010," see ED517177.]

This book of readings on innovation was commissioned by the Department of Education, Employment and Workplace Relations (DEEWR) and looks at the relationship between skills, innovation and industry. In November 2010, the National Centre for Vocational Education Research (NCVER) held a forum in Sydney on the relationship between innovation and skills which explored many of the concepts addressed in this book of readings. Other researchers in the area have also contributed to chapters in this book. The authors offer a variety of views on innovation and its relevance. While the authors view innovation from differing perspectives, they all implicitly acknowledge the importance of innovation to productivity. This volume contains the following papers: (1) Overview (Penelope Curtin and John Stanwick); (2) Innovation in the modern economy (John Rice); (3) What skills are relevant to innovation? (John Stanwick and Francesca Beddie); (4) Building up the innovative capabilities of workers (Ludger Deitmer); (5) Neuroplasticity and its application for skills in innovative workplaces (David Rumsey); (6) Why firms innovate and what it means for VET (Josie Misko and Lisa Nechvoglod); (7) The role of education and skills in Australian management practice and productivity (Renu Agarwal and Roy Green); (8) Building innovation capacity: the role of human capital formation in enterprises (Andrew Smith, Jerry Courvisanos, Jacqueline Tuck and Steven McEachern); (9) Capabilities, innovation and performance: an assessment using Australian data (Peter Fieger and John Rice); (10) Tradespeople and technicians in innovation (Phillip Toner); (11) VET and the diffusion and implementation of innovation in the mining, solar energy and computer games sectors (Robert Dalitz, Phillip Toner and Tim Turpin); and (12) Some thoughts on VET and innovation: an economic perspective (Tom Karmel). Individual papers contain tables, figures, footnotes and references.

When U.S. News & World Report began its ranking of American colleges in 1983, publishers in other countries quickly followed with their own hierarchical measures, providing consumer information (and opportunities for institutional marketing) while attempting to impact the quality of higher education. In the course of the last two decades, higher education ranking systems and "league tables" (as they are referred to in the United Kingdom and elsewhere) have emerged in dozens of countries. These rankings are conducted not only by media in the private sector, but also by professional associations and governments. Over the decades since higher education rankings first appeared, numerous debates have surfaced about their methodologies, objectivity, impact on colleges and universities, and role in the structure of accountability within nations that use them. Although there has been significant research, especially in the United States, about the ways in which rankings might be improved, there has been less research on what other countries have been doing and how their ranking systems differ from U.S. rankings. In addition, there has been very little research on how rankings may impact students' access to postsecondary education, their selection of particular colleges, and their paths to graduate from school and/or find employment. The goal for this monograph is to better understand the ways in which ranking systems function and how lessons learned from other countries that use higher education ranking systems might influence similar practices in the United States. Toward this end, this monograph chronicles recent efforts that have brought together rankers and researchers from around the world to study higher education rankings. The monograph includes three papers that were commissioned to examine various perspectives on rankings around the world and lessons they might provide for rankings in the United States: (1) The "U.S. News" College Rankings: A View from the Inside (Alvin P. Sanoff); (2) A Global Survey of Rankings and League Tables (Alex Usher and Massimo Savino); and (3) The Impact of Higher Education Rankings on Student Access, Choice, and Opportunity (Marguerite Clarke). Includes appendix: The Berlin Principles on Ranking of Higher Education Institutions. (Contains 16 notes and 2 tables. Individual papers contain references.) [Jamie P. Merisotis, Alisa F. Cunningham, Arnold M. Kee, Tia T. Gordon, and Lacey H. Leegwater contributed to the introduction and "Next Steps."]

This symposium on the adult learner consists of three presentations. "Bridging the Gap Between Adult Education and Educational Psychology: Some Important Findings" (Bryan W. Smith) is a report upon a micro-analysis of a case of adults entering tertiary study for the first time and their mental life concerning their own self performance, constructed across four instances. It identifies characteristics of the four participants' covert behavior during their learning in a course on human resource development (HRD). "Mary Parker Follett: Philosopher of HRD" (Leslie DeLaPena Wheelock, Jamie L. Callahan) concludes that Follett is a philosopher of HRD, not only because her ideas support concepts similar to other HRD philosophers but also because she introduces adult learning as paramount for the development of the individual and organization. "The HRD Network as a Means for Adult Learning" (Susan A. Huhta, John A. Niemi) is a study of the HRD Network at Northern Illinois University, an example of nontraditional, informal learning, that determined that HRD professionals successfully conceived and directed their own professional development. All three papers include substantial bibliographies. (YLB)

A symposium compared the nature and experiences of schooling for Aboriginal Australians and Vietnamese immigrants to Australia. An introduction draws on John Ogbu's distinction between voluntary and involuntary minorities, provides background on the situations of indigenous peoples and Vietnamese immigrants in Australia, and suggests that cultural differences and the different relationships among these groups and the dominant population have implications for the pedagogical strategies used with these groups. "The Polarisation of Academic Achievement and Behaviour among Vietnamese Australian Students" (Karen Faulkner) looks at a striking contrast: Vietnamese youth in Australia are overrepresented among university, medical, law, and engineering students and also among prison inmates and the unemployed. Four waves of Vietnamese refugees and immigrants since 1975 had different settlement experiences with differing impacts on their educational, occupational, and social mobility. In addition, different ethnic groups within the Vietnamese immigrant group may have responded in different ways to their minority status and experiences. "The Battle To Remain on Higher Ground: School Curriculum and Pedagogy versus Culturally Supported School Resistance" (Mark G. McFadden, Geoff Munns, Lee Simpson) discusses school rejection among indigenous Australian boys as a culturally supported masculine response embedded within a complex community and educational context. A study of Aboriginal high school boys who remained in postcompulsory education against seemingly overwhelming odds examined the complex social and cultural processes that supported their academic persistence and caused them to reject their peers' resistance to school. (Each paper contains references.) (SV)

This document contains eight papers on social literacies across communities, cultures, and contexts in Australia. "Social Literacies" (Jean Searle) is an introduction to the other papers, which each report on small action research projects examining how particular groups of people use literacy. "Recognising Shifting Delivery Modes: Rethinking Initial Adult Literacy Assessment for Flexible Delivery" (Angela Hill and Susan Hubbard) discusses a study of good practice in initial literacy assessment. "Lifelong Learning, Not a Band AID Solution: A Critical Solution to Multiple Literacies" (Marian Horton and David Horton) discusses a project assessing the need to renew and develop an alternative curriculum module. "Examining the Accounts of Homeless People's Needs to Determine a Role for Language, Literacy, and Numeracy Training" (Geraldine Castleton, Rosemary Jewell, Letitia Whitmore, and Marya McDonald) relates the procedures and findings of a project to identify homeless people's literacy and numeracy needs. "An Investigation into the Level of Literacy Support Skills Needed by Queensland Workers in Youth Work Practice" (Dale Johnson) focuses on the skills needed by youth workers responsible for performing basic literacy assessment and referral into work practice vocational training. "Literacy and Numeracy Skills of Truants and Underage School Leavers" (Irena Morgan-Williams) shares the findings of a project that involved 15 case studies designed to identify the literacy and numeracy needs of truants and dropouts. "Stradbroke Island Literacy Project" (Christine Seabrook) and "Stradbroke Island Literacy Project: Stage 2" (Lindy Freeman and Christie F. Seabrook) report on a literacy project developed especially for members of the Aboriginal and Torres Strait Islander community. Each paper contains references. (MN)

This collection includes three perspectives on "full service schools" and "school linked services." The first paper, "Schools and Social Change" by (Joan Kirner), highlights the role of Full Service Schools in Australia in recreating a sense of community in the face of global change and global decisions. This paper outlines the prerequisites for educational change. The second paper, "Linking Services, School Reform, and Community Development" by (Dev Mukerjee), suggests that a full service school approach should join school reform, interagency collaboration, and community development to reduce educational disadvantage. The third perspective, "Full Service Schooling for Full Citizenship from Theory to Practice" by (Robert Semmens and Helen Stokes), explains how Full Service Schools can be introduced in ways that enable students to become active and independent citizens. Each paper contains references. (SLD)

This book contains 13 papers examining topical issues in vocational education and training (VET) in Victoria, Australia. The following papers are included: "Vocational Education and Schooling: The Changing Scene" (Jane Kenway, Sue Willis, Peter Watkins, Karen Tregenza); "The Enterprise Approach" (James Mulraney); "VET Programs at James Harrison College" (John Bromilow); "'Great Organisations Dream Great Dreams" (David Gallagher); "An Investigation into the Impact of Mentoring Unemployment" (Barbara Hammond); "Issues Confronting Vocational Education in Victorian Schools in the Late 1990s" (Karen Tregenza, Jane Kenway, Peter Watkins); "Participant Pathways and Outcomes in Vocational Education and Training: 1992-95" (Peter Dwyer, Aramiha Harwood, Geoff Poynter, Johanna Wyn); "Paths to Pathways: Educational Pathways for Educationally Disadvantaged Young People" (Jennifer Angwin, Louise Laskey); "Enhancing Girls' Post School Options through Career and Vocational Education" (Jane Kenway, Sue Willis); "Vocational Education Programs: Managing Risk in a Risk Society" (Peter Watkins); "Reframing the Discourse of Skill" (Nancy S. Jackson); "Learning about Poverty, Disadvantage and Justice" (Basil N. Varghese); and "Spectacle in the Dark: Youth as Transgression, Display, and Repression" (Leslie G. Roman). Individual papers contain references. (MN)

This collection of 20 papers is aimed at researchers, research students, and research supervisors interested in qualitative research into facilitated adult learning in the workplace, formal education programs, professional development, and community settings. "Introduction" (Willis) provides a summary of the papers. "Qualitative Inquiry: Meaning and Menace for Educational Researchers" (Garman) introduces two kinds of knowledge and identifies three communities of discourse inside approaches to qualitative research. The papers that follow are grouped in four loose clusters. Five papers in the first group have a commonality around social elements in adult learning, education, and research: "On Becoming a Meditator: Reflections on Adult Learning and Social Context" (McIntyre); "Bread and Sex: Learning in Brazilian Women's Organizations" (Foley); "Learning Centers and Community Houses: Twelve More Years" (Neville); "Ethics of Ethics Committees" (Crotty); and "Contribution of Dr. Rudolf Steiner to Adult Education: Australian Perspective" (Stehlik). These three papers in the second group are concerned with elements of interpretation in various forms of qualitative research: "Multi-Storied Approach to the Analysis and Interpretation of Interview Transcript Data" (Grant); "Archetypal Investigation of the Experience of Infertility in Women: Observations Drawn from a Ph.D. in Progress" (Fiske); and "Enquiry into Writing in the Process of Transformation" (Coates). These five papers in the third group deal with the theory and practice of phenomenology: "Difficulties of Using Phenomenology: Novice Researcher's Experience" (Ehrich); "Representation and Interpretation in Phenomenological Research" (Willis); "Capturing the Experience of the Clinical Nurse Specialist through Phenomenology" (Borbasi); "Hidden Spaces of Adult Literacy Education: Phenomenological Study of Personal Transformation" (Campbell); and Doing Phenomenology" (Crotty). These six papers in the last section focus on elements of qualitative research practice: "Visible Politics: Postgraduate Study and Adult Education Research" (Shore); "John Thomas, the Meno, and Research" (Claydon); "At Sea Beginning to Do Qualitative Research from and for Whom does Knowing and the Known Emanate?" (Arnold); "Reflections on the Role of an Evaluator" (Harris); "Course Design as Action Research" (Mulligan); and"Autobiography, Experiential Learning, and Discourse in Context: A Thesis in Evolution" (Waterhouse). An index is appended. (YLB)

The title report of this publication contains the results of a 1993 study devised to ascertain the market share and geographic distribution of automated systems in Australian school libraries. Thirty-three surveys were distributed to vendors of automated systems known to have school library installations or to have recently developed a product for this market; 29 surveys were returned. Systems included were required to perform at least three functions: cataloging, online catalog (OPAC), and circulation. Survey results provide an overview of the Australian school library automation scene as well as a brief history and contact information for some of the most common systems available. It is anticipated that subsequent surveys will occur on an annual basis. The following three papers are also included: "Crucial Factors in Online Inquiry: OPAC Design for School Library Users" (Paul Drayton); "MARC for Teacher-Librarians: An Introduction" (Ellen Paxton); and "Providing Access to Fiction in School Libraries: Some Thoughts and Observations" (Ashley Freeman). Each paper contains references, and a 65-title select bibliography of school library automation is included. (DLS)

This collection of papers investigates change and compares university education experiences worldwide, looking at it from the perspective of numbers of students, range of institutions, funding, institutional functions, boundaries, and directions, orientation of students and staff, and institutional change. After an introduction by Tom Schuler, editor, chapters include: (1) "A Thirty-Year Perspective: From the Sixties to the Nineties" (Leslie Wagner); (2) "The View from Further Education" (Jenny Shaekleton); (3) "Less Control and More Vocationalism: The Australian and New Zealand Experience" (Craig McInnis); (4) "Future Patterns of Teaching and Learning" (Alistair MacFarlane); (5) Increasing Equity in Higher Education: Strategies and Lessons from International Experience" (Thomas Owen Eisemon and Jamil Salmi); (6) "Changing Leadership in Universities" (Robin Middlehurst); (7) "Evolving Roles and Responsibilities: The University in Africa" (Alison Girdwood); (8) "From the Collegial Academy to Corporate Enterprise: The Changing Cultures of Universities" (Ian McNay); (9) "Pay as You Learn? Students in the Changing University" (Christine King); (10) "Changing the Culture of Scholarship to the Culture of Teaching: An American Perspective" (Stephen Brookfield); (11) "Funding a Changing System" (Gwynneth Rigby); (12) "Thinking European: Is UK Higher Education Out of Step?" (John Field); (13) "Funding, Access and Teaching: The Canadian Experience of a Mass System of Higher Education" (Hans Schuetze); and (14) "The Social and Political Vocation of the University in the Global Age" (Radim Palous). (Contains approximately 200 references.) (BF)

This monograph presents 14 brief papers on special education in other countries or comparisons between countries. Papers have the following titles and authors: "Legal Foundations of Special Education: A Comparison of the United States Public Law 94-142 and the China Compulsory Education Law" (Hong Bo Wang et al.); "International Networks in Staff Development" (Tony Best); "Poverty and Handicap in the Republic of Yemen" (Azza Qirbi); "Hong Kong in 1997: Through Train or All Change?" (Nick Crawford); "Special Education Down Under" (David R. Mitchell); "Development of Special Education in the Republic of Korea" (Seung-Kook Kim); "Attitudes of High School and College Students toward Persons with Disabilities in the Republic of Korea" (Yong G. Hwang and Carmen Iannaccone); "Interviews with Mothers of Severely Handicapped Children: School Leavers in Japan" (Louise Fulton and Virginia Dixon); "Video Training Packages for Parent Education" (Roy McConkey); "Development of Special Education in Ghana" (Selete Kofi Avoke and Mawutor Kudzo Avoke); "Special Education in Japan" (Shigeru Narita); "Special Needs Education in Zambia" (Darlington Kalabula); "Inclusion and Integration in Europe: A Human Rights Issue" (Christine O'Hanlon); and "Towards the Comparative Study of Special Education" (Lesley Barcham and Graham Upton). Papers contain references. (DB)

Competencies are the focal concept in the world of education and training in Australia at this moment in 1993. This book is a collection of papers and has three purposes. First, it aims to provide basic information about education and training. Second, the book aims to explore something of what competency-based education and training looks like in 1993 below the stratosphere of national policy. The third aim of the book is to set out some of the issues which need to be debated by educators and the community. The first of five sections, "Policy Formation," contains three papers: "Workplace Imperatives for Education and Competence" (Laurie Carmichael); "Key Competencies--Uncovering the Bridge between General and Vocational" (Ann Borthwick); and "Reform of Australian Vocational Education and Training: A Competency-Based System" (Lorraine Wheeler). Section 2, "Key Competencies," contains three papers: "Linking Key Competencies and the National Curriculum Agenda," (Rob Randall); "Key Competencies and Schooling in South Australia" (Jim Dellit); and "Training Reform and Key Competencies" (Colin Ducker). Section 3, "Competency-Based Vocational Education and Training," contains two papers: "Queuing for TAFE not INXS: Vocational Education and Training in the Nineties" (Susan Holland); and "Competency-Based Training in TAFE: Rhetoric and Reality" (Bert Beevers). Section 4, "Defining Professional Work," contains three papers: "National Competency Standards for the Teaching Profession: A Chance to Define the Future of Schooling or a Re-affirmation of the Past?" (Sharan Burrow); "Competency-Based Standards in the Professions and Higher-Education: A Holistic Approach" (Barbara Preston and Jim Waller); and "Areas of Competence for Teachers--The NSW (New South Wales) Scene" (Christine Deer). Section 5, "Critique," contains three papers: "The Psychology of Competency-Based Education" (Gordon Stanley); "Competence: A Game of Smoke and Mirrors?" (Nancy Jackson); and "Is There a Need to Redress the Balance between Systems Goals and Lifeworld-Oriented Goals in Public Education in Australia?" (Victor Soucek). (Contains 292 references.) (RR)