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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)

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 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)

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)

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)

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)

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)

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.

This document contains 15 papers from the information technology (IT) in vocational education and training (VET) section of an international conference on VET for lifelong learning in the information era. The following papers are included: "Adapting the System of Continuing Vocational Education for the 3rd Industrial Revolution--Experiences from the Swedish Pilot Project with AVE (Advanced Vocational Education)" (Mats Lindell); "A Flexible Investment: The Australian VET Sector's Framework for Applying New Technologies in Learning" (Sandra Lerch, Peter Le Cornu); "E-Portfolio: More Than an Electronic Resume" (N. Faye Angel); "A Joint Venture in Distance Education Program between Hong Kong and Australia" (Fun-ting Chan, John Messing); "An Evaluation of a Model Multiple Site Distance Learning Program for Non-traditional Students" (Dale E. Thompson, Betsy Orr, Kit Brooks, Cecelia Thompson); "How to Teach Students in the Information Era?" (K.C. Chu); "Integrating Adult Learning Principles in Web Based Open Learning" (Shyamal Majumder); "Integrating the Strengths of the Web-Based and Traditional Models of Teaching" (T.Y. Leung, Sarah Y.S. Tran); "Web-Site Teaching: Analysis of Its Future Development" (Ying Wai Peter Chiu); "Using the Web to Enhance Language Teaching and Learning and Distributed Cognitions in a Conventional Sub-degree Setting" (Wanda W.Y. Lau); "The Effectiveness of Using Technology to Teach English as a Second Language" (Rita Yuk Kwan Ng); "Web-Based Vocational English: Development, Practice and Problems" (Kim Hung Martina Chan, Chi Ming Lee);"Establishing a Virtual Building and Construction Site for Education and Training" (John F. Barrett, Brian Wilkins); "The Webvolution's Impact on Vocational Classrooms and Administration" (Elaine S. Stith); and "Audio and Video Development for Multimedia and Web-Based Applications" (Teresa Yohon). Most papers contain substantial bibliographies. (MN)

This document contains 14 papers from the skills for the new millennium section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "Research on Vocational Education and Training as a Field for Knowledge Development--Starting Points for the CEDEFOP (European Centre for the Development of Vocational Training) Research Arena" (Pekka Kamarainen); "Knowledge Development at the Interface of Research, Policy and Practice--Support for Knowledge Development within the CEDEFOP Research Arena (CEDRA)" (Graham Attwell, Alan Brown); "Use of Web-Based Collaboration and Knowledge Transformation Tools to Support the Development of a Learning Community to Enhance Career Guidance Practice" (Alan Brown, Graham Attwell, Jenny Bimrose); "Doing the Research Is Only Half the Job: The Impact of VET Research on Decision Making" (Chris Robinson, Sarah Hayman); "NCVER's (National Centre for Vocational Education Research's) Web Site and the VOCED Research Database" (Sarah Hayman); "The Renaissance of Vocational Education and Training: Miscellaneous Hints for Undernourished Elephants Yearning to Dance" (Robert Sadler); "Tele-Operation of a Manufacturing System for Vocational Education" (Francis H.F. Tsang, Jonathan K.F. Lee); "Worldwide Technology Trend of Electronics Products" (Lawrence Cheung); "The Implication of Advances in Wireless Data Communications on E-Commerce" (Lawrence Cheung); "New Roles of Vocational Education and Vocational Teachers for Technological Change: A Case Study of the Hong Kong Institute of Vocational Education" (Che Keung Yeung, Choi Fung Cheng); "The Occupational Skill Testing and Certification Systems in Hong Kong" (S.P. Fu); "Distance and Open Learning--Web-Based Training (WBT) Development Process Consideration" (Donna Wing Yiu Lau); and "Industry Partnership for Graduation Stage of Higher Vocational Education" (Dan-dan Shi, Xiao-hong Chen). Most papers contain substantial bibliographies. (MN)

This document contains eight papers from the international issues section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "The Impact of Globalisation and the Changing Nature of Work on Vocational Education and Training" (Chris Robinson); "In Search of a Governance Framework of Vocational Education and Training for the 21st Century: An International Comparative Study" (Humphry Hung); "Cross Border Activities to Strengthen Technical and Vocational Education and Training Systems in the Information Era" (L. Efison Munjanganja, Di Booker, Sarah Hayman); "The Competency of Cross-Culture of Expatriates in the Multinational Corporation" (S.T. Tsai, Shu-Hsaio Tsen); "Provision of Professional Training to Meet Global Procurement Challenges in Hong Kong" (Josephine C.S. Kea); "From 20th Century Education and Training to 21st Century Skills Enhancement" (Archibald M. Fleming); "Regional Integration of TVET (Technical and Vocational Education and Training) Systems among Small Island States: Caribbean Initiatives" (Tom McArdle); and "Thirsty Horses and Public Waterholes" (Joyce Marie Turnbull). Most papers contain substantial bibliographies. (MN)

This document contains 35 papers from the program development section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following are among the papers included: "Using Quality Indicators to Create World-Class Curricula: From Concept to Application" (Curtis Finch, Timo Luopajarvi, Paivi Sutinen); "What Is Missing from ISO 9000 International Quality Standards Training in the United States?" (Paul Krueger); "West Virginia Instructional Technology Program Design for Economic Development" (Michael M. Murphy); "A Perception of the Software Process Model" (Albert H.S. Scott); "Design of Internet-Related Courses for IT (Information Technology) Professionals" (Y.K. Choi); "A TQM (Total Quality Management) Study of Faculty and Trainees' Perceptions of Public Vocational Training Institutions in Taiwan" (Li-Mei Huang); "Curriculum Development in Vocational Education: Achieving Balance and Coherence" (Christopher Parkin); "Providing Competency-Based Education for Industry and Its Effect on Classroom Education" (Chin-Yen Lin, Tsung-Juang Wang); "Competency Based Training: An Evaluation of a Post-secondary Teacher Education Program" (Dale E. Thompson, Cecelia Thompson, Betsy Orr); "Perceptions of Participants in a Multi-site Distance Learning Bachelor of Science Degree Program" (Betsy Orr, Dale Thompson, Cecelia Thompson); "A Study of Relation between Assessment Dimension and Management Outcomes--A Sample of Sinyi Real-Estate Company" (Stanley Tsan-Ying Lin); "Exploring a New Pattern of Vocational Education and Training" (Haicheng Yang, Tingrui Wang); "Transforming Educational Practice for a Transformed Employment Environment" (Jeanne Dawson); "Pre- and Post-Assessment in Occupational Courses" (Teresa Yohon); "Transforming Young School Leavers and Mature Unemployed into Skilled IT Workers--The IT Assistant Training in Hong Kong" (Yat-chen Li); "Discussion and Design of High Vocational Education" (Wenyi Qin, Yanchun Guo); "Teaching Statistical Problem Solving in Vocational Education" (Ken W. Li); "Structure and Cultivation of the Knowledge and Abilities of Students of Higher Vocational Technical Education" (Jiyao Zhou, Kaiyu Zhen, Weihua Liu); "Telling Stories in the Use of Portfolio Assessment in Higher Education: Some Implementation Issues" (Annie Y.W. Nicholson, Sharon Bryant); and "The Effects of the Whole Educational Experience on Graduate Employability and Further Study" (Kwok Hung Lai, Michael Hohn Pomfret). Most papers contain substantial bibliographies. (MN)

This document contains 18 papers from the human resource development and manpower training section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "Use of Social and Economic Modeling to Plan Vocational Education and Training" (David L. Passmore); "Retraining for the Unemployed--An Up-hill Battle That Never Ends" (S.S. Kwong); "Manpower Planning in Hong Kong" (Anthony Cheng); "Identifying and Responding to Skills Shortages" (David L. Passmore); "Analysis of Training Needs for Employees of International Five-Star Hotels in Taipei, Taiwan" (Shu-Hsaio Tsen); "An Evaluation on the Effectiveness of a 9-Month Intensive Full-Time Program for the Unemployed" (Che Keung Yeung, Yuet Kueng Cadbury Chan, Lai Ling Lilian Chow, Yuen Bing Leung, King Chung Joseph Chow); "An Examination of the Concept of Providing Leadership Development for All Students as an Integral Part of Classroom Instruction" (Jerome I. Leventhal); "Contingency Theory Is of Little Value in Helping Leaders or Potential Leaders to Perform Successfully" (Eric Cheng); "Continuing Professional Development towards Employee Empowerment in Manpower Training: A New Domain of Organisational Strategy" (Joseph S.L. Yip); "Assessment and Preparation of Career and Technical Education Teachers: Implications for Curriculum Development" (Victor K.A. Gbomita); "What's Happening in Your Teacher Education Program?" (C. Gloria Heberley); "Stress Management for Teachers in Vocational Education and Training Sector" (Gloria Ching Wah Chan); "Mining Labour Market Information for Use in Developing an IT (Information Technology) Manpower Predictive Model" (Gar-yun Garry Suen); "Training for Betterment: A Model for Training of Professionals in a Diverse Organisation" (Freidoon A. Khavarpour, Bruno Gelonesi); "E-Learning in Knowledge-Based Society" (P.F. Tsui, Ian K.M. Yue); "The Development of a Management Competency Model and a Development Centre" (Sara Wong); "Graph Theory, Job-Labour System and Manpower Planning" (Kwai Wing Leuung); and "Overview of Assessment and Quality Assurance on TVET (Technical and Vocational Education and Training) and a Proposal for Turkey" (Sabahattin Balci, Riza Gurbuz). Most papers contain substantial bibliographies. (MN)

This document contains nine papers from the social and ethical issues section of an international conference on vocational education and training (VET) for lifelong learning in the information era. The following papers are included: "Attitudes of University Faculty Members toward Students with Disabilities" (Marie F. Kraska); "Attitude of Gaming Employees towards Problem Gambling: How It Affects Their Learning at an Awareness Training" (Lisa M. Bybee); "Quantitative Evaluation of the Educational Programmes on Students' Awareness of Social Responsibility" (Loky Tsui, Lee Wong); "Increasing Female Participation in Technology Education: A Hong Kong Perspective" (Ken Volk); "Integration of General Education into the Vocational Training Curriculum" (Kwok Hung Lai); "Flexible Learning: Developing Opportunities" (Lesley Wemyss, Carmel Thompson); "Role of Supported Services in the Provision of Vocational Training for Open Employment to People with Disabilities in Hong Kong" (Eliza Woon-ching Lo Chan); "Exploration of the Aboriginal Vocational Training Implementation Strategem from the Outlook of the 'Tribal Classroom'" (Chou Chin-hung); and "Professional Ethics--A Life-long Pursuit by an Engineer" (C.K. Leung, Jolly Wong). Most papers contain substantial bibliographies. (MN)

This collection of papers from an international conference on higher education teaching and learning includes: "Fostering Scientific Thinking with New Technologies: A Socio-Cognitive Approach" (Michel Aube); "The 'Classroom Flip': Using Web Course Management Tools to Become the Guide by the Side" (J. Wesley Baker); "Embracing Information and Learning Technology Within a New Learning Paradigm in UK Colleges" (C.J. Birch); "Project Based Learning: Equipment Specification" (Ed Boyapati); "Effective Teaching Using the Internet" (David Byres); "Empowerment Groups: A Creative Transition and Retention Strategy" (Joyce A. Carter); "Play it Again Sam: Creating Reusable Projects that Integrate Instructional Technology, Critical Thought and Active, Collaborative Learning into the Curriculum" (Karen Casto and Kris Bulcroft); "Critical Moments in College Teaching" (Michael Christie); "Paradigm Shift: Visual Communication and Empowerment" (Daniel J. Doyle); "Interactive Multimedia: Lessons from Learning Theory" (Richard Farr); "Asynchronous Discussions, Learning Communities and Participation of Students and Faculty" (Charles Graessle); "Edge of Chaos: The Sweet Spot for Internet-Rich Pedagogy" (Barclay M. Hudson); "Peer Critiques in the Teaching of Computer Programming" (William J. Joel); "Active Learning: Student Performance and Perceptions Compared with Lecture" (David A. Lake); "Improving Team Performance in Software Engineering" (Robert Lingard and Elizabeth Berry); "Innovative Strategies for Teaching and Learning at a Distance" (Pam Northrup); "Analytics: An Integrated Mathematics, Logic and Philosophy of Science Course" (Michael R. Pinter); "Andes: A Coached Learning Environment for Classical Newtonian Physics" (K.G. Schultz, R.N. Shelby, D.J. Treacy, and M.C. Wintersgill); "The Evolution of a Biology Course-Related Web Site" (Janet L. Stein Carter); and "French Topics Online: Natural Errors with Virtual Wine" (Katherine Watson). (Individual papers contain references.) (SM)

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)

The following articles appear in this issue: "Changing Views of Language in Applied Linguistics" (Gillian Brown); "Society, Education, and Language: The Last 2000 (and the next 20?) Years of Language Teaching" (Michael Stubbs); "The Secret Life of Grammar Translation" (Malcolm J. Bensen); "Changing Views of Language Learning" (Susan Gass); "Change and Continuity in Second Language Acquisition Research" (Florence Myles); "Rethinking Interactive Models of Reading" (Martin Gill); "Continuity and Change in Views of Society in Applied Linguistics" (Ben Rampton); "Talking Disability: the Quiet Revolution in Language Change" (Mairian Corker); "Critical Discourse Method of Field: Tracking the Ideological Shift in Australian Labor Governments 1983-1986" (Bernard McKenna); "Risk as the Mobilizing Dynamic of a Society Bent on Change: How Metaphors Help Stabilise the Developing Discourse of the Learning Society and How They Don't" (Alison Piper, Charmian Kenner); "The Role of Idioms in Negotiating Workplace Encounters" (Almut Josepha Koester); "Looking At Changes From the Learners Point of View: An Analysis of Group Interaction Patterns in Cross Cultural Settings" (Tan Bee Tin). (KFT)

Twelve papers produced at an annual convention were selected for inclusion in this work on behavior management and behavior change in Australian children and youth with emotional and/or behavior problems. The papers are: (1) Developing Personal Strengths, Choosing More Effective Behaviours: Control Theory, Reality Therapy and Quality Management (Judy Hatswell); (2) Conferencing: A Restorative Approach to Interventions for Serious Incidents of Harm in the School Setting (Terry O'Connell and Margaret Thorsborne); (3) Classroom Management/Discipline Models in Review and Action (Bob Cope); (4) The Wind of Change: Flatulence or a Breath of Fresh Air? (Ray Handley); (5) Seamless Support: Integrating Support to Schools (Bryan Humphrey); (6) A Bad Reputation Gets the Boot: A Bad Reputation Throws Down the Gauntlet (John Morrison and Loretta Inverardi); (7) Students with Conduct Disorder (Gail Holt); (8) Student Behaviour Management: Addressing the Issues for Teachers of Languages Other than English (LOTE) (Marlene Kingdon); (9) Framing Our Work with Young People (Bruce Muirhead); (10) The Gossen Restitution Model: Making Things Right, Or How Can We Fix Things? (Margaret Pearson, Louise Pattimore, and Anne Matthews); (11) Kid Konciliation (Gabrielle Elich); and (12) Children and Youth with Emotional and Behaviour Problems: ANSUA's Approach (Jean Rigby and Maureen Hawke). (RB)

This collection of 19 papers offers an Australian perspective on behavior management and behavior change of children and youth with emotional and/or behavior problems. Papers are presented in two sections: national and regional perspectives, and programs and strategies for different contexts. Titles and authors include: "An Evaluation of Strategies and Methods for Addressing Problems of Peer Abuse in Schools" (Ken Rigby); "Meeting the Needs of Adolescents with Conduct Disorders" (Robert Conway); "Suspension Support for Children and Youth with Behaviour Problems" (Jean Jenkin); "Behaviour Problems: School Exclusions and School Non-Attendance" (David Evans and John Gardner); "Skillstreaming in Early Childhood" (Wendy Brown and Susanna Richardson); "Stop and Think Learning: Motivating Learning in Social Groups and Individuals" (Lindy Petersen); "Using Non-Aversive Strategies in the Classroom" (Barbara Ryan); "Prolific Partnership: In Praise of Parent Participation" (Nicklin Team); "Pathways for Change" (Maureen Gilbert and Mary McInnes); "RAPT Reviewed: Education in a Wider Context" (RAPT Team); "Out of the Bush, into the Wilderness" (Ray Handley); "Operation Flinders: New Horizons" (Pamela Murray-White); "From Early Intervention to Successful Mainschool Reintegration: The Farm School Experience" (Leigh Deckert); "Responding to Gambits that Children Use To Disrupt Classrooms" (Jerry Olsen); "Solution Focused Interventions in Schools" (Stephen Cornelissen and Sean Rafferty); "Past, Present, Future: Review and Reform Program: The Power of Evidence" (Janice Flaherty); "Boys and Relationships: A Developmental Strategy for Violence Prevention" (David Shores and Jenny Kernich); "Using Art and Craft To Effect Change with Difficult Kids" (Mary Jackson); "Peer Mediation: In a Primary School" (Angela Heuchan and Glenda Young). (Some papers contain references.) (JDD)

These papers on adult education in Australia are grouped into four parts: (1) articles concerning some directors of university extension and adult education; (2) a paper entitled "Who Killed the WEA (Workers Educational Association)--A Footnote to History"; (3) two papers called respectively "Sir Keith Hancock--A Tribute from a Grateful Pupil" and "Hancock's Notes on Machiavelli"; and (4) an article entitled: "The Madonna of Bunbury." The six papers written about directors of university extension and adult education are: (1) "Meredith Atkinson"; (2) "An Adult Education Tragedy--John Alexander Gunn"; (3) "C. R. Badger"; (4) "G. V. Portus"; (5) "Walter George Keith Duncan"; and (6) "Desmond Crowley." (NLA)

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)

Documenting some of the myriad of voices assembled in Brisbane, Australia in July 1995 for the Second World Congress of the International Drama/Theatre and Education Association, the essays in this book address the central question of the Congress: What can be the role of drama/theatre and education in a rapidly changing world entering a new millennium? In Part 1, the writers share an interest in past and present contexts. Part 2 explores what theatre shares in common with other artistic forms. Part 3 examines the implications of dramatic artistry for the pedagogue. Part 4 unlocks the challenging world of criticism and aesthetics, and proposes frameworks through which educators can discuss and analyze dramatic artistry in education. Papers in the book are: (1) "Healing Power of Theatre" (Dubravka Knezevic); (2) "The Future in Black and White: Aboriginality in Recent Australian Drama" (Katharine Brisbane); (3) "Narrative Performance in a Changing World: The Case of the Storytellers in Kenya" (Ezekiel Alembi); (4) "DRAMA/Drama and Cultural Values" (Gavin Bolton); (5) "Reflections of Practice: Playbuilding with Young People in the Post-Modern Cultural Arena" (Morag Morrison and Madonna Stinson); (6) "The Seminal Politics of Arts Education" (Peter Abbs); (7) "Negotiated Movement: Rebel" (Jane Griffin); (8) "Artistic Education and Cultural Distribution" (Roger Deldime); (9) "Art, Drama and Music: Performances Based on Minimal Actions" (Beatriz Cabral); (10) "Drama and Education: Innovating Curricular Experience in Mendoza, Argentina" (Ester Trozzo de Servera); (11)"The Rude Charms of Drama" (John O'Toole); (12) "From Script to Impromptu: Learning a Second Language through Process Drama" (Shin-Mei Kao); (13) "Multimedia Drama in Cross-Cultural Classroom Education" (Lennart Wiechel); (14) "The Power of the Imagination" (Helen Zigmond); (15) "Discovering Right Actions: Forging Ethical Understandings through Dialogic Interactions" (Brian Edmiston); (16) "Pedagogical Psychodrama" (Sheila D. Maluf); (17) "How to Relate To Knowledge in the Context of Partnership" (Christian Pratoussy); (18) "Revisioning Identity: Drama in the Electronic Age" (Alistair Martin-Smith and Belarie Hyman Zatsman); (19) "Performance Analysis: A Strategy for Understanding Traditional and Contemporary Forms of Performance" (Jacqueline Martin); (20) "Framing the Drama: An Approach to the Aesthetics of Educational Theatre" (Anthony Jackson); (21) "Making Sense of Appearances" (Michel Melin); (22) "Intruders in the Convex Glass: A Consideration of the Way in Which We Find Meaning in Plays" (Andy Kempe); and (23) "Survive" (Henry Paul). (RS)

The Community Justice Centres (CJCs) in New South Wales (Australia) are an addition to the justice system established and maintained by the state to deal with dispute and conflict in the community. The CJCs are designed to deal with disputes, such as those between members of a family or between neighbors, where there is a continuing relationship between the people in conflict. Four centers are operating to provide disputants with a range of alternatives, such as mediation, adjudication, arbitration, and a process of conciliation and mediation, to resolve their disputes. This paper explores the CJC experience in multicultural dispute resolution. The emphasis is qualitative rather than quantitative, but available statistics were examined as a preliminary analysis. Evidence from the CJC files indicates that a great deal of conflict is cross-cultural in the broadest sense because it involves the conflict of values and views, not just conflicting interests. Ethnic and racial prejudice was a factor in a small proportion of disputes, but it is worth noting that cultural differences can be present without becoming a factor in disputes involving people of non-English speaking background (NESB). Qualitative examination of the operation of the CJCs demonstrates that the mediation methods they use provide an appropriate and effective means of resolving disputes involving people of NESB. Findings also suggest that matching mediators to the cultural backgrounds of the parties involved is not likely to contribute significantly to the resolution of disputes, and that other factors may be more important. Since evidence on this point is not conclusive, it is recommended that mediators and parties be matched for cultural background. Appendixes present three study surveys. (SLD)

The following papers from a conference on emotional and behavioral problems of children and adolescents are presented: (1) "Eligibility and Need: Is There a Difference Between Being Disturbed and Being Disturbing?" (Howell); (2) "Prevention and Politics: Giving At-Risk Youth a Future" (Constable and Burton); (3) "The World of Cue: Non-verbal Behaviour in Teacher-Student Management" (Rogers); (4) "Characteristics of Conduct-Disordered Adolescents and Implications for Treatment Programs: Preliminary Research Findings" (Anning); (5) "Helping Homeless Kids Break the Transition Gap" (Corbitt); (6) "Quantifying Aberrant Behaviour: The Use of Psychological Instruments in Assessing Behaviour-Disordered Students" (Richardson); (7) "Improved Treatment Integrity with Performance Feedback in an Early Intervention Program" (Arco); (8) "Black Dot - White Square: Managing Stress" (Rogers); (9) "A System-wide Approach to Changing Attitudes Towards the Acceptability of Bullying or Harassment in Schools and Reducing its Prevalence" (Griffiths); (10) "Bullying: A School Focus" (Hyndman and Thorsburne); (11) "A Comparative Analysis of Withdrawal and Outreach Services for Primary School Children Exhibiting Moderate to Severe Behaviour Problems" (Strong, Ralph, and Vaughan); (12) "Helping Kids by Helping the Parents" (Laurie and Collings); (13) "Attribution, Behaviour, Life Skills Education (ABLE): A Program for Underachieving Gifted Adolescent Girls" (Mason, Hay, and McMeniman); (14) "Looking into Classrooms: What a Research Study Found about Assertive Discipline" (Nicholls); (15)"Mirrors and Mountaintops: Enhancement Skills for Wilderness Programs" (Handley); (16) "Training Children and Adolescents in the Skills of Interpersonal Conflict Resolution: A Developmental Theory and Training Strategy" (Wilkins); (17) "The Power-Caring Balance: Can Ecology Help Us Understand the Behaviour of Troubled Children?" (Olsen); (18) "Alternative Programs to Help Behaviour Disordered Adolescents in Their Regular High Schools" (Cragg and Collings); (19) "Teaching the Hard to Teach: Effective Teaching with Difficult Students" (Tender); (20) "Project Turnaround: Addressing the Problems of Youth at Risk: A Critical View" (Walters and Palmer); (21) "Attitude and Behaviour Change in Young People: An Evaluation of Project Turnaround" (Halsey); (22) "Taming Anger" (Frew); (23)"Berengarra School" (Lewis and Candy); (24) "The Andrew Relph School: Ten Years of Assisting Young Adolescents with Emotionally Based School Problems" (Boultwood, Wheatley, and Gardiner); and (25) "Whole School Effective Discipline Approach at Lawrence Hargrave SSP" (Klein, Rapp, Mason, Rayment, Deacon, Lee, and Nould). (NB)

This book provides an overview of research on infants and young children who have experienced non-maternal or non-parental care during their preschool years. It focuses on studies conducted in Australia, but also considers the vast body of research conducted elsewhere, especially in the United States. Chapter 1 provides an overview of the issues involved in research into the effects of non-maternal care and gives a context for the discussion that follows. Chapter 2 contains a brief overview of early research, which was largely concerned with whether non-maternal care affected the security of the mother-child attachment. Chapter 3 discusses the question of whether non-maternal (and sometimes non-parental) child care is harmful to infants. Chapter 4 examines research employing a broader approach which takes into account the effects of family environment when studying the effects of non-maternal care. Chapter 5 contains a description of Head Start and other early intervention programs designed to improve the educational opportunities and well-being of children from disadvantaged backgrounds. Chapter 6 explores the conclusion that child care is not a substitute for home care, but rather provides children with experiences in a different setting. Contains approximately 240 references. (MDM)

This report examines patterns of social mobility in Australia by comparing Maltese, Lebanese, and Vietnamese immigrants with an Australian-born control group. The data come from a 1988-89 national opinion survey conducted on behalf of the Australian Office of Multicultural Affairs. The survey over-sampled several overseas-born groups, with samples of 509 Maltese, 554 Lebanese, and 679 Vietnamese people compared to 1,070 Australian-born people. Findings make it clear that migration represents a major disruption to a working career, with immigrants reduced to a uniform level of job status in their early years of settlement regardless of their inherited capital or individual achievements. There were significant differences in the social mobility of the immigrant groups, especially in the impact of education and qualifications. Primary and secondary education obtained within Australia produced substantial rewards for a migrant's first occupation relative to similar education earned overseas, but was of little difference to subsequent jobs. Possession of a recognized overseas qualification was equal to or greater than an equivalent Australian qualification in influencing the status of the first job, but in the later career the Australian qualification was more important. English proficiency was of economic value only for longer-established immigrant groups, although why this was so was not clear. Attitudes toward the nature of work were very important for occupational status, and family networks had only a minor impact on mobility. (Contains 12 tables, 2 figures, and 57 references.) (SLD)

Issues in distance education at the tertiary level in Australia are addressed in three papers. The need to provide mature students with information before course attendance is discussed by Edward R. Reid-Smith in "Why Educational Advisory Services for Mature Students?" During 1982-1984, new external students at Riverina College of Advanced Education were sent a pre-course informational package that covered time management, motivation, finance, and the family. A "Returning to Study" correspondence course was also offered. E. David Meacham's paper, "Suggestions Arising from an Investigation of Distance Education in the United Kingdom," explores the relevance of external studies in the United Kingdom to educational practice at the Riverina College of Advanced Education. Information is included on external studies and industry, resource-based learning, staff development, design of learning materials, and computer-assisted learning. In "Motivation of Adults: Implications of Adult Learning Theories for Distance Education," Michael Hough considers the problem of motivating adults, with attention to: adult learning principles; needs and interests of adults; the design of adult programs; and implications for tertiary colleges and staff, particularly those involved in correspondence teaching. (SW)

"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.]

Long term trends in non-Maori family formation, growth, and dissolution in New Zealand were investigated with data mainly derived from the statistical reports of government departments. Sources included census reports; vital, justice, medical, and migration statistics; life tables; and official yearbooks. To augment official statistical data, an interview survey was carried out in 1967. This survey was designed to collect information on the family formation patterns of various social subgroupings. Occupational status and fertility level were chosen as bases for differentiating subgroupings. After an introductory chapter describing the study, its setting, and the data and methods used, chapter 2 describes and analyzes trends in marriage patterns. Chapters 3 through 5 focus on aspects of family size, including a description of differential trends within population subgroupings and a comparison of differentials in the United States, Great Britain, and Australia. Chapter 6 provides information about birth timing, birth spacing, and household units. Divorce and mortality trends are described in chapter 7. The concluding chapter describes changes in family structure and discusses social and demographic influences on family formation patterns. Appended are survey questions, coding guidelines, and technical notes on statistical calculations. (RH)

Three separate but related questionnaires were administered to the primary teachers, students in grade 6, and their parents in a predominantly rural Australian school district, to learn how each of the groups saw the role of the primary school. The study revealed serious differences in attitude between teachers and parents, as well as between teachers and children, about the main purposes of schooling. Most parents and students adhere to the traditional goal of the child acquiring that body of knowledge and skills which will qualify him for later success. However, many teachers see their role in wider and less definite terms. Almost half (46 percent) of the students agree that "much of what schools do is a waste of time," and 60 percent of the students agree that "music, art, and craft should receive more time in the school day." (Author/MLF)

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.]

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 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)

This book contains 12 papers exploring the problem of strengthening the notion of the United Kingdom as a learning society by making the country's higher education system more responsive to the various social groups that have traditionally been underrepresented in all areas of the nation's formal, postcompulsory education system. The following papers are included: "Introduction" (Julia Preece); "Mind the Gap: Widening Provision, Guidance, and Cultural Change in Higher Education" (Rennie Johnston, Fay Croft); "Extending the Guidance Boundaries: An Exploration of Educative and Empowering Guidance Strategies for Learners Who Have Been Long-Term Unemployed" (Ann-Marie Houghton); "Disadvantaged Youngsters: Raising Awareness, Aspiration and Access through a Summer School" (John R. D. Blicharski); "IT (Information Technology)-Based Guidance: Reaching the Parts that Other Guidance Cannot Reach?" (Irene Chapman, Sarah Williams); "What's the Point? Questions that Matter in Community-Based Projects Designed To Counter Social Exclusion and Increase Participation in Continuing Education" (Colin Trotman, Heather Pudner); "As Broad as It's Long: Challenging the Limitations of Traditional Continuing Education Strategies for Widening Participation" (Cal Weatherald, Geoff Layer); "Dismantling the Barriers: Educational Justice and Access in Ireland" (Rosemary Morris, Brian McMahon); "Student Equity: An Australian Perspective" (Margaret Heagney, Margaret James); "Access Strategies under Severe Circumstances: Promoting Access in the Chelyabinsk Region of the Russian Federation" (Maurits van Rooijen); "The Role of Social Theory in Action Research: Working for Change in a University Adult Education Department in a Multi-cultural City" (Jane Clarke); "Youth Views: A University of Bradford Community Action Research Project Conducted with and for Young People from Minority Ethnic Communities in Bradford" (Nadira Mirza, Tony Jowitt); and "Does It Make Any Difference that We Are a University? The Community Perspective" (Julia Preece). (MN)

Concern about boys' education in Australia and New Zealand led to the Leadership in Boys' Education Conference in May 1999. This book contains edited conference presentations focusing on boys' educational needs. The book also presents case studies related to academic achievement, school structure, discipline and bullying, broadening boys' options, and building support. The chapters are: (1) "Leading Boy-Friendly Schools" (Steve Biddulph); (2) "Educating Boys, Emotional Literacy, and the Workplace" (Don Edgar); (3) "Leadership on the Ground" (Richard Fletcher); (4) "Aboriginal Cultural Programs and Interagency Co-Operation in Boys Strategies" (Jenni Griffiths); (5) "Pastoral Care at St. Ignatius' College, Riverview" (Peter Ireland); (6) "A Decade of Working Consistently at Boys' Education" (Fred Carosi); (7) "Role Models and School Support Structures for Rural Boys" (Helene Boyer); (8) "Empowering Boys" (Ian Lillico); (9) "Boys-Only English Classes at Cherrybrook Technology High" (Lyn Wendtman); (10) "The Boys Action Team as Part of Whole School Improvement" (Beverley Theobald); (11) "Crossing Gender Boundaries" (Chris Bonner); (12) "Changing the Football Culture" (John Craig, Tina Barnier, and Ian Beasley); (13) "Raising the Self-Esteem of Boys through Skill Development" (Bill Campbell); (14) "Engaging Fathers and the Whole Community in the Education of Rural Boys" (Cheryl Hallinan); (15) "The Role of the Principal in Facilitating Change in the Curriculum and School Culture" (James White); (16) "Individual Programs for Disaffected Boys" (John McKenna); (17)"School, Community, and Regional Support" (Shona McKinlay); (18) "Supporting Fathers To Be Good Fathers" (Andrew Mullins); and (19) "Fathers' Role in Quality Learning for Boys" (Phil Bretherton). (KB)

This book examines different notions of a learning society and the changes in adult education theory and practice that will be required to create a learning society. Recent developments in the United Kingdom and, to a lesser extent, in other countries are cited as evidence that creating a learning society will require new forms of thinking about the theory and practice of adult education. The following are among the topics discussed in the book's six chapters: the relationship between discourse, power, knowledge, and governmentality; poststructuralism and postmodernism; economic, cultural, technological, and demographic changes that have contributed to the growth in interest in the notions of a learning society and lifelong learning; implications of the recent shift from focus on inputs (adult education and its provision) to focus on outputs (learning and learners); ways provision of adult education has changed to support access and participation, open and distance learning, and assessment and accreditation of outcomes in an increasing number of learning settings; the adoption of neo- and post-Fordist models of organizational development and the role of the reflective practitioner as a model for professional development; and contemporary trends and differing notions of a learning society. The bibliography contains 431 references. (MN)

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.]