Search

The Indian Diaspora is one of the world’s largest overseas groupings.The Diaspora is considered India's 30th state with over 30 million overseas Indians. This article outlines the main strands of i...

This article examines India’s efforts to achieve food security. It traces the problem, from the inadequate production of food grains during colonial times, to the challenges of procurement, storage...

This study examines the influence of foreign aid and local ownership in the introduction of inclusive education in Kiribati. The data reported in this paper were collected through interviews with key local stakeholders and these data are part of a larger study. Data were analysed under the major theme of ownership, and were grouped into the four sub-themes of: local responses to inclusive education initiatives; support for inclusive education principles; local attitudes regarding the contribution of Australian Aid; and, sustainability with or without aid support. The results indicate that a positive commitment towards inclusive education is emerging and that Australian Aid provided essential advocacy for children with disabilities in Kiribati through direct management of initiatives by the expatriate administered Kiribati Education Facility. Inclusive education initiatives remain dependent on Australian Aid for direction and sustainability. Sustainability of inclusive education initiatives in Kiribati will depend on continued development of local ownership including community support and commitment by the Government of Kiribati, particularly budgetary support.

This article reports on a multi-method study of the ways in which special and mainstream schools support the educational needs of children with disabilities in Fiji. The aims of the study w...

Inclusive education in general, and disability-inclusive education in particular, is a high-level priority for development work in aid-supported countries. This paper presents a bottom-up process of developing disability-inclusive education policy in one country – the Solomon Islands. It is well understood that the promotion of quality in disability-inclusive education requires a clearly stated policy; however, in many developing countries, there has been a history of policy borrowing rather than culturally informed policy development. This paper will critically discuss how policy development occurs in aid-funded development work and then offers an alternative model of Australian aid-supported policy development as an in-depth case study.

This article presents a critical analysis of the development and implementation of the 2014 inclusive educational policy in Samoa. While Samoan culture is traditionally founded on inclusive social practices, rather than reflecting these practices in their policy, Samoan policy developers have been under pressure to adopt or borrow policy from other countries. The findings of this intrinsic case study highlight the complexity of formulating inclusive education policies for small developing countries and why policy developers borrow from other developed countries. The theoretical framework used to analyse observation data in this study is based on the notion that national process of development is a powerful influence in educational policy. The authors argue and advocate for the existing but overlooked strengths of the local knowledge community capacity when policy is borrowed from other countries, and how the findings of the case study contribute to future attempts at policy development. We found that the draft policy needs to and does reflect Samoan culture, values and vision. However, adopting foreign practices such as the individual education plan and placement rules is not relevant to the Samoan context. The identification and development of inclusive education beliefs, skills and practices in schools is a priority.

This article explores the concept of human security and examines the scope for its adoption as a normative and policy framework in India. Human security prioritises non-military methods as a means of achieving security without compromising the priorities accorded to traditional security threats. It requires the fulfilment of people’s basic needs and rights. The objective of the article is to show that the human security approach can be usefully applied as a policy measure in India to reinforce successes in the social and economic spheres so that the possibility of dissatisfaction turning into violent opposition and internal conflict is minimised.

Industry–school partnerships (ISPs) are increasingly being recognised as a new way of providing vocational education opportunities particularly in industries where there are skills shortages. However, there is limited research investigating their impact on school to work transitions. This paper reports on a government-led ISP, the Gateway to Industry Schools Program, established in Queensland, Australia. Central to this initiative is the Resources Academy, a lead organisation for 28 schools and 17 multinational sponsor companies. This research adopted a qualitative case study methodology and draws upon boundary crossing theory as means to understand a Minerals and Energy ISP. We distinguish four types of boundary crossing mechanisms, which partners navigate in ISPs. The main findings were that boundary crossing mechanisms assist ISPs to develop industry-based contextualised curriculum and to prepare school students for employment.

While intended to facilitate knowledge transfer from international universities and develop Indonesian universities' capacity, transnational higher education programs (TEPs) in Indonesia have been criticised for operating merely as an international trade in education – implying discrepancy between the rhetoric and reality surrounding the key purposes for establishing TEPs among Indonesian universities. This case study seeks to ascertain what actually drives Indonesian universities to operate the TEPs. Interview and document data from two private Indonesian universities were thematically analysed to identify the key purposes for establishing TEPs in light of the conflicting global–national–local agendas and unequal power relations between TEP partners. The findings suggest the Indonesian universities actively advanced their particular institutional purposes within the Indonesian national agenda and negotiate mutually beneficial outcomes with their global partners. This study informs other universities to d...

Early labour force exit is a significant challenge associated with the ageing workforce in Australia and many other developed countries. A reduction and increased flexibility of work hours has been suggested to improve labour force participation of the mature aged cohort. However, little is known about mature aged workers' aspirations for transitional employment, and how demographic variables of mature aged workers influence these aspirations. In the current study, 1027 mature workers aged over 50 years and employed in regional areas of Australia were surveyed on their interest in transitiional employment following retirement, and their aspirations for work conditions, training and development, employer/employee roles and responsibilities, and incentives and benefits regarding transitional employment. A series of Chi square tests were conducted to identify demographic group differences according to timeframe until retirement, education level and occupation level. The majority of participants was interested in transitional employment,and were prepared to undergo training and development and work with management staff in order to achieve this end. Two general perceptions of transitional employment emerged. The first was transitional employment as an opportunity for learning and career development or change, which was most commonly aspired to amongst respondents with more than six years until retirement, a university education, or a professional/managerial role. The second was transitional employment as it is more traditionally viewed: as a chance to continue on in one's current role at reduced hours post retirement. The remaining groups represented variations on this theme. Implications of the current study include the divergence of transitional employment and training and development aspirations amongst a mature aged cohort, as well as mature aged workers' perceptions of organisational management's roles in supporting transitional employment.

Increasing numbers of educational institutions are adopting an online approach to teaching and learning; however, little regard has been given to the prerequisite personal and technical qualities required for academic achievement and satisfaction within this environment. In recognition of this, researchers have been exploring the design, development and testing of diagnostic tools to assess student readiness for online learning. This study builds on previous work by the authors to further validate their diagnostic tool for assessing Tertiary students' readiness for online learning (TSROL) which has four subscales: 'Technical skills', 'Computer self-efficacy', 'Learner preferences' and 'Attitudes towards computers'. Factor and reliability analyses revealed that Technical skills and Computer self-efficacy possessed good reliability and validity, and 'Attitudes towards computers' fair reliability and validity. However, 'Learner preferences' required revision as it possessed poor reliability and validity. Analysing the demographic data revealed that older students had lower Technical Skills and computer self-efficacy than younger students. The TSROL can be improved by adopting a more multidimensional interpretation of the Learning preferences and Attitudes towards computers subscales.

This exploratory study investigates the distributed nature and complexity of professional expertise by examining the patterns of cognitive processes in novices and experts who are using ultrasound technology to make diagnoses. The study aims to identify and provide an explanation for such patterns in light of the recent debate on the locus of control underpinning human cognition. A distributed model of professional expertise based on the relationships between the four elements of socio-cultural disposition, tools and artefacts, strategies, and domain knowledge, is used to discuss the results. The findings illustrate the complexity of professional expertise, particularly when individuals depend on sophisticated tools to assist their thinking and reasoning.

Thirty-nine participants aged over 40 and 16 participants aged under 40, from a medical organization and a transport organization, were interviewed to obtain data regarding their conceptions of work and learning at work amid changing workplace practices. A phenomenographic approach was adopted to analyse the data. Frequency distributions of conceptions and a comparative analysis between the two age groups were also carried out. In addition, an analysis of the implications of these conceptions was conducted to understand workers' behaviours in light of current changes in work practices and to assess the potential implications for knowledge creation and use. The results indicated that there were four and five hierarchical conceptions for work and learning at work respectively and that these were spread across Australian Qualifications Framework (AQF) levels and workplaces. There were also differences between the two age groups and their distribution across the conceptions.

There is substantial literature on new work practices and the associated skills required of workers in the "new capitalism", but very few consider workers' perspectives on these issues. The study reported here involved 39 participants aged 40+who were interviewed to obtain data in relation to their conceptions of work and learning at work. This was conducted with consideration given to the changing work practices occurring around them. The participants were from a medical service and an engineering organisation. The data were analysed qualitatively and results indicated four and five hierarchical conceptions of work, and learning at work, respectively. It became apparent that a significantly large number of older workers conceived of work and learning at work in quantitative terms and as separate entities. The data were further analysed to ascertain how the conceptions mapped with the participants' Australian Qualification Framework (AQF) levels. This analysis indicated some dissonance between AQF levels ...

This article examines the current dilemma faced by many teachers: the drive for a modern day pedagogy advocating student-centred, technology-enabled learning is at odds with teacher comfort zones still nestled in a teacher-talk, print-based classroom. Put another way, the 'techno-reluctance' of many teachers represents a negative reaction to the perception that new technologies represent a threat to their traditional roles and general sense of practical agency in the learning process or classroom. The paper interprets some of the key factors impacting on techno-reluctance as a means of moving beyond such a simplistic view of the connection between digital technologies and changing teacher roles. On this basis, it goes on to discuss the concept of 'technoliteracy' as a means of reclaiming teacher agency in a studentcentred, computer-mediated environment and also reframing teacher attitudes to electronic texts and related literacy practices.

In light of the significant changes happening in all sectors of our society, we in the education sector and in particular in the universities, have adopted a number of innovative ideas for delivering education. Many of these innovations deal with procedural aspects related to learning and consequently little concern has been shown to individuals' beliefs about knowledge and dispositions for learning. Beliefs and dispositions are powerful tools to effect a more meaningful and sustainable change to how individuals engage in learning. This paper discusses some recent findings from research into university students' beliefs about the nature of knowledge and their conceptions of learning, and identifies the implications for a learner-centred university education. Learners' beliefs both informal and formal may influence the way they approach learning. Do they learn to apply, or learn to understand? The effort they make to learn depends on their perception of how the learning will reward them. The paper also exp...

This exploratory study investigated the influence of two recreational computer games on children’s subsequent performance on computer-based instructional tasks. Children were assigned to three groups: two were invited to play their respective recreational computer games, and the third acted as a control group. All three groups then worked on a common set of educational tasks from environmental education software. The three groups’ performances on a set of educational tasks were compared using quantitative analysis for speed and correct solutions, and then qualitatively for the cognitive manoeuvres engaged in to accomplish the tasks. The findings suggest that playing recreational computer games may influence children’s performance on subsequent computer-based educational tasks. However, the extent of this influence depended on how closely the recreational computer game types matched the design of the tasks in the educational software. The cognitive manoeuvres used by game players also depended on t...

As societies and cultures change, educators have been rethinking their understanding of the nature of knowledge and human learning processes, and coming to a realisation that they cannot rely on tools of the past to meet the educational demands of the future. Thus, educators need to redefine objectives and re-evaluate alternative types of learning that previously were considered to have little value. For instance, informal learning is no longer dismissed as appropriate only for extracurricular activities; rather, it can be fundamental to all learning. In fact, it is rarely necessary to distinguish between informal and formal learning.

An approach aimed at enhancing learning by matching individual students' preferred cognitive styles to computer-based instructional (CBI) material is presented. This approach was used in teaching some components of a third-year unit in an electrical engineering course at the Queensland University of Technology. Cognitive style characteristics of perceiving and processing information were considered. The bimodal nature of cognitive styles (analytic/imager, analytic/verbalizer, wholist/imager and wholist/verbalizer) was examined in order to assess the full ramification of cognitive styles on learning. In a quasi-experimental format, students' cognitive styles were analysed by cognitive style analysis (CSA) software. On the basis of the CSA results the system defaulted students to either matched or mismatched CBI material. The consistently better performance by the matched group suggests potential for further investigations where the limitations cited in this paper are eliminated. Analysing the differences between cognitive styles on individual test tasks also suggests that certain test tasks may better suit certain cognitive styles.

In light of recent initiatives in re-engineering training and workplace education and the multitude of programmes that have since evolved, there is still a lack of evidence that the new initiatives developed by the Australian government facilitate better learning outcomes. The current focus may increase participation of workers in training programmes but there is still a need to consider the micro processes in learning and instruction that influence the quality of learning outcomes. Two such micro processes are investigated in the study reported in this article. Firstly, the relationship between trainees' beliefs about knowledge and learning and learning outcomes is investigated and secondly, beliefs and learning outcomes of trainees who gained entry into the programmes via work experience and those who enrolled directly from secondary schools are compared. Twenty-three male students enrolled in an electronics subject at a tertiary institution were interviewed regarding their beliefs about learning and later tested on a problem task. The trainees indicated unsophisticated conceptions of learning which were also reflected in their poor learning outcomes as measured by knowledge representations. The comparisons of work experience and non-work experience trainees indicated no difference in their beliefs about learning and the learning outcomes. The results, on the whole, demonstrated a limited knowledge base by all trainees when compared to the knowledge necessary to solve the problem task as determined from experts' knowledge representation. The findings indicate that the current initiatives may not be producing a competent workforce. Though the sample involved in the study is small, the results suggest that a closer look at the training reform process is warranted, especially at the learning and instruction phase.

This paper reports a study investigating the effect of individual cognitive styles on learning through computer-based instruction. The study adopted a quasi-experimental design involving four groups which were presented with instructional material that either matched or mismatched with their preferred cognitive styles. Cognitive styles were measured by cognitive style assessment software (Riding, 1991). The instructional material was designed to cater for the four cognitive styles identified by Riding. Students' learning outcomes were measured by the time taken to perform test tasks and the number of marks scored. The results indicate no significant difference between the matched and mismatched groups on both time taken and scores on test tasks. However, there was significant difference between the four cognitive styles on test score. The Wholist/Verbaliser group performed better then all other groups. There was no significant difference between the other groups. An analysis of the performance on test task by each cognitive style showed significant difference between the groups on recall, labelling and explanation. Difference between the cognitive style groups did not reach significance level for problem-solving tasks. The findings of the study indicate a potential for cognitive style to influence learning outcomes measured by performance on test tasks.

This paper discusses some of the changes occurring in contemporary workplace practices, and the implications these have for the types of knowledge and skills required to work in such environments. Increasingly, workers need to be multi‐skilled to function effectively in contemporary work environments. The nature of multi‐skilling is explained in terms of cross‐skilling, up‐skilling and higher‐order thinking skills, and the relevance of multi‐skilling in today's workplaces is examined. Finally, the paper explores some factors affecting the acquisition of these desired skills in light of current work practices.

The study investigated the effect on learning of four different instructional formats used to teach assembly procedures. Cognitive load and spatial information processing theories were used to generate the instructional material. The first group received a physical model to study, the second an isometric drawing, the third an isometric drawing plus a model and the fourth an orthographic drawing. Forty secondary school students were presented with the four different instructional formats and subsequently tested on an assembly task. The findings indicated that there may be evidence to argue that the model format which only required encoding of an already constructed three dimensional representation, caused less extraneous cognitive load compared to the isometric and the orthographic formats. No significant difference was found between the model and the isometric-plus-model formats on all measures because 80% of the students in the isometric-plus-model format chose to use the model format only. The model format also did not differ significantly from other groups in total time taken to complete the assembly, in number of correctly assembled pieces and in time spent on studying the tasks. However, the model group had significantly more correctly completed models and required fewer extra looks than the other groups.

We summarize our experience with 59 consecutive surgically managed cases of syringomyelia (SM) over a 5 year period. All cases had magnetic resonance imaging (MRI) preoperatively and postoperatively. Twenty-eight patients presented with SM and the adult Chiari (Chiari I) malformation (SM-ACM), 6 patients had post traumatic syrinxes, 14 patients had syrinxes associated with an intramedullary neoplasm, 3 patients had syringomyelia associated with spinal arachnoiditis and 8 patients had idiopathic syringomyelia. Holocord syrinxes were more often associated with SM-ACM, while focal syrinxes were associated with posttraumatic, spinal arachnoiditis and neoplastic conditions. In all cases with neoplasms the MRI revealed parenchymal intramedullary signal abnormalities in addition to the syrinx cavity. Posterior fossa decompression with obex plugging (the Gardner operation) was the procedure of choice for SM-ACM and for idiopathic holocord syringomyelia. Exploration and drainage of the syrinx with or without shunting was carried out mainly for focal syrinxes associated with trauma and neoplasm. Patients with SM-ACM responded well to posterior fossa decompression with satisfactory results in 24/28 patients. Idiopathic SM is probably a forme fruste of SM-ACM and when treated with the Gardner procedure showed good results in all 8 patients. Posttraumatic and neoplastic SM had the least predictable results with surgery. The disappearance of the syrinx on postoperative MRI correlated well with a good surgical outcome.