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Place value is a foundational competency for primary school mathematics and for this reason we have sought to investigate what the recent and current academic conversations are around this important concept. In this paper we present a survey of literature presented in the Australasian, European and Southern African contexts through a review of purposively selected conference proceedings and journals to establish what the conversations have been about the teaching and learning of place value in these research communities from 2013 to 2022.

In this paper we compare the early years mathematics curricula of Germany, South Africa, and Australia in relation to the place value concept. Place value is an important topic as it underpins much of the number work completed by learners in the early years of schooling. We found that there were differences between the three curricula that could be summarised using five themes: namely, number range, place value structure, role of the zero, influence of language, and use of materials. We argue that how the different curricula deal with these five themes influences the quality of learning provided and we highlight key areas of concern. In concluding we identify three important implications for our future research project.

South Australia's PISA performance has been in constant decline since 2003 with the proportion of PISA participants meeting the Australian national proficient standard dropping from 73% (in 2003) to 50% (in 2018). In contrast, Singapore is a consistently strong performer. To better understand student readiness in answering PISA questions, this paper reports a curriculum comparison between Australia and Singapore for Years 9 and 10 in Measurement and Geometry. The findings highlight the similarities and differences in the topics covered in both countries' curricula and raise questions about potential implications for student outcomes in PISA.

In September 1984, the Chinese government asked the Economic Development Institute of the World Bank to assist the officials of the Chinese Ministry of Education in thinking through some policy options for examinations and standardized testing. This document summarizes the descriptions of testing programs and advice provided to these Chinese officials at a meeting held in April 1985. In addition to an introduction by S. P. Heyneman and I. Fagerlind, the following papers are provided: (1) "Admission to Higher Education in Japan" (T. Hidano); (2) "Examinations for University Selection in England" (J. L. Reddaway); (3) "Admission to Higher Education in the United States: The Role of the Educational Testing Service" (R. J. Solomon); (4) "Public Examinations in Australia" (J. P. Keeves); (5) "Education in Sweden: Assessment of Student Achievement and Selection for Higher Education" (S. Marklund); (6) "A Brief Introduction to the System of Higher School Enrollment Examinations in China" (L. Zhen); (7) "Designing the English Language Proficiency Test in China" (G. Shichun); (8) "Assessing the Quality of Education over Time: The Role of the National Assessment of Educational Progress (NAEP)" (A. E. LaPointe); (9) "Cross-National Comparisons in Educational Achievement: The Role of the International Association for the Evaluation of Educational Achievement (IEA)" (J. P. Keeves); (10) "Examinations as an Instrument To Improve Pedagogy" (A. Somerset); and (11) "Improving University Selection, Educational Research, and Educational Management in Developing Countries: The Role of Examinations and Standardized Testing" (S. P. Heyneman). Collectively, the papers contain 31 tables and 13 figures. (SLD)

These proceedings contain the papers of the 11th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2014), October 25-27, 2014, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2014 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The conference included the Keynote Lecture: "Designing Learning Environments in a Digital Age: The Quest for What to Consider," by Professor Jan Elen, Faculty of Psychology and Educational Sciences, K.U. Leuven, Belgium. The conference included a panel entitled: "Competencies, Challenges, and Changes: A Global Conversation About 21st Century Teachers and Leaders" by Lynne Schrum, Rose Dolan, Dirk Ifenthaler, Ronghuai Huang, Dale Niederhauser, and Neal Strudler. Papers in the proceedings include: (1) Interactive Application in Spanish Sign Language for a Public Transport Environment (José Guillermo Viera-Santana, Juan C. Hernández-Haddad, Dionisio Rodríguez-Esparragón, and Jesús Castillo-Ortiz); (2) A Game-Based Assessment of Students' Choices to Seek Feedback and to Revise (Maria Cutumisu, Doris B. Chin, and Daniel L. Schwartz); (3) Investigating Teachers' Readiness, Understanding and Workload in Implementing School Based Assessment (SBA) (Norsamsinar Samsudin, Premila A/P Rengasamy, Jessnor Elmy Mat Jizat, Hariyaty Ab Wahid, and Norasibah Abdul Jalil; (4) The Effects of Frequency of Media Utilization on Decision Making of Media Choice (Yasushi Gotoh); (5) Comparing Novices & Experts in Their Exploration of Data in Line Graphs (Bruce H. Tsuji and Gitte Lindgaard); (6) Assessment Intelligence in Small Group Learning (Wanli Xing and Yonghe Wu); (7) Collaborative Creativity Processes in a Wiki: A Study in Secondary Education (Manoli Pifarré, Laura Marti, and Alex Guijosa); (8) LSQuiz: A Collaborative Classroom Response System to Support Active Learning Through Ubiquitous Computing (Ricardo Caceffo and Rodolfo Azevedo); (9) Impacts of MediaWiki on Collaborative Writing Among Teacher Students (Said Hadjerrouit); (10) Teachers' Perceptions of the Individual Case Studies' Literacy Performance and Their Use of Computer Tools (Odette Bourjaili Radi); (11) Exploring Opportunities to Boost Adult Students' Graduation--The Reasons Behind the Delays and Drop-Outs of Graduation (Päivi Aarreniemi-Jokipelto and Asta Bäck; (12) Effective Use of a Learning Management System to Influence On-Line Learning (Xu Hongjiang, Sakthi Mahenthiran, and Kenton Smith); (13) Order Effects of Learning with Modeling and Simulation Software on Field-Dependent and Field-Independent Children's Cognitive Performance: An Interaction Effect (Charoula Angeli, Nicos Valanides, Eirini Polemitou, and Elena Fraggoulidou); (14) Comparative Case Study on Designing and Applying Flipped Classroom at Universities (Cheolil Lim, Sunyoung Kim, Jihyun Lee, Hyeonsu Kim, and Hyeongjong Han); (15) Organizational Leadership Process for University Education (Ricardo Llamosa-Villalba, Dario J. Delgado, Heidi P. Camacho, Ana M. Paéz, and Raúl F. Valdivieso); (16) Academic versus Non-Academic Emerging Adult College Student Technology Use (Joan Ann Swanson and Erica Walker); (17) Creative Stories: A Storytelling Game Fostering Creativity (Antonis Koukourikos, Pythagoras Karampiperis, and George Panagopoulos); (18) An EVS Clicker Based Hybrid Assessment to Engage Students with Marking Criteria (Steve Bennett, Trevor Barker, and Mariana Lilley); (19) ICT Competence-Based Learning Object Recommendations for Teachers (Stylianos Sergis, Panagiotis Zervas, and Demetrios G. Sampson); (20) Improving Content Area Reading Comprehension with 4-6th Grade Spanish ELLs Using Web-Based Structure Strategy Instruction (Kausalai [Kay] Wijekumar, Bonnie J.F. Meyer, and Puiwa Lei); (21) Preparing Special Education Teachers to Use Educational Technology to Enhance Student Learning (Teresa Wallace and David Georgina); (22) ASK4Labs: A Web-Based Repository for Supporting Learning Design Driven Remote and Virtual Labs Recommendations (Panagiotis Zervas, Stefanos Fiskilis, and Demetrios G. Sampson); (23) Digital Storytelling: Emotions in Higher Education (Sandra Ribeiro, António Moreira, and Cristina Pinto da Silva); (24) Design in Practice: Scenarios for Improving Management Education (Lee Schlenker and Sébastien Chantelot); (25) Factors Influencing Students' Choice of Study Mode: An Australian Case Study (Dirk Ifenthaler, Maree Gosper, Matthew Bailey, and Mandy Kretzschmar); (26) Addressing Standardized Testing Through a Novel Assessment Model (Catherine C. Schifter and Martha Carey); (27) "It's Just Like Learning, Only Fun"--A Teacher's Perspective of Empirically Validating Effectiveness of a Math App (Ka Rene Grimes); (28) A User Centered Faculty Scheduled Development Framework (Shohreh Hadian and Nancy Sly); (29) Musical Peddy-Paper: A Collaborative Learning Activity Supported by Augmented Reality (José Duarte Cardoso Gomes, Mauro Jorge Guerreiro Figueiredo, Lúcia da Graça Cruz Domingues Amante, and Cristina Maria Cardoso Gomes); (30) Undergraduate Students' Experiences of Time in a MOOC: A Term of Dino 101 (Catherine Adams and Yin Yin); (31) The Answering Process for Multiple-Choice Questions in Collaborative Learning: A Mathematical Learning Model Analysis (Yasuyuki Nakamura, Shinnosuke Nishi, Yuta Muramatsu, Koichi Yasutake, Osamu Yamakawa, and Takahiro Tagawa); (32) Using Five Stage Model to Design of Collaborative Learning Environments in Second Life (Sevil Orhan and M. Kemal Karaman); (33) Students' Reflections Using Visualized Learning Outcomes and E-Portfolios (Takatsune Narumi and Yasushi Gotoh); (34) The Efficiency of Different Online Learning Media--An Empirical Study (Franziska J. Kößler and Marco M. Nitzschner); (35) Microblogging Best Practices (Shohreh Hadian and Maria-Elena Froese); (36) DIY Analytics for Postsecondary Students (Timothy Arndt and Angela Guercio); (37) Project "Flappy Crab": An Edu-Game for Music Learning (Cristina Maria Cardoso Gomes, Mauro Jorge Guerreiro Figueiredo, José Bidarra, and José Duarte Cardoso Gomes); (38) Higher Education Institutions (HEI) Students Take on MOOC: Case of Malaysia (Jessnor Elmy Mat-jizat, Norsamsinar Samsudin, and Rusliza Yahaya); (39) A Cross Cultural Perspective on Information Communication Technologies Learning Survey (Hale Ilgaz, Sacide Güzin Mazman, and Arif Altun); (40) An App for the Cathedral in Freiberg--An Interdisciplinary Project Seminar (Cindy Kröber and Sander Münster); (41) Possible Science Selves: Informal Learning and the Career Interest Development Process (Leila A. Mills); (42) A Case Study of MOOCs Design and Administration at Seoul National University (Cheolil Lim, Sunyoung Kim, Mihwa Kim, Songlee Han, and Seungil Seo); (43) Persistent Possible Science Selves (Leila A. Mills and Lin Lin); and (44) Towards a Collaborative Intelligent Tutoring System Classification Scheme (Rachel Harsley). Individual papers contain references. An author index is included.

In recent years, the need for English as a foreign language (EFL) education in schools has become a priority worldwide. The aim of our paper is to investigate which countries currently focus on researching motivation to learn EFL and what potential reasons are behind the focus. We performed a topic search of the keywords "EFL" and "motivation" in the "Web of Science" database for 2020. In total, we found 61 Social Sciences Citation Index (SSCI) articles. Asia prevails, especially Eastern Asian Chinese speaking regions (Mainland China, Taiwan, and Hong Kong). Policies in Asian regions such as China and Taiwan highly support EFL. There is the aim to develop Taiwan into a "bilingual nation". Likewise, the European Union promotes the establishment of the so-called European Education Area within which studying and training should be accessible and profitable for people living in the EU. Spain remains the European country with the highest number of EFL motivation publications. There were only a few papers from the Americas. In South America, we see evidence of the beginnings of a CLIL push, which has the potential to lead to expanded EFL motivation research in these previously under researched areas. [For the complete Volume 19 proceedings, see ED613922.]

The purpose of this paper is to present an empirical investigation of the critical determinants for the adoption of learning analytics in higher education. A conceptual model was proposed to understand better the adoption of learning analytics in higher education by teaching staff. Structural equation modelling is used for testing and validating the proposed conceptual model based on the survey data collected from Australia, South Africa, and Zimbabwe. Five study hypotheses were statistically significant, while two were statically insignificant. A positive relationship was revealed between user preparedness, technology preparedness, perceived usefulness, and social influence with behavioural intentions to adopt learning analytics in higher education. Hypotheses between user preparedness and perceived usefulness as well as user preparedness and learning analytics adoption were rejected. This study contributes to the learning analytics adoption research by proposing and validating a research model for the adoption of learning analytics in higher education. [For the full proceedings, see ED639633.]

From the standpoint of a MOOC practitioner (i.e., a MOOC provider) instead of a rigorous comparative law researcher, this article attempts to analyze the potential legal issues and risks underlying instruction via MOOCs and compare these legal issues and risks between the small jurisdiction Macao and such major jurisdictions as the United States, the United Kingdom, Australia, and the European Union. These legal issues and risks so identified concern the three perspectives intellectual property, privacy, and accessibility. Supported by academic literature, statutes, acts, and court cases, this article elaborates on these three perspectives with respect to MOOC providers, quotes the key legal statutes and acts in these three perspectives in the context of MOOC providers, elucidates the statutes' and acts' emphases and the related remedies and penalties for breaches, and probably other details, and compares them across the aforesaid jurisdictions. Some prominent findings are that Macao, the United Kingdom, Australia, and the European Union appear to practice clearly defined and compendious laws to protect privacy whereas the United States' counterparts seem to be circumscribed by, for example, the ages of the individuals to protect. As such, for MOOC providers, the former four jurisdictions sound to be more critical than the latter jurisdiction in the perspective of privacy. As for accessibility, Macao's, the United States', the United Kingdom's, and Australia's laws focus on educational institutions. Nonetheless, whether the majority of MOOC providers can be regarded as such "education institutions" under such laws may likely be disputable. In contrast, the European Union more generically enacts a law on accessibility of digital products and services. Even so, to what extent and how MOOCs are supposed to conform to such a law may arguably still be contingent upon each particular scenario. [For the full proceedings, see ED636095.]

This paper contributes to the Symposium: "Research Methods Involving Children's Drawings in Mathematical Contexts" by exploring the use of digital pens as a data gathering tool. The availability of digital recording devices has been a boon to researchers wanting to capture the real-time dynamics of a research situation. When capturing a child's drawing process, an alternative to cumbersome video-recording equipment is a digital pen that records both the creation of the drawing and any nearby utterances. To highlight the affordances and limitations of the digital pen as a data collection tool for children's drawing we utilise examples from two different research projects, one with Australian children and the other with Canadian children. [This paper is the second in a symposium of four papers. For the first paper, "Using the Drawing-Telling Approach to Reveal Young Children's Mathematical Knowledge," see ED604537. For the third paper, "The Nature of Young Children's Attitudes towards Mathematics," see ED604539. For the fourth paper, "Coding Young Learners' Pictorial Responses to an Open-Ended Assessment Task," see ED604540.]

This paper presents results from a survey of 80 parents and 120 secondary school students in Australia. Many parents report that their children put in all their effort into mathematics education but they believe that their children can do better if they try harder. This paradox is more evident among parents from Asian-Australian backgrounds compared to parents from other backgrounds who also report having high expectations in mathematics education, which is not the common perception in Australian media and society.

This paper compares the counting and whole number knowledge and skills of primary school children in Australia and Germany at the end of Grade 1 and Grade 2. Children's learning was assessed using the Early Numeracy Interview and associated Growth Point Framework. The findings highlight substantial differences between the two groups that vary for the four whole number content domains that have been investigated. These variations are likely due to different curriculum emphases in the two countries.

Despite the recognized importance of mathematical proof in secondary education, there is a limited but growing body of literature indicating how preservice secondary mathematics teachers (PSMTs) view proof and the teaching of proof. The purpose of this survey research was to investigate how PSMTs in Australia and the United States perceive of proof in the context of secondary mathematics teaching and learning. PSMTs were able to outline various mathematical and pedagogical aspects of proof, including: purposes, characteristics, reasons for teaching, and imposed constraints. In addition, PSMTs attended to differing, though overlapping, features of proof when asked to determine the extent to which proposed arguments constituted proofs or to decide which arguments they might present to students. [For the complete proceedings, see ED606531.]

This paper identifies the strategies Singaporean and Australian students (n = 1,187) employed to solve a 24-item mathematics test. A mathematics-processing framework is proposed, which describes the way primary-aged students successfully process graphic and non-graphic mathematics tasks. There were distinct differences in the way in which the students from the respective countries approached the tasks with the Singaporean students more likely to employ strategies that were explicitly taught and practiced in the classroom, whereas the Australian students tended to employ a more diverse range of approaches.

Australian and Singaporean students have been exposed to different forms of teaching due to cultural differences in education. In each country, varying degrees of importance has been placed on explicitly teaching problem-solving heuristics. This paper highlights the different strategies employed by students from each country when solving a word problem and the role direct teaching has played in the development of these strategies. Implications for classroom practice are also discussed.

This paper describes Singapore and Australian Grade 6 students' (n=1,187) performance on a symmetry task in a recently developed Mathematics Processing Instrument (MPI). The MPI comprised tasks sourced from Australia and Singapore's national assessments, NAPLAN and PSLE. Only half of the cohort solved the item successfully. It is possible that persistence of prototypical images of a vertical line of symmetry and reinforcements in the classrooms could have attributed to this low success rate.

The study obtained cross-cultural measures of quality of life (QOL), based upon perceptions of individuals with mental retardation/developmental disabilities (MR/DD) of their degree of satisfaction, productivity, independence, and community integration. The Quality of Life Questionnaire was administered to 92 persons in MR/DD programs in Australia, the Federal Republic of Germany, Israel, and the Republic of China and 552 persons from MR/DD programs in Nebraska and Colorado. A very consistent trend was found across the five countries: quality of life scores increase as one lives and works in more normalized environments. The paper also outlines characteristics of mental retardation/developmental disabilities services in the four countries (excluding the United States), focusing on: public laws regarding services to persons with MR/DD, funding patterns, administrative structures for MR/DD services, current living options, and current employment options. The paper notes that the concept of quality of life in habilitation services can be used cross-culturally to foster international QOL-oriented public policy, implement QOL-oriented program practices, and complete QOL-focused cross- cultural research projects. Includes 16 references. (JDD)

In this paper, the relationships between students' beliefs about knowing and learning mathematics, and how they engage with calculators, are investigated. An online survey was conducted for 964 Singaporean and 176 Victorian senior secondary students. Students' "connected knowing-deep approach" conception of mathematics was found to be associated with their use of "calculators as collaborator," and their "separate knowing-surface approach" conception of mathematics was associated with use of "calculators as master." Gender differences in students' beliefs were also found.

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those we serve. The Commission holds its annual meeting in conjunction with the AAACE conference. The following papers were presented at the 65th conference: (1) Self-Directed Learning Readiness among Undergraduate Students at Saudi Electronic University in Saudi Arabia (Mousa S. Alfaifi); (2) Career Transitions and Professional Development of Bulgarian Immigrants in the United States (Iva Angelova); (3) Preserving the Social Cohesiveness and Lifelong Learning Mission of Scotland's Public Libraries: Evaluating the Scottish National Library Strategy through the Capabilities Approach (Kiran Badwal); (4) Factors Associated with International Graduate Students' Academic Performance: A Comparative Analysis between the First Semester and the Subsequent Semester in the U.S. (Muhittin Cavusoglu, Williemae White, Waynne B. James, and Cihan Cobanoglu); (5) A Framework for International Student Participation in Postsecondary U.S. English Language Programs (Valeriana Colón); (6) How a Visual Language of Abstract Shapes Facilitates Cultural and International Border Crossings (Arthur Thomas Conroy, III); (7) Adult Education and Training Programs for Older Adults in the U.S.: Country Comparisons Using PIAAC Data (Phyllis A. Cummins and Suzanne R. Kunkel); (8) The Power of Relationship Building in International Short-Term Field Study Experiences at the Graduate Level (Brittany Davis and Joellen E. Coryell); (9) A History of Oral and Written Storytelling in Nigeria (Simeon Edosomwan and Claudette M. Peterson); (10) Reflections after Working at the Center for Refugees of Conetta, Italy: Practice and Competencies Needed (Mario Giampaolo and Antonella Pascali); (11) Sustainability Adult Education: Learning to Re-Create the World (Wendy Griswold); (12) New Perspectives from a Quasi-English Translation of Dusan Savicevic's 2000 Work on Roots in the Development of Andragogy: The 2016 Update of History and Philosophy of Andragogy (John A. Henschke); (13) Against All Odds: Socio-Cultural Influence on Nontraditional International Learners Pursuing Higher Education in the United States (Yvonne Hunter-Johnson); (14) Exploring the Transformational Learning Experiences of Bahamian Students Studying in the United States (Yvonne Hunter-Johnson and Norissa Newton); (15) Designing Professional Learning Communities through Understanding the Beliefs of Learning (Jie Ke, Rui Kang, and Di Liu); (16) Olympic Sports Coaching Education: An International Coach's Perspective (Cameron Kiosoglous); (17) Global Leadership Competencies in Selected Adult Education Graduate Programs in the United States and Western Europe (Arthur Ray McCrory and Waynne B. James); (18) Adult Development: A Global Imperative (Linda E. Morris); (19) Henry Carmichael [1796 to 1862]: Australia's Pioneer Adult Educator (Roger K. Morris); (20) Do College Instructors Have Implicit Bias toward Latino-Accented English Speakers? (Eunkyung Na); (21) Experimenting with Theory of Change for Interculturality and Mutual Learning in Adult Education (Annalisa L. Raymer); (22) The Key-Role of Teachers within the Italian School-Work Alternation Programs (Concetta Tino and Monica Fedeli); (23) An Analysis of Europe within Adult Education Literature (Susan M. Yelich Biniecki); and (24) Participatory Community Education to Mitigate Human-Elephant Conflict in Botswana (Jill Zarestky and Leslie E. Ruyle). (Individual papers contain references.)

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. The following purposes summarize the work of the Commission: (1) To develop linkages with adult education associations in other countries; (2) To encourage exchanges between AAACE and associations from other countries; (3) To invite conference participation and presentations by interested adult educators around the world; and (4) To discuss how adult educators from AAACE and other nations may cooperate on projects of mutual interest and benefit to those the Commission serves. The Commission holds its annual meeting in conjunction with the AAACE conference. Following a message from the AAACE President, Jean E. Fleming, these proceedings contain the following papers presented at the 2015 CIAE International Pre-Conference: (1) Tools That Matter: The Assessment of Online Resources for International Students (Valeriana Colón); (2) Faculty Development and Teaching International Students: A Cross-National Study of Faculty Perspectives in a Global Era (Joellen E. Coryell, Monica Fedeli, Jonathan Tyner, and Daniela Frison); (3) Comparing Italian Pre-Service and In-Service Teachers' Beliefs on Competence Based Learning (Mario Giampaolo, Alessio Surian, Federico Batini, Marco Bartolucci); (4) Cutting Edge Discoveries for the 2015: Capsule of a History and Philosophy of Andragogy (John A. Henschke); (5) Yes I Need Help! A Day in the Journey of Adult Learners Pursuing Higher Education: A Caribbean Perspective (Yvonne Hunter-Johnson and Sharlene Smith); (6) Becoming a Lifelong Learning City: Lessons from a Provincial City in South Korea (In Tak Kwon, Junghwan Kim, and Doo Hun Lim); (7) Education Interrupted: Kosovo 1980-1999 (Gjylbehare Llapi and Claudette M. Peterson); (8) Diversity to Inclusion: Expanding Workplace Capability Thinking around Aboriginal Career Progression (Kaye Morris); (9) So Much More Than a Humble Hall: World War One Memorials in NSW Schools of Arts & Mechanics' Institutes (Roger K. Morris, Robert J. Parkinson, and Melanie J. Ryan); (10) Implicit Attitudes of International and American Adult Students toward Black and White Teachers (Eunkyung Na, Tony X. Tan, Travis Marn, and Rica Ramirez); (11) Designing and Implementing Neighborhoods of Learning in Cork's UNESCO Learning City Project (Séamus Ó Tuama and Siobhán O'Sullivan); (12) Learning Lives of North Korean Young Defectors: A Preliminary Study of Reconstructing Identity in Career Development (Hyewon Park, Junghwan Kim, and Fred M. Schied); (13) Andragogy through Social Enterprise: Engaging Students in the Learning Process Is Borderless (Victoria Queen); (14) Leadership outside the Box: The Power of Nurturing the Human Spirit at Work in an Era of Globalization (Nancy Kymn Harvin Rutigliano and Alexandria S. Frye); (15) Lifelong Learning and Vocational Education: Institutional Requirements and University Didactical Concept of a Master Degree Program "Teaching Qualification for Vocational Education in the Field of Health Care and Nursing" at the Otto-von-Guericke-University (Germany) (Astrid Seltrecht); (16) Teaching Nonliterate Adults in Oral Cultures: Findings from Practitioners (LaNette W. Thompson); (17) Evolution and Revolutions of Adult Learning: Capacity Building in Adult and Non-Formal Education in Nigeria (Chinwe U. Ugwu); and (18) Evolution and Revolution of Adult Learning: Exposition of Open and Distance Learning in Nigeria (Nneka A. Umezulike). [Individual papers contain references. Rashmi Sharma provided editorial assistance.]