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The University Australia (UA) 2017-2020 Indigenous Strategy has offered Australian universities a focus that would work to increase Indigenous participation in the higher education sector in Australia. Despite the high-level involvement and detailed monitoring by Universities Australia as the sector's peak body, Australia's universities have not made significant progress in achieving the targets in the strategic plan. Using a meta-synthesis methodological approach, we provide an overview of published reviews and research on increasing Indigenous participation in the higher education sector in Australia, with particular reference to the three initiative foci and targets in the UA 2017-2020 Indigenous Strategy. Findings revealed that Indigenous students' experiences at university, the shortage of Indigenous academics, and the embedment of Indigenous knowledge and perspectives are significant elements that affect the achievement of the UA targets. We conclude by discussing the implications and gaps in the existing UA strategies and offering recommendations to enable higher educator stakeholders to progress the Indigenous Strategy agenda.

The international movement of teachers is a global phenomenon that has seen an increasing number of teachers moving from one country to another. Although developed countries in the West are traditionally seen as attractive migration destinations for teachers, countries in Asia, such as Singapore, are also proving to be a draw for many foreign teachers. Despite studies of the experiences of foreign teachers, there are few studies investigating the influence of cross-cultural teaching on the development of the professional identity of foreign teachers. Using a narrative inquiry approach, this study examines how the cross-cultural teaching experience of a Chinese beginning teacher in Singapore influenced the development of his professional teacher identity. The story of the participant tells of why the participant became a teacher and how the change of teaching context from China to Singapore influenced his professional identity as a teacher. The study surfaced the large cultural difference between the two countries.

The Australian governments' centrepiece Indigenous strategy, the 'Closing the Gap' framework, established in 2008 to address systemic Indigenous disadvantage, is underpinned by the concept of 'school readiness', which expects Indigenous families to bring their children to school ready to learn. The education system commonly blames Indigenous culture as a contributing factor in explaining the 'Gap'. In this paper, we reverse the mirror of 'school readiness', examining what is known about the readiness of the education system to meet the aspirations of Indigenous learners. Using a meta-synthesis methodological approach, this paper provides an overview of research about the issues and challenges facing Australian schools to be ready to respond to the educational needs of Indigenous children. Findings reveal that the lack of teacher, curriculum, pedagogical, school environment and culture readiness are the four key aspects to consider. We conclude by discussing the implications and gaps in the existing Indigenous education strategies. [ABSTRACT FROM AUTHOR]

The University Australia (UA) 2017–2020 Indigenous Strategy has offered Australian universities a focus that would work to increase Indigenous participation in the higher education sector in Australia. Despite the high-level involvement and detailed monitoring by Universities Australia as the sector's peak body, Australia's universities have not made significant progress in achieving the targets in the strategic plan. Using a meta-synthesis methodological approach, we provide an overview of published reviews and research on increasing Indigenous participation in the higher education sector in Australia, with particular reference to the three initiative foci and targets in the UA 2017–2020 Indigenous Strategy. Findings revealed that Indigenous students' experiences at university, the shortage of Indigenous academics, and the embedment of Indigenous knowledge and perspectives are significant elements that affect the achievement of the UA targets. We conclude by discussing the implications and gaps in the existing UA strategies and offering recommendations to enable higher educator stakeholders to progress the Indigenous Strategy agenda. [ABSTRACT FROM AUTHOR]

The international movement of teachers is a global phenomenon that has seen an increasing number of teachers moving from one country to another. Although developed countries in the West are traditionally seen as attractive migration destinations for teachers, countries in Asia, such as Singapore, are also proving to be a draw for many foreign teachers. Despite studies of the experiences of foreign teachers, there are few studies investigating the influence of cross-cultural teaching on the development of the professional identity of foreign teachers. Using a narrative inquiry approach, this study examines how the cross-cultural teaching experience of a Chinese beginning teacher in Singapore influenced the development of his professional teacher identity. The story of the participant tells of why the participant became a teacher and how the change of teaching context from China to Singapore influenced his professional identity as a teacher. The study surfaced the large cultural difference between the two countries. [ABSTRACT FROM AUTHOR]