Relevant bibliographies by topics / Adult and Community Education (ACE)

Academic literature on the topic 'Adult and Community Education (ACE)'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Adult and Community Education (ACE)"

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Sumner, Jennifer. "Environmental adult education and community sustainability." New Directions for Adult and Continuing Education 2003, no. 99 (2003): 39–45. http://dx.doi.org/10.1002/ace.108.

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Galbraith, Michael W. "The nature of community and adult education." New Directions for Adult and Continuing Education 1990, no. 47 (1990): 3–11. http://dx.doi.org/10.1002/ace.36719904703.

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Cueva, Melany. "A living spiral of understanding: Community-based adult education." New Directions for Adult and Continuing Education 2010, no. 125 (December 2010): 79–90. http://dx.doi.org/10.1002/ace.364.

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Bean, Wilf E. "Community Development and Adult Education: Locating Practice in Its Roots." New Directions for Adult and Continuing Education 2000, no. 85 (2000): 67–76. http://dx.doi.org/10.1002/ace.8507.

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Mayfield-Johnson, Susan. "Adult learning, community education, and public health: Making the connection through community health advisors." New Directions for Adult and Continuing Education 2011, no. 130 (June 2011): 65–77. http://dx.doi.org/10.1002/ace.411.

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Albertini, Velmarie L. "Social networks and community support: Sustaining women in need of community-based adult education programs." New Directions for Adult and Continuing Education 2009, no. 122 (March 2009): 23–32. http://dx.doi.org/10.1002/ace.331.

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Courtenay, Brad. "Community education for older adults." New Directions for Adult and Continuing Education 1990, no. 47 (1990): 37–44. http://dx.doi.org/10.1002/ace.36719904707.

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Miller, Brian, and Joni Schwartz. "The Intersection of Black Lives Matter and Adult Education: One Community College Initiative." New Directions for Adult and Continuing Education 2016, no. 150 (June 2016): 13–23. http://dx.doi.org/10.1002/ace.20182.

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Bracken, Susan J. "Defining rural community(ies): Future considerations for informal and nonformal adult education in rural communities." New Directions for Adult and Continuing Education 2008, no. 117 (2008): 83–92. http://dx.doi.org/10.1002/ace.288.

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Bowl, Marion, Liz Tully, and Jennifer Leahy. "The complexity of collaboration: Opportunities and challenges in contracted research." Gateways: International Journal of Community Research and Engagement 3 (November 25, 2010): 38–54. http://dx.doi.org/10.5130/ijcre.v3i0.1217.

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This article explores some of the challenges of utilising collaborative research approaches when undertaking contracted research projects for government and non-government agencies in the adult and community education (ACE) sector. To discuss these challenges, the article draws on three recent examples of research projects undertaken for ACE sector organisations in Aotearoa New Zealand. These challenges include managing relationships with the different parties to the research; dealing with conflicting expectations of funding agencies, commissioning organisations and practitioners; and ownership and dissemination of findings. We highlight the complexity of notions of collaboration and the importance of deliberate trust-building in establishing credibility. We also open up for discussion the thorny issues of who owns the right to disseminate research findings and how far should researchers’ and universities’ responsibilities extend to ensure that research findings are put in the public domain?
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Dissertations / Theses on the topic "Adult and Community Education (ACE)"

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Curlewis, Margaret Judith, and meg curlewis@gmail com. "The Values that you hold: Encountering Change in an Adult Community Education Program in Victoria." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080207.142645.

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This thesis research reports on the Adult Community Education (ACE) sector in the Australian State of Victoria. Although it concentrates on Moreland Adult Education Assoc. (MAE) as a case study, it places MAE in the wider context of ACE in the local area of the Northern Metropolitan region of Melbourne. Although periodically referred to as the 'fourth educational sector' and funded by the same government departments as mainstream post-secondary sectors, ACE has always had a low profile and quasi-educational status due to the extreme variety of its venues, courses and locations, making it difficult to define and market as an entity. This study uses a range of qualitative methodologies suited to historical, educational research to provide a framework based around the initial guiding questions: 'Is ACE becoming TAFE?' and 'Who uses ACE and Why?' MAE was used as a case study because it was created by its local community in 1982 after which it expanded and developed from one-to-one pairs of volunteer tutors and literacy students to being a nationally Registered Training Organisation delivering accredited courses up to Diploma level. This expansion placed great strain on the infrastructure and personnel of the organisation, particularly during the main period of this research (1994 to 2004). Beginning with a review of the ACE sector, the thesis then describes the northern region of the Melbourne suburbs by using the data gained from a survey questionnaire. Further narrowing the research focus, the thesis analyses the development of the organisation over the ten year study period. The second half of the thesis emphasises the people of MAE through 18 interviews by analysing their opinions, life-experiences and perceptions of change to create a sense of their connectedness to the local community and MAE. The primary aims of this thesis are to document an example of the development of an ACE centre and how it managed change during a ten year period. It records a sense of how and why people engaged in the sector and some of their lived-experiences and their responses to changes. Data analysis results in three sets of findings and propositions in the categories of sectoral, organisational and personal. These key findings involve a range of externally applied pressures being brought to bear on both ACE and MAE. This is counteracted by individual resistance to change, creating a tension which threatens MAE's long-term sustainability.
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Khang, May Hang. "Displaced Workers With Low Academic Skills Retraining at a Community College." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/185.

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Community colleges in Western North Carolina have enrolled many displaced workers who lack basic academic skills and are unable to find jobs. This study focused on the problem of displaced workers with low academic skills who rarely advance beyond Adult Basic Education (ABE) classes for retraining in high-tech job skills. The purpose of this single case study was to determine the barriers that prevent functionally illiterate displaced workers or nontraditional students enrolled in ABE programs from completing ABE classes and advancing to retraining programs. The adult learning styles and learning impediments framework were used to study what prevented student advancement beyond the ABE programs. Eight students were purposefully identified and agreed to participate in the study. The student participants completed open-ended questionnaires, participated in semi-structured individual interviews, and were observed in a classroom environment. The collected data were analyzed using descriptive coding and thematic analysis. The study produced 2 key themes that may help students succeed: (a) ABE instructors should adapt teaching methods to adult learning styles, and (b) the primary focus of ABE programs should be on the improvement of basic English language skills. The results of this study can be used by ABE directors, ABE instructors, and community college administrators as they seek to improve adult learning in ABE programs, increase students' technical skills, and get displaced workers back to work.
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Zysman, Paul. "Community economic development and adult education." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28317.

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This study examines community economic development (CED) and its educational elements. CED is a process of community residents' learning and developing appropriate responses to their collective and individual socio-economic needs. In this process, learning and development are interactive and evolve into further stages. While a guiding CED organization, resources and collaboration with public and private sectors are necessary elements of CED, the heart of CED is the direct participation, ownership and management of the CED organization and businesses by local residents. The educational significance of CED is that it can motivate people, especially low income people who are often alienated from education, to participate in CED and its education programs. What motivates poor people are: their need to satisfy their basic wants, the encouragement from fellow members of CED groups, and the empowerment that arises from a more egalitarian structuring of ownership and management of economic enterprises. Both the accomplishment of these ends and the learning experienced in the process provide satisfaction. This is likely to encourage further learning. Four CED case studies — the American, Canadian, Tanzanian and Sri Lankan — are compared according to two models of CED stage development. Analysis of these case studies indicates that community exploitation, "crises," visionary ideas and popular education spawn CED movements. To develop organizations and implement businesses, these movements then need to develop a managerial and professional expertise. While none of the four CED situations has been able to integrate effectively this expertise with their CED movements, Sri Lanka has been the most successful in this regard, and Tanzania the least. The problem has been that professionals, such as managers, educators and bureaucrats, have tended to impose their view of CED and their own interests rather than work with and support the people's views and interests. Canadian and American CED organizations, in their desire for social and governmental support, have professionalized at the expense of their movements. Thus, the people most in need of socio-economic interventions are often not the recipients. This study therefore recommends that CED movements be nurtured, while being effectively combined with a professional approach that serves the movement. This can be done through popular education (on CED philosophy and practice) and ongoing dialogue by all sectors of society; and by creating and strengthening member groups concerned with a more egalitarian structuring of their organizations and economic enterprises. This would require education practitioners and theoreticians to play a key role in helping to implement CED. Finally, research would need to be undertaken to evaluate whether CED and its education programs do motivate community residents to participate in their own educational and socio-economic development.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Stobie, Paula Anna. "Community education on stroke." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/stobie/StobieP1209.pdf.

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Paulsen, Desiree. "Community adult education: empowering women, leadership and social action." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This thesis explored the relationship between community adult education and social action. The study investigated how LEAD (Leadership Education for Action and Development), a non-governmental organisation based in the Western Cape, has empowered women to assume leadership and take social action in their communities.
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Connolly, Brid. "Praxis, critical pedagogy and critical adult and community education." Thesis, Open University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505459.

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My motivation for undertaking this research stemmed from the fascination I had in the ways of working with adult learners and the way in which adult and community education was a powertul tool for change. The purpose of this study was to explore this interest in close detail examining how praxis, the cycle of action and reflection, and critical pedagogy in adult and community education might work towards social transformation. Critical pedagogy, the dynamic interaction between 'really useful knowledge', the educators and the learners, in the learning environment, lacked an ingredient that I sought to uncover in the study. What do adult educators do that enables them and the learners to act upon the world? The study found that the practice which aimed to develop critical consciousness comprised a wide variety of methods, 'really useful methods', which engaged learners, motivating them to think critically, to discuss and to question. That was a way to create the environment for acting upon the work.
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Roberson, Valerie R. Palmer James C. "Use of adult learning principles by adult basic skills instructors in an urban community college district." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088031.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed December 1, 2005. Dissertation Committee: James C. Palmer (chair), Edward R. Hines, Albert T. Azinger, Mohammed Nur-Awaleh. Includes bibliographical references (leaves 152-164) and abstract. Also available in print.
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Larney, Redewan. "ABET programmes at community learning centres in the Western Cape." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6055_1194348734.

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The problem that gave rise to this study was to determine how Adult Basic Education and Training (ABET) was implemented in the Western Cape and to find answers to the question of "
what exactly is the nature of the relationship between adult education and training"
?

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Schuetz, Pamela Gail. "Influences of campus environment on adult community college student engagement." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1432770591&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Rice, Cheryl. "Perspectives among Successful Adult Learners in Two Diploma Completion Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6099.

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More than 24,000 U.S. high school students drop out each year, contributing to the approximate 1.1 million U.S. adults who have not earned the high school diploma or General Education Development. This failure in educational attainment contributes significantly to the lack of economic and workforce development opportunities as well as the standard of living for more than 10% of the statewide population of a midwestern state. In response to this problem, the state entered into model programming in 2015 with 2 new approaches for adult education to diploma programs. The purpose of this basic qualitative interpretive research study was to better understand the experiences of 9 adult learners who successfully completed 1 of 2 high school diploma completion programs. The conceptual framework for this study integrated the learning theory perspectives of Bruner and Bandura and the aspects of lifelong learning and its influence on the motivations and values of the adult learner. The codes and themes that emerged from the analysis of the interview process were the participants' connection to the program, extrinsic and intrinsic motivations, challenges that were experienced through the program, strategies for success that fostered the completion process, suggestions for program improvements, and the advice the participants would give to prospective students who are considering an adult diploma option. These results may contribute to a better understanding of success factors for adult students enrolled in diploma completion programs and support positive change and program effectiveness in the future.
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Books on the topic "Adult and Community Education (ACE)"

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Falk, Ian. Building communities: ACE, lifelong learning, and social capital : an anthology of word portraits reporting research conducted for the Adult, Community, and Further Education Board. [Melbourne]: Adult, Community and Further Education Board, Victoria, 2000.

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(Firm), Quay Connection. Marketing ACE in Victoria: Research conducted for the Adult, Community and Further Education Board, July and August 2000. [Melbourne]: The Dept. of Education, Employment and Training, 2001.

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Thompson, J. D. Perspectives on adult education: Issues in adult education, community education, and management. Freetown, Sierra Leone: Institute of Adult Education and Extra-Mural Studies, Fourah Bay College, 1990.

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Europe, Council of. Adult education and community development. London: HMSO, 1987.

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Adult education for community development. New York: Greenwood Press, 1992.

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Clague, Michael. Adult education 330 (1 1/2): The community practice of adult education. Vancouver: University of British Columbia Press, 1985.

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Rural Development and Regeneration Project. Adult education, community development and rural regeneration. Jordanstown: University of Ulster, 1995.

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Association, Socialist Educational, ed. The Youth service, adult and community education. London: Socialist Educational Association, 1994.

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Education), National Centre for Early Childhood Education (Kenya Institute of. Community development: A training manual for community mobilizers. Nairobi, Kenya: Kenya Institute of Education, National Centre for Early Childhood Education, 2005.

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Biao, Idowu. Theory and practice of adult and community education. Kano [Nigeria]: Dept. of Adult Education and Community Services, Bayero University, 1995.

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Book chapters on the topic "Adult and Community Education (ACE)"

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Tawiah, Sampson, and Kofi Poku Quan-Baffour. "Quality in Adult and Community Education and Training (ACET) in South(ern) Africa." In Quality Assurance in Higher Education in Eastern and Southern Africa, 209–24. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003141235-23.

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English, Leona M., and Catherine J. Irving. "Arts and Adult Education." In Feminism in Community, 43–55. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-202-8_4.

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English, Leona M., and Catherine J. Irving. "Adult Education and the Community." In Feminism in Community, 159–64. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-202-8_12.

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English, Leona M., and Catherine J. Irving. "Religion, Women, and Adult Education." In Feminism in Community, 75–87. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-202-8_6.

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English, Leona M., and Peter Mayo. "Adult Education And Community Development." In Learning with Adults, 131–41. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_12.

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Markidis, Konstantinos, and Ira Papageorgiou. "Community Empowerment Through Labor Education." In Adult Education and Lifelong Learning in Southeastern Europe, 41–51. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-173-5_4.

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Mhina, Christine, and Ali A. Abdi. "Mwalimu’s Mission: Julius Nyerere as (Adult) Educator and Philosopher of Community Development." In Global Perspectives on Adult Education, 53–69. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230617971_4.

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Lewis, Lydia. "Adult Community Learning, Wellbeing, and Mental Health Recovery." In Handbook on Promoting Social Justice in Education, 1–33. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74078-2_16-1.

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Bahr, Peter Riley, Claire A. Boeck, and Phyllis A. Cummins. "Strengthening Outcomes of Adult Students in Community Colleges." In Higher Education: Handbook of Theory and Research, 1–57. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43030-6_3-1.

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Lewis, Lydia. "Adult Community Learning, Wellbeing, and Mental Health Recovery." In Handbook on Promoting Social Justice in Education, 627–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-14625-2_16.

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Conference papers on the topic "Adult and Community Education (ACE)"

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Addanki, Kranthi, Jason Holdsworth, Dianna Hardy, and Trina Myers. "A Preliminary Study Using Academagogy to Uncover the Problems That Block Adult Online Learner Engagement." In ACE '22: Australasian Computing Education Conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3511861.3511872.

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Ramadani, Rika Fitri, Toto Suryana, and Nunu Heryanto. "Community Forest Through Asset Based Community Development." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.020.

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Sudiapermana, Elih, Carmi Sriwidaningsih, and Muslikhah. "Community of Homeschooling." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.003.

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Takahashi, Mitsuru. "REEXAMINING THE DELIBERATIVE DEMOCRACY: COMMUNITY, ADULT EDUCATION AND DEMOCRACY." In 6th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sgemsocial2019v/1.1/s01.007.

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Pratama, Andika, Nike Kamarubiani, Yanti Shantini, and Nunu Heryanto. "Community Empowerment in Waste Management." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.015.

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Ardiwinata, Jajat S., Uyu Wahyudin, Dadang Yunus, Purnomo, and Hodijah Wulandari. "The Implementation of Technology in Adult Learning in Community Education Units." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.011.

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Wahyudin, Uyu, Achmad Hufad, Purnomo, and Eko Sulistiono. "Community Learning Center (CLC) Service Improvement for Expatriate Children." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.021.

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Dorczak, Roman, and Grażyna Prawelska-Skrzypek. "LOCAL CENTRES OF KNOWLEDGE AND EDUCATION (LOWE) – NEW APPROACH TO ADULT EDUCATION IN LOCAL COMMUNITY." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1783.

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Eric Krauss, Steven. "Engaging Youth Through Youth-Adult Partnerships (Y-AP): Implications for Education and Community Organizations." In International Conference on Education in Muslim Society (ICEMS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icems-17.2018.30.

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Donato, Donatella. "Adult Education for Social Change: a project for community development in the city of Valencia." In 2nd World Conference on Research in Education. Acavent, 2020. http://dx.doi.org/10.33422/2nd.worldcre.2020.09.216.

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Reports on the topic "Adult and Community Education (ACE)"

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Pritchett, Lant, Kirsty Newman, and Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.

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There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community member, citizen, and worker in the 21st century. To enable every child to leave school with the foundational skills they need will require fundamental changes to education systems. Since 2015, the Research on Improving Systems of Education (RISE) Programme, with which we are affiliated, has been conducting research exploring how to make these changes through country research teams in seven countries (Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam) and crosscutting teams on the political economy of education reform. Drawing on the cumulative body of research on learning outcomes and systems of education in the developing world, both from the RISE Programme and other sources, we advocate for five key actions to drive system transformation. (See next page.) A message cutting across all five actions is “focus to flourish”. Education systems have been tremendously successful at achieving specific educational goals, such as expanding schooling, because that is what they committed to, that is what they measured, that is what they were aligned for, and that is what they supported. In order to achieve system transformation for learning, systems must focus on learning and then act accordingly. Only after a system prioritises learning from among myriad competing educational goals can it dedicate the tremendous energies necessary to succeed at improving learning. The research points to these five actions as a means to chart a path out of the learning crisis and toward a future that offers foundational skills to all children. The first section that follows provides background on the depth and nature of the learning crisis. The remainder of the document explains each of the five actions in turn, synthesising the research that informs each action, contrasting that action with the prevailing status quo, and describing what the action would entail in practice.
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Hajarizadeh, Behzad, Jennifer MacLachlan, Benjamin Cowie, and Gregory J. Dore. Population-level interventions to improve the health outcomes of people living with hepatitis B: an Evidence Check brokered by the Sax Institute for the NSW Ministry of Health, 2022. The Sax Institute, August 2022. http://dx.doi.org/10.57022/pxwj3682.

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Background An estimated 292 million people are living with chronic hepatitis B virus (HBV) infection globally, including 223,000 people in Australia. HBV diagnosis and linkage of people living with HBV to clinical care is suboptimal in Australia, with 27% of people living with HBV undiagnosed and 77% not receiving regular HBV clinical care. This systematic review aimed to characterize population-level interventions implemented to enhance all components of HBV care cascade and analyse the effectiveness of interventions. Review questions Question 1: What population-level interventions, programs or policy approaches have been shown to be effective in reducing the incidence of hepatitis B; and that may not yet be fully rolled out or evaluated in Australia demonstrate early effectiveness, or promise, in reducing the incidence of hepatitis B? Question 2: What population-level interventions and/or programs are effective at reducing disease burden for people in the community with hepatitis B? Methods Four bibliographic databases and 21 grey literature sources were searched. Studies were eligible for inclusion if the study population included people with or at risk of chronic HBV, and the study conducted a population-level interventions to decrease HBV incidence or disease burden or to enhance any components of HBV care cascade (i.e., diagnosis, linkage to care, treatment initiation, adherence to clinical care), or HBV vaccination coverage. Studies published in the past 10 years (since January 2012), with or without comparison groups were eligible for inclusion. Studies conducting an HBV screening intervention were eligible if they reported proportion of people participating in screening, proportion of newly diagnosed HBV (participant was unaware of their HBV status), proportion of people received HBV vaccination following screening, or proportion of participants diagnosed with chronic HBV infection who were linked to HBV clinical care. Studies were excluded if study population was less than 20 participants, intervention included a pharmaceutical intervention or a hospital-based intervention, or study was implemented in limited clinical services. The records were initially screened by title and abstract. The full texts of potentially eligible records were reviewed, and eligible studies were selected for inclusion. For each study included in analysis, the study outcome and corresponding 95% confidence intervals (95%CIs) were calculated. For studies including a comparison group, odds ratio (OR) and corresponding 95%CIs were calculated. Random effect meta-analysis models were used to calculate the pooled study outcome estimates. Stratified analyses were conducted by study setting, study population, and intervention-specific characteristics. Key findings A total of 61 studies were included in the analysis. A large majority of studies (study n=48, 79%) included single-arm studies with no concurrent control, with seven (12%) randomised controlled trials, and six (10%) non-randomised controlled studies. A total of 109 interventions were evaluated in 61 included studies. On-site or outreach HBV screening and linkage to HBV clinical care coordination were the most frequent interventions, conducted in 27 and 26 studies, respectively. Question 1 We found no studies reporting HBV incidence as the study outcome. One study conducted in remote area demonstrated that an intervention including education of pregnant women and training village health volunteers enhanced coverage of HBV birth dose vaccination (93% post-intervention, vs. 81% pre-intervention), but no data of HBV incidence among infants were reported. Question 2 Study outcomes most relevant to the HBV burden for people in the community with HBV included, HBV diagnosis, linkage to HBV care, and HBV vaccination coverage. Among randomised controlled trials aimed at enhancing HBV screening, a meta-analysis was conducted including three studies which implemented an intervention including community face-to-face education focused on HBV and/or liver cancer among migrants from high HBV prevalence areas. This analysis demonstrated a significantly higher HBV testing uptake in intervention groups with the likelihood of HBV testing 3.6 times higher among those participating in education programs compared to the control groups (OR: 3.62, 95% CI 2.72, 4.88). In another analysis, including 25 studies evaluating an intervention to enhance HBV screening, a pooled estimate of 66% of participants received HBV testing following the study intervention (95%CI: 58-75%), with high heterogeneity across studies (range: 17-98%; I-square: 99.9%). A stratified analysis by HBV screening strategy demonstrated that in the studies providing participants with on-site HBV testing, the proportion receiving HBV testing (80%, 95%CI: 72-87%) was significantly higher compared to the studies referring participants to an external site for HBV testing (54%, 95%CI: 37-71%). In the studies implementing an intervention to enhance linkage of people diagnosed with HBV infection to clinical care, the interventions included different components and varied across studies. The most common component was post-test counselling followed by assistance with scheduling clinical appointments, conducted in 52% and 38% of the studies, respectively. In meta-analysis, a pooled estimate of 73% of people with HBV infection were linked to HBV clinical care (95%CI: 64-81%), with high heterogeneity across studies (range: 28-100%; I-square: 99.2%). A stratified analysis by study population demonstrated that in the studies among general population in high prevalence countries, 94% of people (95%CI: 88-100%) who received the study intervention were linked to care, significantly higher than 72% (95%CI: 61-83%) in studies among migrants from high prevalence area living in a country with low prevalence. In 19 studies, HBV vaccination uptake was assessed after an intervention, among which one study assessed birth dose vaccination among infants, one study assessed vaccination in elementary school children and 17 studies assessed vaccination in adults. Among studies assessing adult vaccination, a pooled estimate of 38% (95%CI: 21-56%) of people initiated vaccination, with high heterogeneity across studies (range: 0.5-93%; I square: 99.9%). A stratified analysis by HBV vaccination strategy demonstrated that in the studies providing on-site vaccination, the uptake was 78% (95%CI: 62-94%), significantly higher compared to 27% (95%CI: 13-42%) in studies referring participants to an external site for vaccination. Conclusion This systematic review identified a wide variety of interventions, mostly multi-component interventions, to enhance HBV screening, linkage to HBV clinical care, and HBV vaccination coverage. High heterogeneity was observed in effectiveness of interventions in all three domains of screening, linkage to care, and vaccination. Strategies identified to boost the effectiveness of interventions included providing on-site HBV testing and vaccination (versus referral for testing and vaccination) and including community education focussed on HBV or liver cancer in an HBV screening program. Further studies are needed to evaluate the effectiveness of more novel interventions (e.g., point of care testing) and interventions specifically including Indigenous populations, people who inject drugs, men who have sex with men, and people incarcerated.
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Squiers, Linda, Mariam Siddiqui, Ishu Kataria, Preet K. Dhillon, Aastha Aggarwal, Carla Bann, Molly Lynch, and Laura Nyblade. Perceived, Experienced, and Internalized Cancer Stigma: Perspectives of Cancer Patients and Caregivers in India. RTI Press, April 2021. http://dx.doi.org/10.3768/rtipress.2021.rr.0044.2104.

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Cancer stigma may lead to delayed diagnosis and treatment, especially in low- and middle-income countries. This exploratory, pilot study was conducted in India to explore the degree to which cancer stigma is perceived, experienced, and internalized among adults living with cancer and their primary caregivers. We conducted a survey of cancer patients and their caregivers in two Indian cities. The survey assessed perceived, experienced, and internalized stigma; demographic characteristics; patient cancer history; mental health; and social support. A purposive sample of 20 cancer survivor and caregiver dyads was drawn from an ongoing population-based cohort study. Overall, 85 percent of patients and 75 percent of caregivers reported experiencing some level (i.e., yes response to at least one of the items) of perceived, experienced, or internalized stigma. Both patients (85 percent) and caregivers (65 percent) perceived that community members hold at least one stigmatizing belief or attitude toward people with cancer. About 60 percent of patients reported experiencing stigma, and over one-third of patients and caregivers had internalized stigma. The findings indicate that fatalistic beliefs about cancer are prevalent, and basic education about cancer for the general public, patients, and caregivers is required. Cancer-related stigma in India should continue to be studied to determine and address its prevalence, root causes, and influence on achieving physical and mental health-related outcomes.
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Boyes, Allison, Jamie Bryant, Alix Hall, and Elise Mansfield. Barriers and enablers for older people at risk of and/or living with cancer to accessing timely cancer screening, diagnosis and treatment. The Sax Institute, July 2022. http://dx.doi.org/10.57022/ieoy3254.

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• Older adults have complex and unique needs that can influence how and when cancer is diagnosed, the types of treatment that are offered, how well treatment is tolerated and treatment outcomes. • This Evidence Check review identified 41 studies that specifically addressed barriers and enablers to cancer screening, diagnosis and treatment among adults aged 65 years and older. • Question 1: The main barriers for older people at risk of and/or living with cancer to access and participate in timely cancer screening relate to lack of knowledge, fear of cancer, negative beliefs about the consequences of cancer, and hygiene concerns in completing testing. The main enablers to participation in timely cancer screening include positive/helpful beliefs about screening, social influences that encourage participation and knowledge. • Question 2: The main barriers for older people at risk of and/or living with cancer to access and/or seek timely cancer diagnosis relate to lack of knowledge of the signs and symptoms of cancer that are distinct from existing conditions and ageing, healthcare accessibility difficulties, perceived inadequate clinical response from healthcare providers, and harmful patient beliefs about risk factors and signs of cancer. The main enablers to accessing and/or seeking a timely cancer diagnosis include knowledge of the signs and symptoms of cancer, and support from family and friends that encourage help-seeking for symptoms. • Question 3: The main barriers for older people at risk of and/or living with cancer in accessing and completing cancer treatment include discrimination against patients in the form of ageism, lack of knowledge, patient concern about the adverse effects of treatment, predominantly on their independence, healthcare accessibility difficulties including travel and financial burden, and patients’ caring responsibilities. The main enablers to accessing and completing cancer treatment are social support from peers in a similar situation, family and friends, the influence of healthcare providers, and involving patients in treatment decision making. • Implications. The development of strategies to address the inequity of cancer outcomes in people aged 65 years and older in NSW should consider: ­ Increasing community members’ and patients’ knowledge and awareness by providing written information and decision support tools from a trusted source ­ Reducing travel and financial burden by widely disseminating information about existing support schemes and expanding remote patient monitoring and telehealth ­ Improving social support by promoting peer support, and building the support capacity of family carers ­ Addressing ageism by supporting patients in decision making, and disseminating education initiatives about geriatric oncology to healthcare providers ­ Providing interdisciplinary geriatric oncology care by including a geriatrician as part of multidisciplinary teams and/or expanding geriatric oncology clinics.
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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.

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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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Kenya: Community sensitization must precede alternative coming-of-age rite. Population Council, 2002. http://dx.doi.org/10.31899/rh2002.1012.

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Female genital cutting (FGC) is practiced as a rite of passage in over half of Kenya’s districts. Kenyan nongovernmental agency Maendeleo Ya Wanawake (MYWO) has long conducted community sensitization focused on discouraging this practice. In 1996, MYWO began implementing the “alternative rite” (AR) intervention in sensitized communities. Girls participating in AR receive family life education in seclusion, followed by a public graduation ceremony recognizing them as adults. They are not cut as part of the ceremony. In 2000, the Population Council carried out an assessment of the AR program that sought to identify the impact of MYWO’s activities on knowledge and attitudes regarding FGC, reproductive health, and gender equity. Data were collected through focus group discussions, interviews, household surveys, and case studies of AR-participating families. As this brief states, where cultural support for female circumcision is weakening, communities are more likely to accept sensitization messages encouraging abandonment of the practice and to participate in an alternative coming-of-age ceremony for girls. However, such alternative ceremonies must be preceded by extensive sensitization that changes attitudes and must be tailored to fit cultural norms for rite of passage.
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Senegal: Involve community networks in adolescent reproductive health. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1006.

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Senegal is undergoing rapid urbanization, leading to changes in traditional social and family structure. With these changes there is a rise in early sexual activity among young adults, and increased exposure to unwanted pregnancy and sexually transmitted infections (STIs). In Senegal, where 28 percent of the population is 10–19 years of age, a renewed focus on reproductive health (RH) services appears timely. In 1999, FRONTIERS began testing the feasibility, effectiveness, and cost of several interventions to improve the RH of youth. The study took place in three urban communities in northern Senegal. Two served as intervention sites where community- and clinic-based interventions were offered (and in one a school-based intervention was included). One served as a control site. The community intervention included sensitization on adolescent RH for community and religious leaders, communication with parents, and education sessions. As part of the clinic-based intervention, providers and peer educators were trained to offer youth-friendly services. The school-based intervention trained teachers and peer educators to provide RH information to in-school and out-of-school youth. As noted in this brief, the intervention increased community awareness and improved young people’s knowledge.
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