Relevant bibliographies by topics / Education, Rural – Western Australia

Academic literature on the topic 'Education, Rural – Western Australia'

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Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Education, Rural – Western Australia"

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Sharplin, Elaine Denise. "Reconceptualising out-of-field teaching: experiences of rural teachers in Western Australia." Educational Research 56, no. 1 (January 2, 2014): 97–110. http://dx.doi.org/10.1080/00131881.2013.874160.

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Trotman, Janina. "Women Teachers in Western Australian “Bush” Schools, 1900-1939: Passive Victims of Oppressive Structures?" History of Education Quarterly 46, no. 2 (2006): 248–73. http://dx.doi.org/10.1111/j.1748-5959.2006.tb00067.x.

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Demography, distance, and die expansion of settlements created problems for the State Department of Education in Western Australia and other Australian states in the nineteenth and early twentieth centuries. Educational administration in Canada and parts of the United States faced similar issues with regard to the provision of schools. A common response was the establishment of one-teacher rural schools, frequently run by young, and sometimes unclassified, female teachers. In the United States locally elected school boards were the primary source of regulation, but in late nineteenth-century Western Australia such local boards had been stripped of their powers and were answerable to the newly established, highly centralized Education Department. Formal regulated teachers. The masculinized system of the Department and its inspectorate. All the same, however, the local community still exerted informal controls over the lives of teachers working and living in small settlements.
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Maley, Moira A. L., Helen M. Wright, Sarah J. Moore, and Kirsten A. Auret. "Pedagogy Rules: Open Mindset in Adopting Fit-for-Purpose Educational Tools in Teaching Dispersed Medical Students." Journal of Medical Education and Curricular Development 2 (January 2015): JMECD.S22214. http://dx.doi.org/10.4137/jmecd.s22214.

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Students in the Rural Clinical School of Western Australia (RCSWA) spend one year of clinical study learning in small groups while embedded in rural or remote communities. This aims to increase the locally trained rural medical workforce. Their learning environment, the clinical context of their learning, and their rural doctor-teachers all contrast with the more traditional learning setting in city hospitals. The RCSWA has succeeded in its outcomes for students and in rural medical workforce impact; it has grown from 4 pilot sites to 14 in 12 years. This reflective piece assimilates observations of the formation of the RCSWA pedagogy and of the strategic alignment of education technologies with learning environment and pedagogy over a seven-year period. Internal and external influences, driving change in the RCSWA, were considered from three observer perspectives in a naturalistic setting. Flexibility in both education technologies and organizational governance enabled education management to actively follow pedagogy. Peter Senge's learning organization (LO) theory was overlaid on the strategies for change response in the RCSWA; these aligned with those of known LOs as well with LO disciplines and the archetypal systems thinking. We contend that the successful RCSWA paradigm is that of an LO.
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Godfrey, Joanne I. F. "Sowing seeds for development: Cyril Jackson’s attempts to establish relevant schooling in a rural setting in Western Australia, 1896‐1903." History of Education Review 36, no. 2 (October 14, 2007): 33–45. http://dx.doi.org/10.1108/08198691200700008.

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Pereira, Amiee-Jade, and Julie Ann Pooley. "A Qualitative Exploration of the Transition Experience of Students from a High School to a Senior High School in Rural Western Australia." Australian Journal of Education 51, no. 2 (August 2007): 162–77. http://dx.doi.org/10.1177/000494410705100205.

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This qualitative study explored the experience of rural students who had undergone transitions between schools to continue their studies in Years 11 and 12. A thematic content analysis identified two main themes: social relationships and school issues. Social relationships, concerned with peer interactions and student-teacher relationships, had long-term significance while school issues, particularly academia and school structure, were considered a short-term concern. The study recommends increased attention to the development of peer and teacher relationships, informing students of the academic focus of Years 11 and 12, and maintaining the schools' current pre-transition preparation that introduces the students to the new school environment.
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Kruger, Estie, and Marc Tennant. "Short-stay rural and remote placements in dental education, an effective model for rural exposure: A review of eight-year experience in Western Australia." Australian Journal of Rural Health 18, no. 4 (August 2, 2010): 148–52. http://dx.doi.org/10.1111/j.1440-1584.2010.01149.x.

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Mullan, Leanne, Karen Wynter, Andrea Driscoll, and Bodil Rasmussen. "Barriers and enablers to providing preventative and early intervention diabetes-related foot care: a qualitative study of primary care healthcare professionals' perceptions." Australian Journal of Primary Health 27, no. 4 (2021): 319. http://dx.doi.org/10.1071/py20235.

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This study explored the perceived healthcare system and process barriers and enablers experienced by GPs and Credentialled Diabetes Educators (CDEs) in Australian primary care, in the delivery of preventative and early intervention foot care to people with diabetes. A qualitative design with inductive analysis approach was utilised and reported according to the Consolidated Criteria for Reporting Qualitative Studies (COREQ). Semi-structured interviews were conducted with two GPs and 14 CDEs from rural, urban and metropolitan areas of Australia. Participants were from New South Wales, South Australia, Victoria, Western Australia, the Northern Territory and Queensland. Barriers to providing foot care constituted five broad themes: (1) lack of access to footcare specialists and services; (2) education and training insufficiencies; (3) human and physical resource limitations related to funding inadequacies; (4) poor care integration such as inadequate communication and feedback across services and disciplines, and ineffectual multidisciplinary care; and (5) deficient footcare processes and guidelines including ambiguous referral pathways. Enablers to foot care were found at opposing ends of the same spectra as the identified barriers or were related to engaging in mentorship programs and utilising standardised assessment tools. This is the first Australian study to obtain information from GPs and CDEs about the perceived barriers and enablers influencing preventative and early intervention diabetes-related foot care. Findings offer an opportunity for the development and translation of effective intervention strategies across health systems, policy, funding, curriculum and clinical practice, in order to improve outcomes for people with diabetes.
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Oliver, Rhonda, Ellen Grote, Judith Rochecouste, and Mike Exell. "Addressing the Language and Literacy Needs of Aboriginal High School VET Students who Speak SAE as an Additional Language." Australian Journal of Indigenous Education 41, no. 2 (December 2012): 229–39. http://dx.doi.org/10.1017/jie.2012.23.

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Vocational Education and Training (VET) in high schools has had positive effects on the retention of Indigenous students, providing important pathways into further education and the workforce. However, low-level literacy (and numeracy) skills can make successful completion difficult, especially for students who speak Standard Australian English as an additional language or dialect. This article describes research undertaken to inform the development of a second language and literacy needs analysis model designed for high school VET teachers to address the needs of Indigenous students. The study draws on second language acquisition research, which demonstrates the value of using tasks as the basis for language teaching syllabus design, with needs analysis as a fundamental aspect of this. The project centred on Aboriginal high school VET students from remote and rural communities in Western Australia, who speak English as an additional language/dialect. Data collected included: individual and focus group interviews, training materials, and observation field notes on the language and literacy practices in classrooms and workplaces. The major findings focus on the development of oral language (for both job-oriented and social interactions in the workplace) and literacy skills, as well as the need to overcome ‘shame’ and develop confidence for speaking to non-Aboriginal people.
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Wilson, George R., Melanie J. Edwards, and Jennifer K. Smits. "Support for Indigenous wildlife management in Australia to enable sustainable use." Wildlife Research 37, no. 3 (2010): 255. http://dx.doi.org/10.1071/wr09130.

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Wildlife managers could play a greater role in ensuring that Indigenous wildlife harvesting is sustainable and helping to address community health and employment challenges facing Indigenous Australians in remote and rural areas. Wildlife managers need to listen more to what Indigenous people say they want from their country and for their people, such as increased game to supplement their diet and security for totemic species, to maintain culture. In pre-colonial Australia, adherence to customary law maintained wildlife species Indigenous Australians wanted. Today the long-term sustainability of Indigenous wildlife harvesting is threatened. Where Indigenous communities lack leadership and other social problems exist, their capacity to apply customary land-and sea-management practices and to operate cultural constraints on wildlife use is reduced. The Indigenous right to hunt should coexist with responsible management. Improved wildlife management that combines science and traditional knowledge has implications for Indigenous people worldwide. Western science can support Indigenous passion for caring for the land. It can draw on traditional Indigenous practice and, through reciprocal learning, help reinstate Indigenous law and culture in communities. In Australia, wildlife managers could be more engaged in supporting Indigenous Australians in activities such as surveying populations and estimating sustainable yields, identifying refuge areas, maximising habitat diversity, controlling weeds and feral animals, and exchanging information across regions. Although support for Indigenous land and wildlife management has risen in recent years, it remains a minor component of current Australian Government resource allocation for addressing Indigenous need. Wildlife management could be a stronger focus in education, training and employment programs. Proactive wildlife management conforms to both the western concept of conserving biodiversity and Indigenous wildlife management; it can support sustainable harvesting, provide employment and income, create learning and training opportunities and improve Indigenous health. If greater expenditure were directed to Indigenous wildlife management, wildlife managers, especially Indigenous wildlife managers, could become more engaged in cultural initiatives across traditional and scientific practices and so contribute to programs that address the health and motivational challenges facing Indigenous communities.
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Sharplin, Elaine. "Bringing Them in: The Experiences of Imported and Overseas-Qualified Teachers." Australian Journal of Education 53, no. 2 (August 2009): 192–206. http://dx.doi.org/10.1177/000494410905300207.

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This qualitative multiple-site case study explores the experiences of imported and overseas-qualified teachers appointed to fill ‘difficult-to-staff’ Western Australian rural schools. In a climate of global teacher shortages, investigation of the strategies adopted to solve this problem requires empirical examination. The study of six imported and overseas-qualified teachers found that they experienced difficulties with the employment application process, were not adequately inducted into the system and experienced difficulties with cultural adaptation related to pedagogy, behaviour management and language. These teachers still remained in schools for lengths of time comparable to their Australian-born counterparts. Transitions into schools could be assisted with improved appointment processes, induction and school-based support. A research agenda for further investigation of this field is recommended.
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Dissertations / Theses on the topic "Education, Rural – Western Australia"

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Sharplin, Elaine Denise. "Quality of worklife for rural and remote teachers : perspectives of novice, interstate and overseas-qualified teachers." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0211.

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[Truncated abstract] It is essential to attract, recruit and retain quality teachers in rural and remote schools for provision of quality education to rural and remote students. A robust body of research confirms that teacher quality contributes to quality of education (Darling-Hammond, 2000; Hay McBer, 2000; Kaplan & Owings, 2002; OECD, 2002; Ramsay, 2000). Staffing histories of rural and remote schools identify persistent difficulties in recruiting and retaining teachers, but previous research has failed to address the experiences and perspectives of rural and remote teachers from the earliest phases of appointment, tracking their experiences over time. In times and places of persistent teacher shortages, teacher quality of worklife issues are paramount. Factors impacting on teacher quality of worklife may impact on teacher retention, staffing levels and ultimately the quality of education for children. For these reasons, this study aimed to develop substantive theory about the experiences of teachers commencing appointments in rural and remote schools by investigating the perspectives of novice, interstate and overseas-qualified teachers. The study sought to develop understandings of rural and remote teachers quality of worklife. In order to achieve this aime, the experiences of 29 teachers were examined, in four categories of teachers likely to be appointed to rural and remote locations: young novices; mature-aged novices; interstate; and overseas-qualified teachers in a qualitative collective case study. ... Awareness of the variety of factors in multiple environments, and the complex interplay between them, helps to account for the diversity of perspectives and quality of worklife outcomes for rural and remote teachers. Two theories were generated from ten propositions. The first theory, Quality of Worklife for Rural and Remote Teachers: Person-Environment Fit to Multiple Environments, identified protective and risk factors associated with workrole, workplace, organisation, geographic and socio-cultural community environments. The theory recognises spillover between work and non-work life experiences, impacting on quality of teacher worklife; however, factors directly associated with worklife impacted most significantly on quality of worklife. The second theory, Processes of Adaptation to Multiple Rural and Remote Environments, identified processes (teacher expectations, evaluations of environments, responses to environments) and coping strategies (direct-action, palliative and avoidant) as leading to one of four outcomes: integration; resilient integration; disequilibrium; and withdrawal. The case study findings offer original understandings of experiences of teachers newly appointed to rural and remote schools, through the development of theory about multiple environments teachers encounter and processes of adaptation associated with their relocation to rural and remote areas. The findings have implications for theory, policy and practice, and contribute new dimensions to the general quality of worklife literature.
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au, Editech@iinet net, and Pamela-Anne Shanks. "A critical policy analysis of the Crossroads Review: Implications for higher education in regional Western Australia." Murdoch University, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061019.134304.

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This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare. The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy. The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment. The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.
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Frawley, J. W. "Country all round : the significance of a community's history for work and workplace education /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030416.131433/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, 2001.
"A thesis submitted in the School of Applied Social and Health Sciences at the University of Western Sydney (Nepean) for the degree of Doctor of Philosophy, February 2001" Bibliography : leaves 327-343.
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au, jmaxwell@katel net, and John Alexander Loftus Maxwell. "Rural veterinary practice in Western Australia 1964 to 2007." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081113.142241.

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Concern for the plight of rural veterinary practice in Australia existed throughout the 20th century. During the 1970s, the profession highlighted the problems faced by rural practitioners and in 2003, the Frawley Review examined current rural veterinary services. However, neither influenced the course of rural practice in Australia. The present thesis examined the status of rural practice in Western Australia from the 1960s to the present day. It did this by investigating the historical changes in agriculture during this period and their effect on rural practice. The practice at Katanning, in rural Western Australia, was used as a case study – a study of the changes and adaptions made by that practice to remain viable. In 2006, surveys of both rural practitioners and government veterinary officers were conducted to obtain information of the veterinary services being provided to rural Western Australia. In addition, oral history interviews with a number of respondents to the surveys were carried out. Rapid expansion of Western Australian agriculture took place during the 1960s and was matched by growth in rural veterinary services. A government subsidy scheme recruited a number of veterinarians to the state. A Preventive Medicine/Animal Production service with sheep was established at Katanning in 1967. The reasons for developing such a service, its promotion, the results achieved and its subsequent failure are documented in the thesis. The 1970s was a troubled decade for agriculture and for those servicing it. The collapse of the beef-cattle boom was accompanied by a 20% reduction in veterinary staff in rural practice Australia-wide and a number of changes were implemented at Katanning to meet these circumstances. The 1980s saw a reduction in the economic significance of agriculture in Western Australia. At the same time, students from the Veterinary School at Murdoch University began graduating and, for the first time in the profession’s history, an overproduction of veterinarians existed. The 1990s was a period of relative stability, but was accompanied by major changes for the profession and rural practice. Many practices adopted merchandising and the sale of pet foods to supplement dwindling income. Previously, a male dominated profession, during this decade, it rapidly changed to one dominated by female graduates. Accompanying this gender change there was an increase in the demand for part-time work, whereas previously the profession had been predominantly a full-time vocation. The present decade opened with a questioning of the direction being taken by the profession and its undergraduate education. The current study revealed that the government veterinary services in Western Australia have contracted in size and scope, whilst at the same time, most rural practitioners attend companion animals at the expense of economic livestock. As a result, veterinary services to economic livestock have reduced and are likely to continue to do so and suggestions are made to counter this trend.
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Maxwell, John Alexander Loftus. "Rural veterinary practice in Western Australia 1964 to 2007." Access via Murdoch University Digital Theses Project, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081113.142241.

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Tonts, Matthew A. "Rural restructuring, policy change and uneven development in the central wheatbelt of Western Australia." Curtin University of Technology, School of Social Sciences and Asian Languages, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9689.

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This thesis examines economic restructuring and changing governmental regulation in the Central Wheatbelt of Western Australia. It argues that, for much of this century, Australian governments were committed to the development and maintenance of export orientated agriculture and stable rural communities. While the agricultural industry, and the rural society that it supported, were periodically affected by economic downturns, wars, and technological changes, the full socio-economic impacts were often tempered by interventionist agricultural, social and regional development government policies. Since the early 1970s, however, the Central Wheatbelt, and rural Australia more generally, have experienced profound economic, social and political changes. During this period, the rapid transformation of the global economy has contributed to a series of problems in the Australian economy, such as low levels of economic growth, rising interest rates, and increasing unemployment. In the case of agriculture, the upheaval in the global economy contributed to world surpluses of agricultural commodities, declining returns for food and fibre production, and the rising cost of farm inputs.Since the early 1980s, the response of Federal and State governments to the turmoil in the Australian economy has been to argue that the only workable solution to globalisation was the adoption of policies based on the principles of economic rationalism. However, this thesis argues that, in the Central Wheatbelt, the combination of global restructuring and policies based on economic rationalism have contributed to: the declining viability of family farming; farm amalgamation; labour force adjustments; the contraction of local economies; depopulation; public service rationalisation and withdrawal; and uneven economic and social development. It is contended that policies based on the principles of ++
economic rationalism have increased levels of uncertainty and socio-economic disadvantage in a region already adversely affected by the economic pressures associated with restructuring. The thesis concludes by arguing that a more integrated policy framework, based to a greater extent on the principles of social equity, is critical to ensuring the social and economic welfare of rural people.
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Wakholi, Peter. "African cultural education : African migrant youth in Western Australia /." Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20050705.104626.

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Wilson, Sally B. "Family Centred Care: A Descriptive Study of the Situation in Rural Western Australia." Curtin University of Technology, School of Nursing and Midwifery, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15170.

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Family centred care is a concept espoused to be fundamental to achieving excellence in paediatric nursing. Although it is recognised that family centred care includes the child's rights to self determination the focus of this study is parental participation in the decision making and care of their hospitalised child at a partnership level. This is based on negotiation and requires frequent, effective communication between parents and nurses and for each to respect the other's knowledge and appreciate the other has something to offer in the relationship which will benefit the child. The purpose of this study was to identify whether family centred care was occurring in paediatric settings in rural Western Australia and explored parents' and nurses' perceptions of the concept. A questionnaire was designed based on the literature and common themes identified from focus groups. Convenience sampling was used and 15 rural hospitals facilitated participation of 243 parents who had a child under ten years of age hospitalised and 108 nurses who cared for children. Exploratory factor analysis identified four subscales from the parents' questionnaire and three subscales from the nurses' questionnaire which measured separate concepts of family centred care. Descriptive statistics were generated for each subscale, and independent t-tests, ANOVA and correlations were examined between independent variables and subscales of family centred care. There was a statistically significant difference in scores for parents' perceptions of `child friendly environment' between regional and district hospitals. Those parents who did not have social support scored a statistically significantly lower mean score for `respect as parent'. Nurses in district hospitals generated statistically significantly higher mean scores for `family focussed hospital' than those who worked in regional hospitals.
Parents and nurses both perceived that parents wanted to continue parenting their hospitalised child, however parents wanted to provide more nursing care than was perceived by nurses. Nurses' perceptions of delivering family centred care were greater than the perceptions of parents receiving it, however they were consistent in items that were scored low. Nurses did ask parents about the amount of participation they wanted in their child's care on admission however, it was not done on a regular basis. Parents perceived that nurses were unaware of other things that parents needed to attend to while their child was hospitalised and therefore did not enable parents to attend to these needs. More frequent negotiation of roles between parents and nurses by communicating each shift, or at least daily, could narrow the gap between differing perceptions in care provision and also enable parents to attend to their other roles thereby reducing their levels of physical and emotional stress.
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Lewis, Janice A. "The clinician manager in rural Western Australia: a sensemaking perspective of the role." Curtin University of Technology, Graduate School of Business, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13059.

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Economic, political and social forces are driving the implementation of reforms in health service systems worldwide. As the health industry concentrates on ways to improve operations and to achieve overall cost effectiveness, health service organisations are developing and implementing structural changes to address issues of cost containment, utilisation and resource allocation. One approach has been to devolve resource allocation and utilisation decisions to the program or unit level. Clinical practitioners have been required to assume general management responsibilities in addition to their clinical role. A new type of clinician, the clinician manager has emerged to take on this task. Despite the trend towards the clinician manager role in many sections of health care world wide, there is little research in the area and a poor understanding of the experience of the role.The aim of this research was to explore clinician managers' perceptions of their experiences in their adaptation to and their enactment of the new role. The study was based in the symbolic interactionist paradigm. Sensemaking, the process by which individuals ascribe meaning to the events in their environment, provided a theoretical context that directed the inquiry. Grounded theory was the methodological approach. The research sample was made up of Directors of Nursing/Health Service Managers, a clinician manager role that had emerged from the restructuring of rural health services in Western Australia. Data was gathered from in-depth interviews.Findings suggested that sensemaking was influenced by structural and personal elements. Structural elements were created by the stakeholders, individuals and groups who relied on the clinician manager for the achievement of their goals but upon whom, in turn, the clinician manager relied upon for their support and cooperation. The sensemaking process of the ++
clinician manager was mediated by the interaction with the stakeholders - the most influential factors being the clinician manager's perceptions of the trustworthiness of the stakeholders, the political behaviour that characterised the interactions with the stakeholder and role stress. In particular, role conflict, role ambiguity and role overload emerged. Personal elements were the personal characteristics of the clinician manager - the most salient being the experience of role strain, self-efficacy (i.e. their belief in their ability to do the job) and their commitment to the sensemaking process.Circumstances in the environment constrained their reliance on others for validation of their explanations of events and the actions they took. Most made decisions based on intuition and "gut feeling" - validating these decisions with subjective evaluations of outcomes and retrospective explanations. These processes were further mediated by the characteristics of the individual, particularly perceptions of self-efficacy. The ways in which the clinician managers adapted to and interpreted their role was diverse, which made the role more an expression of individual preferences than a coherent part of a larger organisational structure. Findings indicated that the clinician managers relied on their sensemaking processes in order to explain the ambiguous nature of their practice environment and to plan actions within the context of a role that was poorly defined by the organisation.
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McCarron, Robyn Janelle. "Performing arts and regional communities : the case of Bunbury, Western Australia /." Access via Murdoch University Digital Theses Project, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20050501.153348.

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Books on the topic "Education, Rural – Western Australia"

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Western Australia. Ministerial Review of Schooling in Rural Western Austalia. Schooling in rural Western Australia: Report. [East Perth, Western Australia]: Ministerial Review of Schooling in Rural Western Australia, 1994.

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McKenzie, John A. Old bush schools: Life and education in the small schools of Western Australia, 1893 to 1961. Doubleview, W.A: Western Australian College of Advanced Education, 1986.

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McGregor, A. L. Networks for learning: A review of access and equity in post-compulsory education in rural and remote areas of the State of Western Australia. West Perth, WA: Western Australian Office of Higher Education, 1991.

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(Australia), Commonwealth Schools Commission. Schooling in rural Australia. Canberra: Curriculum Development Center, 1988.

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Western Australian Higher Education Council. Planning for higher education in Western Australia. West Perth, WA: Western Australian Higher Education Council, 1991.

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Brand, Susan. A greenprint for environmental education projects in Western Australia highschools. Perth, W.A: School of Environmental Science, Murdoch University, 1997.

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Cumming, James. Resourceful communities: Integrating education, training and work for young people in rural Australia. Belconnen, A.C.T: Australian Curriculum Studies Association, 1992.

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J. F. de V. Graaff. Farm schools in the western Cape: A sociological analysis. [Stellenbosch]: Research Unit for Sociology of Development, University of Stellenbosch, 1990.

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Western Australia. Parliament. Legislative Council. Select Committee on Agricultural Education. Report on agricultural education and training in Western Australia. [Australia?: s.n., 1988.

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Western Australia. Ministerial Task Force on Full-time Pre-primary Education and Related Matters. Voluntary full-time pre-primary education in Western Australia: A report. Perth: Govt. of Western Australia, 1993.

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Book chapters on the topic "Education, Rural – Western Australia"

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Hawkins, Rhonda. "The Experience of University of Western Sydney, Australia." In Mergers and Alliances in Higher Education, 287–307. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13135-1_14.

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Nichol, Raymond. "Colonialism and Western Education in Melanesia and Australia." In Growing up Indigenous, 83–89. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-373-0_5.

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Swartz, Rebecca. "Civilising Spaces: Government, Missionaries and Land in Education in Western Australia." In Education and Empire, 73–100. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-95909-2_3.

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Kettle, Margaret. "Building School-Migrant Family Connections in Culturally- and Linguistically-Diversifying Rural Communities: A Participatory Study From Australia." In Rural Education Across the World, 107–28. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6116-4_6.

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Jackson-Barrett, Elizabeth, and Libby Lee-Hammond. "Education for Assimilation: A Brief History of Aboriginal Education in Western Australia." In Sámi Educational History in a Comparative International Perspective, 299–316. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-24112-4_17.

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Thompson, C. A. "Gaining an Appreciation of Differing Ethnic Influences on General Practice in Western Australia." In Advances in Medical Education, 308–10. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_94.

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O’Hern, Darren M., and Yoshiko Nozaki. "Natural Science Education in Non-Western Nations and Critical and Postcolonial Perspectives." In Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya, 13–32. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-542-7_2.

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Li, Ling, Jinzhen Lu, and Jiafu Zheng. "A Model for Rural Teachers Supplement in the Western Part of China: An Approach Based on the Compensatory Wage Differential Theory." In Chinese Elementary Education System Reform in Rural, Pastoral, Ethnic, and Private Schools, 105–18. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4561-5_4.

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Kenny, Máirín, R. E. Harreveld, and P. A. Danaher. "Dry Stone Walls, Black Stumps and the Mobilisation of Professional Learning: Rural Places and Spaces and Teachers’ Self-Study Strategies in Ireland and Australia." In Self-Study of Teaching and Teacher Education Practices, 179–202. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-17488-4_10.

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Moutselos, Michalis, and Georgia Mavrodi. "Diaspora Policies, Consular Services and Social Protection for Greek Citizens Abroad." In IMISCOE Research Series, 227–43. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51245-3_13.

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Abstract The policies of the Greek state vis-à-vis Greek citizens residing abroad are better developed in some areas (pension, cultural/education policy), but very embryonic in others (social protection, family-related benefits). The institutions representing and aggregating the interests of the Greek diaspora, such as the General Secretariat for Greeks Abroad and the World Council of Hellenes abroad of the Ministry of Foreign Affairs, reflect earlier periods of Greek migration during the post-war period, but meet less adequately the needs of recent migrants, especially following the post-2010 Greek economic crisis. At the same time, political parties continue to play an active role in the relationship between diaspora and the homeland. The policies of the Greek state, especially when exercised informally or with regard to cultural and educational programs, are also characterized by an emphasis on blood, language and religious ties, and are offshoots of a long-standing history of migration to Western Europe, North America and Australia. Possible developments, such as the long-overdue implementation of the right to vote from abroad, an official registrar for Greek citizens residing abroad, new programs of social protection in Greece and new economic incentives for return might change the diaspora policies of the Greek state in the next decades.
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Conference papers on the topic "Education, Rural – Western Australia"

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G. Wilkes, Paul, Brett D. Harris, and Anton Kepic. "GEOPHYSICAL INVESTIGATIONS IN RURAL TOWNS OF WESTERN AUSTRALIA." In 19th EEGS Symposium on the Application of Geophysics to Engineering and Environmental Problems. European Association of Geoscientists & Engineers, 2006. http://dx.doi.org/10.3997/2214-4609-pdb.181.7.

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Wilkes, Paul G., Brett D. Harris, and Anton Kepic. "Geophysical Investigations in Rural Towns of Western Australia." In Symposium on the Application of Geophysics to Engineering and Environmental Problems 2006. Environment and Engineering Geophysical Society, 2006. http://dx.doi.org/10.4133/1.2923722.

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"Health Policy Reform Poor Rural Primary Health Care Delivery in Australia." In 2018 International Conference on Education, Psychology, and Management Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icepms.2018.175.

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Luan, Jiang, Tingting Li, Jiancheng Chen, and Pei Guo. "The Schooling Return on the Non-farm Income of Chinese Western Rural Labors." In 2015 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemet-15.2015.12.

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Lin, Li. "Implication of FLP on Early Literacy Education in Western Poverty-stricken Rural Area." In Proceedings of the 2019 4th International Conference on Humanities Science and Society Development (ICHSSD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ichssd-19.2019.72.

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Popovici, Elena-Ana. "VULNERABILITY ASSESSMENT OF RURAL COMMUNITIES TO FLOODS IN THE WESTERN PART OF ROMANIA (BANAT PLAIN)." In 13th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2013. http://dx.doi.org/10.5593/sgem2013/be5.v1/s20.152.

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Van Der Vyver, Glen, Debbie Crabb, and Michael Lane. "Factors Influencing the Decision to Choose Information Technology Preparatory Studies in Secondary Schools: An Exploratory Study in Regional/Rural Australia." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2810.

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The career paths of students are influenced and shaped by the subject choices that are made in the final years of secondary schooling. This paper presents the findings of an empirical study that identified the key factors influencing the decision of rural / regional Australian students to choose or not choose to study Information Processing and Technology. The findings revealed that career oriented, extrinsic factors play an important role in motivating the selection of I.P.T. at school and, by implication, information technology at university. There are few apparent gender differences but there is limited evidence to suggest that males may be more influenced by extrinsic motivators and females by intrinsic motivators. Although the factors used in the study were initially identified largely via informal processes, they all appear to influence the decision to take I.P.T. The focus on career-related factors and the instrumentality of taking I.P.T. could explain the drop-off in students taking the subject. This has potentially significant implications as regards the future supply of good information technology professionals.
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Weerakkody, Niranjala. "Technology and Marginalization: A Case Study of the Limited Adoption of the Intranet at a State-owned Organization in Rural Australia." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2755.

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Taking a critical theory approach and the pluralist view of technology, this paper examines the problems in organizational communication that arose due to the implementation of a limited intranet electronic mail system as the main channel of communication between a rural state-owned organization and its city-based Head Office, installed at the sole discretion of the latter. The intranet was provided only to the administration division and managers of some units due to financial constraints. This required others to receive information carried via the intranet through a gatekeeper who due to information and work overload, failed to disseminate the information effectively and efficiently. Using a combination of qualitative data collection methods, this study found that the intranet had marginalized those without access to it and reinforced the privileged position of those already with higher status within the organization, contrary to the utopian predictions of new technologies as leading to social equality.
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Peng, Yanling, and Xingyi Zeng. "A Study on the Loss of Young Teachers in Western Rural Primary Schools and the Countermeasures*." In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200316.186.

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Pu, Rong. "On Optimization and Innovation of Rural Circulation System in Western China under the Targeted Poverty Alleviation Strategy." In Proceedings of the 2018 4th International Conference on Social Science and Higher Education (ICSSHE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsshe-18.2018.176.

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Reports on the topic "Education, Rural – Western Australia"

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Eckert, Elizabeth, Eleanor Turner, and Jo Anne Yeager Sallah. Youth Rural-Urban Migration in Bungoma, Kenya: Implications for the Agricultural Workforce. RTI Press, August 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0062.1908.

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This study provides insights into a specific, hard-to-reach youth subpopulation—those born in agricultural areas in Western Kenya who migrate to large towns and cities—that is often missed by research and development activities. Using a mixed-methods approach, we find high variability in movement of youth between rural villages, towns, and large urban areas. Top reasons for youth migration align with existing literature, including pursuit of job opportunities and education. For youth from villages where crop farming is the primary economic activity for young adults, 77 percent responded that they are very interested in that work, in contrast to the common notion that youth are disinterested in agriculture. We also find many youth interested in settling permanently in their villages in the future. This research confirms that youth migration is dynamic, requiring that policymakers and development practitioners employ methods of engaging youth that recognize the diversity of profiles and mobility of this set of individuals.
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