Journal articles on the topic 'Educational planning Australia'
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1
Eggington, William. "Language Policy and Planning in Australia." Annual Review of Applied Linguistics 14 (March 1994): 137–55. http://dx.doi.org/10.1017/s0267190500002865.
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Australian federal and state government language policy and planning efforts have had a remarkable effect on Australian educational and non-educational life during the past twenty years. This effort has resulted in strong international recognition of the Australian language policy experience. For example, Romaine, in the introduction to her anthology focusing on the languages of Australia states that “the movement to set up a national language policy is so far unprecedented in the major Anglophone countries” (Romaine 1991:8).
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O’Neill, Sue C., Iva Strnadová, and Therese M. Cumming. "Evidence-based transition planning practices for secondary students with disabilities: What has Australia signed up for?" Australasian Journal of Special Education 40, no. 1 (January 7, 2016): 39–58. http://dx.doi.org/10.1017/jse.2015.15.
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There are no Commonwealth or state laws in Australia that require educational authorities to provide individualised transition plans (ITPs) to secondary students with disabilities. It is argued that, in lieu of legislation, Australia's signed commitment to international treaties and national policies obliges educational jurisdictions to provide ITPs to secondary students with disabilities to improve the postschool outcomes for this vulnerable population. Document analysis methods were used to analyse these international treaties and national policies for statements aligned with evidence-based transition skills and predictors. Almost 90 transition-aligned statements were found, accounting for all evidence-based transition skill categories and most of the transition predictor categories. Implications for policymakers and educational jurisdictions are discussed.
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Chambers, Dianne, and Chris Forlin. "An Historical Review from Exclusion to Inclusion in Western Australia across the Past Five Decades: What Have We Learnt?" Education Sciences 11, no. 3 (March 11, 2021): 119. http://dx.doi.org/10.3390/educsci11030119.
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Current practices regarding inclusive education vary enormously depending on a wide range of issues, specifically the context and culture of an education system. To maximise the validity of data, and to avoid contextual confusion, this review focuses on one state in Australia, that of Western Australia. By applying a review of five-decade archival data, changes to education for learners with disability in this state are critiqued. Analysis involved applying five a priori themes to review educational reform practices. These were related to legislation and policy, support, curriculum, teacher education and parental choice. Discussion teased out the impact of these changes on the competing paradigms of special and inclusive education, and models and challenges of implementing effective inclusive practice for all learners in one Australian state. Critical reflection provides valuable insight into futures planning for all educational systems to reform practice to become more inclusive.
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Wadley, David. "Educational traditions and economic geography: a view from Australia." Journal of Geography in Higher Education 18, no. 1 (January 1994): 94–97. http://dx.doi.org/10.1080/03098269408709242.
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van Kraayenoord, Christina E. "The roles of the educational psychologist in inclusion in Australia." Educational and Child Psychology 19, no. 2 (2002): 46–58. http://dx.doi.org/10.53841/bpsecp.2002.19.2.46.
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AbstractStudents with disabilities and learning difficulties in Australia are part of a school system that is becoming increasingly inclusive. Within this system, the educational psychologist plays several different roles as a participant in ascertaining the students and in determining their level of support. Increasingly, the educational psychologist is also associated with planning and making suggestions related to the teaching and evaluation of the students’ programmes. The challenges faced by the educational psychologist are linked to concerns of the parents and teachers. Solutions to challenges in two areas, assessment and collaboration, are considered in this article.
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Haugen, Heidi Østbø, and Angela Lehmann. "Adverse articulation: Third countries in China–Australia student migration during COVID-19." Dialogues in Human Geography 10, no. 2 (June 22, 2020): 169–73. http://dx.doi.org/10.1177/2043820620934939.
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Southeast Asian countries were articulated with the Australia–China value chain for educational services early in the COVID-19 outbreak, when travelers from China could enter Australia only via stopovers in third countries. The routes, advertised by migration brokers, allowed Australia to externalize risk of infection while profiting from international student mobility.
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Stevens, Christine. "Balancing Obligations and Self-Interest: Humanitarian Program Settlers in the Australian Labor Market." Asian and Pacific Migration Journal 6, no. 2 (June 1997): 185–212. http://dx.doi.org/10.1177/011719689700600203.
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Technological and structural changes in the Australian economy have led to a decline in unskilled and semi-skilled employment and this has had a marked effect on labor market opportunities for immigrants. Educational qualifications and English language skills have become increasingly important factors influencing labor market success. With absorptive capacity for the overall immigration program defined more in economic terms, changes have been made to the selection criteria for immigrants. Greater priority is currently given to those with skills and English language proficiency. No such emphasis has been given to the selection criteria for settlers admitted under Australia's humanitarian program. This paper reviews the labor market experience of humanitarian program arrivals and considers the policy implications of high levels of unemployment among this group. It is suggested that humanitarian obligations do not end with entry to Australia, and it is in the interests of the receiving society and humanitarian program arrivals for greater public investment in skills development to help improve labor market outcomes among this group.
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Morrison-Saunders, Angus, and Gil Field. "Partnerships in Environmental Education: The University of Notre Dame Australia, CALM, Local Government and the Community." Australian Journal of Environmental Education 15 (1999): 157–59. http://dx.doi.org/10.1017/s0814062600002743.
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The Department of Conservation and Land Management (CALM), which is responsible for the management of natural areas in public ownership within Western Australian and wildlife management throughout the state, has entered into a partnership with the University of Notre Dame Australia to deliver some of the units within their Environmental Studies and Tourism programmes. CALM involvement with the university started in 1994 with the provision of occasional guest lecturers and involvement in field excursions with the students over a range of units (eg. during visits to national parks and other sites managed by CALM). More recently, however, CALM have taken the responsibility for presenting two units in their entirety: ES/ BS 181 Ecotourism and Heritage Management andES280/380 Recreation Planning and Management. In addition to the partnership between these two institutions, the two units directly involve local government and the community.This paper presents details of the two units and discusses how this partnership contributes towards community leadership and responsibility and represents effective environmental education.In order to appreciate the educational benefits of the partnership between CALM and the University of Notre Dame Australia, a brief overview of the two units taught by CALM is provided.The Ecotourism and Heritage Management unit focuses on interpretation techniques in natural and cultural heritage area management and the business of cultural and ecotourism. Subjects include interpretive planning, project design and evaluation as well as the planning, design and presentation of ecotours and other guided interpretive activities.
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Garvis, Susanne. "What is going on in early years music planning? A study of early years teachers' weekly plans." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 122–26. http://dx.doi.org/10.1177/183693911203700216.
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ARTS EDUCATION IS AN Important element of the early years curriculum. Children first learn to express themselves through the arts (dance, drama, media, visual arts and music). Furthermore, numerous studies provide evidence that quality learning experiences in the arts contribute in significant ways to social success and impact positively on a child's academic achievement and long-term education. In Australia, early years teachers are expected to teach arts education. This study explored the weekly planning of 76 early years teachers across kindergartens, preparatory classes and Years 1, 2 and 3 in Queensland, Australia. Settings took a structured ‘curriculum-focused’ approach to learning in the early years, which made the exploration of planning important. Our study looked for segments of time devoted to music throughout the week. Content analysis was used to interpret the weekly plans, with three themes emerging: (1) The majority of the weekly plans were dedicated to literacy and numeracy; (2) Little time was devoted to the teaching of music apart from the scheduled 30-minute music lesson with a specialist teacher in some schools; and (3) Of the limited number of weekly plans that featured music, activities were teacher-directed. These results provide insight to the current understanding and value of music education in the early years curriculum. Key messages can be drawn about the importance of professional development, music advocacy in the early years, and curriculum and policy planning.
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Abdalla, Mohamad, Dylan Chown, and Nadeem Memon. "Islamic Studies in Australian Islamic Schools: Learner Voice." Religions 11, no. 8 (August 6, 2020): 404. http://dx.doi.org/10.3390/rel11080404.
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This paper provides insight into senior secondary learners’ views on Islamic Studies (IS) in three large Australian Islamic schools. This study offers a ‘dialogic alternative’ of ‘speaking with’ rather than ‘speaking for’ learners in Islamic educational research, planning, and renewal within K-12 Islamic schools. The study privileges learners’ voice and enables an insight to their experience with one of the most important features of Islamic schools—Islamic Studies. Using phenomenology as a methodological framework, learner voice was elicited through focus groups where 75 learners (years 10, 11, and 12) provided information describing their experience with Islamic Studies. Thematic content analysis of the textual data suggests that learners’ dissatisfaction far outweighs their satisfaction with Islamic Studies. The findings of this paper can benefit Islamic schools in Australia and other Western contexts.
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Tarrant, Michael A., Kevin Lyons, Lee Stoner, Gerard T. Kyle, Stephen Wearing, and Neelam Poudyal. "Global citizenry, educational travel and sustainable tourism: evidence from Australia and New Zealand." Journal of Sustainable Tourism 22, no. 3 (July 12, 2013): 403–20. http://dx.doi.org/10.1080/09669582.2013.815763.
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Mildawani, Irina, and Shahed Khan. "The Role of Landscape Architecture Profession In Two Different Contexts: A Comparative Review of the Practitioners in Responding To Climate Change Adaptation." Indonesian Journal of Planning and Development 1, no. 1 (September 24, 2014): 43. http://dx.doi.org/10.14710/ijpd.1.1.43-50.
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<p class="Abstract">In the context of rising concerns about global warming and sustainable development this paper examines the challenges of landscape architecture (LA) in developing and developed countries in handling climate change adaptation. The paper aims to find how the LA institutes define their professionals’ roles in dealing with society and environment. It seeks to focus on the professionals’ involvement in climate change adaptation programs in Indonesia and Australia. The paper seeks to determine how contextual factors such as institutional roles and types of prevalent governance systems shape the development of landscape architecture discipline and its professional capability with respect to other related built environment professions (architecture and planning). The websites of the ISLA (Indonesian Society of Landscape Architects) and the AILA (Australian Institutes of Landscape Architects) are examined and analysed from the perspective of professional principles of the International Federation of Landscape Architects (IFLA). The aim is to determine the LA practitioners’ awareness and approaches in handling climate change challenges in various roles and capabilities. It has found that the professional institute in Australia has been involved in the educational program to equip their practitioner members to have a basic knowledge and further application of climate change adaptation in their design and planning projects; whereas in Indonesia the practitioners are actively involved in community capacity building to increase people’s awareness and participation in mitigating the climate change at local as well as regional levels. Findings from the study seek to establish the universality of the LA profession and its relevance in both developed and developing countries.</p>
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Gill, Amy, and Grace Oakley. "Agency Workers’ Perceptions of Cross-System Collaboration to Support Students in Out-of-Home Care." Children Australia 43, no. 1 (January 30, 2018): 47–56. http://dx.doi.org/10.1017/cha.2018.1.
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Children and young people in out-of-home care (OOHC) experience a wide range of educational issues at rates disproportionate to their peers. Collaboration between child protection and education systems is critical to addressing unique educational needs within this cohort. This article presents a qualitative case study investigating child protection workers’ perceptions of their work with primary and high school educators in Western Australia. Methods included policy analysis and in-depth interviews with a purposeful sample of 11 Case Workers and Education Officers employed by The Department for Child Protection and Family Support in metropolitan, regional and remote locations in Western Australia. Overall, participants reported that a jointly established Memorandum of Understanding had helped strengthen mutual accountability for education planning to support students in OOHC. However, difficulties obtaining Documented Education Plans and limited access to supplementary educational supports within both systems were considerable sources of tension. An adaptation of Whittington's (2003) Two-Stage Model of Collaboration illustrates the hierarchical nature of the influences on cross-system collaboration in the present study. While the size of the study limited its scope to one stakeholder group, the study offers frontline insights that may inform the development of future education and child protection agency initiatives.
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van Kraayenoord, Christina E., David Waterworth, and Trish Brady. "Responding to Individual Differences in Inclusive Classrooms in Australia." Journal of International Special Needs Education 17, no. 2 (November 1, 2014): 48–59. http://dx.doi.org/10.9782/2159-4341-17.2.48.
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Abstract Responding to individual differences in classrooms in which there is increasing diversity is one of the challenges of inclusive education in Australia. The linking of Universal Design for Learning (UDL) and assistive technologies (ATs) is one way in which this challenge can be addressed. This article describes an initiative, known as Planning for All Learners (PAL) of Independent Schools Queensland, in the state of Queensland, Australia. The PAL programme provides professional learning about UDL and ATs through workshops and ongoing support from the professional learning team. Based on the knowledge gained through the professional learning, the schools and teachers participating in the PAL programme develop year-long school- and/or classroom-based projects that involve the planning, design and implementation of units of work and lessons based on the integration of the principles of UDL and ATs. The professional learning and support offered as part of PAL is outlined, before case studies of two schools that participated in 2011 and 2012 respectively are provided. The case studies describe the literacy-related projects guided by the principles of UDL and using ATs that involved students with learning difficulties and disabilities in their inclusive classrooms. We also report on the factors that influenced the uptake and implementation of UDL and ATs. Finally we provide recommendations for educational authorities and school administrators related to professional learning and in-school projects that aim to improve the knowledge and skills of teachers and the learning of all students by employing the principles of UDL and ATs.
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Noblet, Timothy David, John F. Marriott, Taryn Jones, Catherine Dean, and Alison B. Rushton. "Perceptions about the implementation of physiotherapist prescribing in Australia: a national survey of Australian physiotherapists." BMJ Open 9, no. 5 (May 17, 2019): e024991. http://dx.doi.org/10.1136/bmjopen-2018-024991.
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ObjectivesTo explore: (1) the views of Australian physiotherapists regarding potential implementation of non-medical prescribing in Australia, (2) how the geographical location and health sector in which a clinician works may influence their perceptions and (3) the perceptions of Australian physiotherapists about how physiotherapist prescribing might impact the care that the profession can provide.DesignA cross-sectional descriptive survey using open and closed questions.SettingParticipants completed an online questionnaire.Participants883 Australian Health Professionals Registration Authority (AHPRA)-registered physiotherapists, working across all states and territories.Outcome measuresAn online questionnaire was developed by a panel of subject experts and pretested (n=10) for internal consistency. A hyperlink to the questionnaire was emailed to all members of the Australian Physiotherapy Association. A reminder email was sent 4 weeks later. Quantitative data were analysed descriptively, with use of absolute risk reductions (ARRs) and 95% CIs to determine the likelihood that health sector or geographical location were associated with specific views. Thematic analysis enabled synthesis of the qualitative data.Results79.0% participants felt that physiotherapist prescribing should be introduced in Australia, with 71.2% wanting to train as prescribers. Clinical governance, risk management, regulation of clinicians and the development of an education framework were identified as priorities for implementation. Participants working in the private sector were significantly more likely to train as prescribers than those in the public sector (ARR 9.9%; 95% CI 3.5 to 16.4) or educational/research institutions (ARR 23.3%; 95% CI 12.8 to 33.8), with city dwellers significantly more likely to train compared with physiotherapists in remote regions (ARR 19.8%; 95% CI 0.8 to 39.2). Physiotherapist prescribing was predicted to improve efficiency of healthcare delivery, access to medicines and reductions in healthcare costs.ConclusionsAHPRA-registered physiotherapists perceive that the introduction of autonomous physiotherapist prescribing would be beneficial for the Australian population and should be introduced. Decision makers should consider the results of this survey in conjunction with cost–benefit and risk analysis when planning the introduction of physiotherapist prescribing.
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Munawar, Hafiz Suliman, Sara Imran Khan, Zakria Qadir, Abbas Z. Kouzani, and M. A. Parvez Mahmud. "Insight into the Impact of COVID-19 on Australian Transportation Sector: An Economic and Community-Based Perspective." Sustainability 13, no. 3 (January 26, 2021): 1276. http://dx.doi.org/10.3390/su13031276.
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The Coronavirus Disease 2019 (COVID-19) is a major virus outbreak of the 21st century. The Australian government and local authorities introduced some drastic strategies and policies to control the outspread of this virus. The policies related to lockdown, quarantine, social distancing, shut down of educational institute, work from home, and international and interstate travel bans significantly affect the lifestyle of citizens and, thus, influence their activity patterns. The transport system is, thus, severely affected due to the COVID-19 related restrictions. This paper analyses how the transport system is impacted because of the policies adopted by the Australian government for the containment of the COVID-19. Three main components of the transport sector are studied. These are air travel, public transport, and freight transport. Various official sources of data such as the official website of the Australian government, Google mobility trends, Apple Mobility trends, and Moovit were consulted along with recently published research articles on COVID-19 and its impacts. The secondary sources of data include databases, web articles, and interviews that were conducted with the stakeholders of transport sectors in Australia to analyse the relationship between COVID-19 prevention measures and the transport system. The results of this study showed reduced demand for transport with the adoption of COVID-19 prevention measures. Declines in revenues in the air, freight, and public transport sectors of the transport industry are also reported. The survey shows that transport sector in Australia is facing a serious financial downfall as the use of public transport has dropped by 80%, a 31.5% drop in revenues earned by International airlines in Australia has been predicted, and a 9.5% reduction in the freight transport by water is expected. The recovery of the transport sector to the pre-pandemic state is only possible with the relaxation of COVID-19 containment policies and financial support by the government.
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Cohrssen, Caroline. "Considering Form and Function: A Commentary on the Review of the Early Years Learning Framework for Australia." Australasian Journal of Early Childhood 46, no. 3 (May 7, 2021): 216–23. http://dx.doi.org/10.1177/18369391211018518.
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An important milestone in early childhood education and care is reached in 2021 as Belonging, Being and Becoming: The Early Years Learning Framework for Australia is reviewed. The Early Years Learning Framework (EYLF) was groundbreaking. It has been influential in providing national guidelines around pedagogical principles, practice and learning outcomes for children. This commentary is intended to contribute to the wider conversation that is taking place this year. It proposes that a refined EYLF retains the focus on child-centredness and playful learning, and advocates for the structure of the revised document to include continua of learning and development. The provision of learning trajectories would assist early childhood educators to enact the planning cycle, meet National Quality Standard Quality Area 1, and thus potentially increase the learning outcomes for all children.
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Eyre, Harris A., Rob D. Mitchell, Will Milford, Nitin Vaswani, and Steven Moylan. "Portfolio careers for medical graduates: implications for postgraduate training and workforce planning." Australian Health Review 38, no. 3 (2014): 246. http://dx.doi.org/10.1071/ah13203.
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Portfolio careers in medicine can be defined as significant involvement in one or more portfolios of activity beyond a practitioner’s primary clinical role, either concurrently or in sequence. Portfolio occupations may include medical education, research, administration, legal medicine, the arts, engineering, business and consulting, leadership, politics and entrepreneurship. Despite significant interest among junior doctors, portfolios are poorly integrated with prevocational and speciality training programs in Australia. The present paper seeks to explore this issue. More formal systems for portfolio careers in Australia have the potential to increase job satisfaction, flexibility and retention, as well as diversify trainee skill sets. Although there are numerous benefits from involvement in portfolio careers, there are also risks to the trainee, employing health service and workforce modelling. Formalising pathways to portfolio careers relies on assessing stakeholder interest, enhancing flexibility in training programs, developing support programs, mentorship and coaching schemes and improving support structures in health services. What is known about the topic? Portfolio careers are well understood as a career structure in general business. However, in medicine little is known about the concept of portfolio careers, their drivers, benefits and risks. There are significant issues faced by the Australian junior medical workforce such as a need for diversified skill-sets (e.g. increased involvement in research, public health and leadership), low job satisfaction for junior doctors and an increasing emphasis of work-life balance and mental well-being. What does this paper add? This paper critically analyses the concept of portfolio careers in the postgraduate setting by critiquing literature on the international and national experiences in this field. This paper outlines potential benefits of portfolio careers requiring further research, such as a diversification in the workforce and improved job satisfaction. Risks include reducing the health service provision capacity of junior doctors and drawing doctors away from a medical career. What are the implications for practitioners? This paper has substantial educational and workforce implications for medical students, junior doctors and medical managers. For medical students and junior doctors this paper frames the possibilities in a medical career, as well as benefits and risks of aiming for a portfolio career in medicine. For medical managers, this paper suggests strategies for further research, enhancing workforce job satisfaction and potential pitfalls of increasing opportunities for medical portfolio careers.
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Phillips, Matthew W., and Charles W. Stahl. "International Trade in Higher Education Services in the Asia Pacific Region: Trends and Issues." Asian and Pacific Migration Journal 10, no. 2 (June 2001): 273–301. http://dx.doi.org/10.1177/011719680101000203.
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The expansion of trade and investment in the global economy since the 1980s has been accompanied by an associated growth in the international trade in education services, particularly higher education. In this paper we provide a detailed analysis of the expansion of higher educational mobility, measured by the burgeoning numbers of tertiary students going abroad to study. In particular, this paper investigates the increasing mobility of students from the Asia Pacific region undertaking study in Western Europe, North America and Australia. The paper argues that increasing international trade in education services in the Asia Pacific region reflects the strategic importance of these services to develop and maintain the long-term economic and social viability of these nations. Increasingly governments throughout the world now recognize the crucial role of education in fostering economic growth (especially in new knowledge-based sectors), personal and social development, as well as reducing inequality. Nations with well-established and prestigious higher education systems such as the United States, the United Kingdom and Australia have been the main beneficiaries of this growing trade in education services. These countries have been at the forefront of educational exports as they have led aggressive marketing campaigns to recruit new students as well as develop new methods of higher education provision and delivery. Further, this paper explores the positive and negative effects of student mobility, and the linkages between the internationalization of higher education and the professions. Finally, this study makes some suggestions for further research.
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Kradin, Nikolai. "Polytechnic edition published by graduates of Harbin Institute of Technology." проект байкал, no. 69 (November 13, 2021): 164–71. http://dx.doi.org/10.51461/projectbaikal.69.1869.
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This article discusses and analyzes the material relating to the life and creative activity of the former graduates of Harbin Institute of Technology, who came to Australia. The author analyzes the content of materials of all 17 journal issues published in 1969-2004. Examples of works by graduates of HIT who came to live in Russia, Europe, Australia and America are given; their memories about the institute, about the teachers and the educational process are analyzed. In particular, the author talks about five commemorative editions of Polytechnic devoted to the anniversaries of the HIT and the journal.
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Horrocks, Liz. "Partnerships Between Special Schools and Units and Regular Schools in South Australia." Australasian Journal of Special Education 27, no. 1 (2003): 18–28. http://dx.doi.org/10.1017/s1030011200024982.
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Special schools and units have traditionally provided programs and developed expertise for students with disabilities who have a wide range of educational needs. There is a reservoir of expertise and knowledge in special schools and units that could either formally or informally support the process of inclusion in regular schools. Twenty-four principals of special schools and coordinators of special units in South Australia completed a questionnaire to discover any partnerships that were occurring at the time, potential areas that could be developed, and factors that might promote or inhibit partnerships between regular and special schools. The study showed that some mainly informal involvement was occurring and the respondents were positively disposed to increasing this. Potential partnership areas that were identified were primarily around curriculum development. Participants stated that the success of this would depend on both regular and special schools having common aims, an open attitude and clarity of purpose and roles. Consideration would also need to be given to the provision of adequate incentives such as time and funding for joint planning to occur. A range of recommendations is discussed.
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Bairamian, David, Shinuo Liu, and Behzad Eftekhar. "Virtual Reality Angiogram vs 3-Dimensional Printed Angiogram as an Educational tool—A Comparative Study." Neurosurgery 85, no. 2 (February 2, 2019): E343—E349. http://dx.doi.org/10.1093/neuros/nyz003.
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Abstract BACKGROUND Three-dimensional (3D) visualization of the neurovascular structures has helped preoperative surgical planning. 3D printed models and virtual reality (VR) devices are 2 options to improve 3D stereovision and stereoscopic depth perception of cerebrovascular anatomy for aneurysm surgery. OBJECTIVE To investigate and compare the practicality and potential of 3D printed and VR models in a neurosurgical education context. METHODS The VR angiogram was introduced through the development and testing of a VR smartphone app. Ten neurosurgical trainees from Australia and New Zealand participated in a 2-part interactive exercise using 3 3D printed and VR angiogram models followed by a questionnaire about their experience. In a separate exercise to investigate the learning curve effect on VR angiogram application, a qualified neurosurgeon was subjected to 15 exercises involving manipulating VR angiograms models. RESULTS VR angiogram outperformed 3D printed model in terms of resolution. It had statistically significant advantage in ability to zoom, resolution, ease of manipulation, model durability, and educational potential. VR angiogram had a higher questionnaire total score than 3D models. The 3D printed models had a statistically significant advantage in depth perception and ease of manipulation. The results were independent of trainee year level, sequence of the tests, or anatomy. CONCLUSION In selected cases with challenging cerebrovascular anatomy where stereoscopic depth perception is helpful, VR angiogram should be considered as a viable alternative to the 3D printed models for neurosurgical training and preoperative planning. An immersive virtual environment offers excellent resolution and ability to zoom, potentiating it as an untapped educational tool.
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Clare, Michael. "The UK ‘Looking After Children’ Project: Fit for ‘out-of-home care’ practice in Australia?" Children Australia 22, no. 1 (1997): 29–35. http://dx.doi.org/10.1017/s1035077200008063.
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This paper, based on material previously presented at the ACWA Biennial Conference in Sydney, describes the design, development and implementation of the ‘Looking After Children’ practice and management materials in the UK. The paper traces the research and practice background to the trialing of these out-of-home care assessment and planning materials in the UK, where they are expected to be adopted and implemented by all statutory agencies by the end of 1998. The international interest in the Assessment and Action Record is supported by an exploration of the arguments for child-focussed assessment and planning for ‘placement as a process – not an event’. Finally there is coverage of the three recently completed pilot projects in Western Australia. An argument is made for the adoption and adaptation of these materials as potential practice standards for the ‘State as parent’.
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Sim, Jean. "Queen's Parks in Queensland." Queensland Review 19, no. 1 (June 2012): 15–26. http://dx.doi.org/10.1017/qre.2012.3.
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Queen's Park in Maryborough is one of many public gardens established in the nineteenth century in Queensland: in Brisbane, Ipswich, Toowoomba, Warwick, Rockhampton, Mackay, Townsville, Cairns and Cooktown. They were created primarily as places of horticultural experimentation, as well as for recreational purposes. They formed a local area network, with the Brisbane Botanic Garden and the Government Botanist, Walter Hill, at the centre – at least in the 1870s. From here, the links extended to other botanic gardens in Australia, and beyond Australia to the British colonial network managed through the Royal Botanic Gardens (RBG), Kew. It was an informal network, supplying a knowledge of basic economic botany that founded many tropical agricultural industries and also provided much-needed recreational, educational and inspirational opportunities for colonial newcomers and residents. The story of these parks, from the time when they were first set aside as public reserves by the government surveyors to the present day, is central to the history of urban planning in regional centres. This article provides a statewide overview together with a more in-depth examination of Maryborough's own historic Queen's Park.
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Vacca, Alessia. "Australia and Catalonia: a comparative study on the protection of minority languages from a legal standpoint. Education in the mother tongue. Is the language a factor of integration or a barrier?" Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, no. 1 (June 17, 2011): 335–46. http://dx.doi.org/10.12697/jeful.2011.2.1.22.
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This article is a comparative study of the education system in minority languages between Catalonia and Australia from a legal standpoint. Catalonia has a complex legislation: National Constitution, Statute of Autonomy, Regional Laws, a strong legal framework, a language always alive as a political instrumentto get the power. Australia has not a legal framework in this area and has a confused planning system. In Europe, the Council of Europe has been in charge of the protection of human rights.Australia signed and ratified some International Conventions which are not a strong legal basis to claim an education system in aborigines’ languages. The Catalan Law on Linguistic Normalizationn. 7 of 1983, replaced by the Law on Linguistic Policy n. 1 of1998, has, among the other purposes, also that to stimulate the use of Catalan as language of education in all levels of teaching.The school has a fundamental importance for the transmission of the culture of minorities. If the educational systems didn’t have any regime of teaching in the mother tongue all policies are not efficient.
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McLoughlin, Lynne. "The impact of planting for restoration of remnant bushland on its scientific and educational values: implications for conservation planning." Pacific Conservation Biology 3, no. 1 (1997): 27. http://dx.doi.org/10.1071/pc970027.
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Large amounts of time and money are currently being expended in "restoring" damaged bushland in many parts of Australia, particularly those remnants in or near large centres of population such as Sydney. This paper argues that it is time to critically examine policies and practices of bushland conservation for the range of bushland values they are serving. Since the introduction of minimum intervention "bush regeneration" in Sydney in the 1960s "restoration" has developed to encompass a much broader range of disturbed areas from lightly weed invaded bush to totally cleared sites, and there has been a blurring of distinctions between regeneration and other restoration practices. In particular, both restoration and regeneration now include planting as widely accepted practice. Focusing on New South Wales, particularly the Sydney region, this paper reviews the role of values in current conservation planning and bushland management in New South Wales, the development of "regeneration", and "restoration" and the nature of scientific and educational values of remnant bushland, and examines how the practice of planting in bushland is degrading those values. Alternative methods to achieve natural regeneration, particularly the use of fire, are discussed. The paper concludes with an emphasis on the importance of developing a planning process for bushland conservation and management which establishes significance based on its specific values, and adopts integrated objectives and strategies, policies and practices, to protect that significance and ensure that restoration does not degrade the values for which the bushland is being preserved and restored.
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Ainsworth, Frank. "Family preservation, family reunification and related issues: Recent news." Children Australia 26, no. 4 (2001): 29–35. http://dx.doi.org/10.1017/s1035077200010452.
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This paper sets the context for a review of family preservation and family reunification research by briefly noting the national and international crisis that currently surrounds foster care. It then presents the recent family preservation and family reunification research from the US and Australia. Some of this material is drawn from the book by Maluccio, Ainsworth and Thoburn (2000), ‘Child welfare outcome research in the United States, the United Kingdom and Australia’. The decision to focus on the US material stems from the fact that these terms originated there in the 1980s and this is where the major research studies are to be found The final comments focus on the re-emphasis on permanency planning and adoption, at least in New South Wales (NSW), and the implications of this for family preservation and reunification services.
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Munawar, Hafiz Suliman, Sara Imran Khan, Zakria Qadir, Yusra Sajid Kiani, Abbas Z. Kouzani, and M. A. Parvez Mahmud. "Insights into the Mobility Pattern of Australians during COVID-19." Sustainability 13, no. 17 (August 26, 2021): 9611. http://dx.doi.org/10.3390/su13179611.
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Coronavirus disease 2019 (COVID-19) is an infectious disease characterised by symptoms that are like the common cold. The current pandemic situation in anticipation of a vaccine has posed serious threats to the health and economic sectors of countries worldwide. To overcome the quick transmission of the virus, the government of Australia has also taken drastic measures to prevent its spread. These policies include an international and interstate travel ban, social distancing rules, lockdown, shutdown of educational institutes and work-from-home policies. Such rules have affected people on both behavioural and psychological levels. This study aims to analyse the effect of COVID-19 on Australian citizens, and therefore, the changed behaviour of citizens concerning their mobility patterns, transport preferences and shopping methods under the pandemic have been studied. A detailed literature search was adopted for gathering data related to the study theme, along with real-time evidence of changes in the behaviour of people following the pandemic. The socioeconomic impact of the pandemic on social inequality and thereby the effect on the vulnerable people of the population are also studied. Authentic surveys and statistical data are consulted to figure out how the new lifestyle choices of people will linger in the post-pandemic era. It was found that people in Australia have adopted the work-from-home regime, and new habits suiting the nationwide restrictions have become routine for many people.
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Fraser, Jennifer Anne, Marie Hutchinson, and Jessica Appleton. "Nurses’ experiences of home visiting new parents in rural and regional communities in Australia: a descriptive qualitative study." Journal of Children's Services 11, no. 3 (September 19, 2016): 204–16. http://dx.doi.org/10.1108/jcs-07-2015-0023.
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Purpose Child and family health (CAFH) services in Australia initially provide at least one nurse-home-visit following the birth of a child. Planning and referral then commences for the on-going provision of appropriate services to families. Unfortunately, services in rural and regional communities in Australia can be fragmented and poorly resourced. Little is known about CAFH nurses’ experiences of working with families in these communities. The purpose of this paper is to examine the way CAFH nurses work within a universal health service model that may be compromised by isolation, discontinuity and fragmentation. Design/methodology/approach Focus groups with 26 CAFH nurses from five rural, two regional and one urban community in New South Wales (NSW), Australia were conducted. A secondary, thematic analysis of the qualitative data were undertaken to reflect on change and continuity in the field of universal CAFH services. Analysis was driven by two key research questions: How do CAFH nurses experience their role in universal home-based CAFH services within rural and regional areas of Australia and, what unique factors are present in rural and regional areas that impact on their CAFH nursing role? Findings The experience of the CAFH nurses as presented by these data revealed a role that was family centred and concerned for the welfare of the family, yet compromised by the need to meet the disproportionately complex needs of families in the absence of a strong network of services. The opportunity to present the findings provides insight into the way in which families engage with available services in isolated communities. CAFH nurses in the study attempted to maintain service integrity by adapting to the unique context of their work. Originality/value It is important to understand the mechanisms through which CAFH nurses operate to work effectively with families referred to their service. This paper describes the way in which CAFH nurses work with families not meeting the threshold for more intensive and targeted home-visiting service delivery in rural and regional communities of NSW, Australia.
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Elliott, Anne, and Chris-Maree Sultmann. "Principles and processes for child protection decision-making: Queensland’s case management framework." Children Australia 23, no. 4 (1998): 9–14. http://dx.doi.org/10.1017/s1035077200008828.
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Many welfare authorities have developed detailed systems for the management of their initial response to child abuse reports. But what happens then? Less attention has been given to frameworks for the management of cases subject to on-going statutory intervention. The Queensland framework is unique in Australia – its methodology ensures an on-going client-focused response which integrates ‘bestpractice’ standards, accountability and dynamic planning and review until the child’s needs have been met.
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Angus, Jocelyn. "Leadership: a central tenet for postgraduate dementia services curricula development in Australia." International Psychogeriatrics 21, S1 (April 2009): S16—S24. http://dx.doi.org/10.1017/s1041610209008825.
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ABSTRACTBackground: In the next decades of the twenty-first century, the global aging of populations will challenge every nation's ability to provide leadership by qualified health professionals to reshape and improve health care delivery systems. The challenge for educators is to design and deliver courses that will give students the knowledge and skills they need to fill that leadership role confidently in dementia care services. This paper explores the ways in which a curriculum can develop graduates who are ready to become leaders in shaping their industry.Method: The Master of Health Science – Aged Services (MHSAS) program at Victoria University, Melbourne, Australia is applied as a case study to describe the process by which the concept of leadership is applied as the key driver in curriculum development, teaching practices and learning outcomes.Results: Evaluation instruments employed in a variety of purposes including teaching, curriculum planning and unit appraisal are discussed. Challenges for the future are proposed including the need for postgraduate programs in dementia to seek stronger national and international benchmarks and associations with other educational institutions to promote leadership and a vision of what is possible and desirable in dementia care provision.Conclusions: In the twenty-first century, effective service provision in the aged health care sector will require postgraduate curricula that equip students for dementia care leadership. The MHSAS program provides an established template for such curricula.
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Connell, John. "A Nation in Decline? Migration and Emigration from the Cook Islands." Asian and Pacific Migration Journal 14, no. 3 (September 2005): 327–50. http://dx.doi.org/10.1177/011719680501400304.
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The Cook Islands is the largest of several Pacific island microstates experiencing absolute population decline, raising questions over national viability. Since its peak of 21,300 in 1971 the population has almost halved, mainly through depopulation of the twelve outer islands. The population of the main island, Rarotonga, has remained constant. Decline has been particularly rapid following economic problems and restructuring in the mid-1990s, while return migration has been slight. Skilled migrants, especially health workers, have been most prone to migration, for educational, economic and social reasons, facilitated by unimpeded entry into Australia and New Zealand. Workers increasingly join the health system with the intention of subsequent migration. Both the education and health system are short of skilled workers, and service delivery is worsening. Economic growth through tourism may slow migration, but will not prevent it, and further overall population decline seems probable.
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Muthayya, Sumithra, Andrew Brown, Simone Sherriff, Darryl Wright, Tangerene Ingram, and Jacqueline Davison. "Applying Community-Based system Dynamics to Address Food Insecurity in Non-Remote Indigenous Populations in Australia." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 250. http://dx.doi.org/10.1093/cdn/nzaa043_101.
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Abstract Objectives There is a growing crisis of hunger and food inequality among Indigenous people in Australia who are increasingly urbanized. They experience substantially higher rates of food insecurity than the general population which impacts on diet-sensitive chronic disease risk and life expectancy. This project aimed to apply systems tools to identify systemic challenges to achieving food security and possible local actions to address the problem in two large Aboriginal communities. Methods A qualitative system dynamics method used group model building (GMB) in two regional and outer urban communities involving participants from Aboriginal Community Controlled Health Services, food relief charities, council, educational groups and some food industry partners in the two local areas. The GMB enabled the participants to consider all the connections between contributing factors, feedback and reinforcing loops to produce a map of food insecurity linked to the local food system. This project was done in collaboration with the Study of Environment of Aboriginal Resilience and Child Health (SEARCH), Australia's largest cohort study into the health of urban Aboriginal children. Results The GMB workshops resulted in causal loop diagrams that mapped the complexities of the food insecurity challenge. The maps highlighted the impact of low incomes and unemployment that influenced the communities’ ability to budget and afford healthy food, thereby leading to a reliance on convenience food outlets. This, in turn, influenced communities’ healthy food preferences, which negatively impacted on food security. Additionally, community education around healthy food choices, meal planning and financial literacy were factors that also directly impacted food security. A distinct loop reflected that a lack of coordination between agencies was leading to duplication and confusion about available food relief services and the ability to access these services. Conclusions These analyses elicited local understanding of the potential levers within the system to address food insecurity in Indigenous people. They are being used to develop community-level workplans to shift the high prevalence of food insecurity and its longer-term impact on preventable chronic disease. Funding Sources This work was funded by the Australian Prevention Partnership Centre and the Sax Institute, Sydney.
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Whitton, Diana. "Regular classroom practices with gifted students in Grades 3 and 4 in New South Wales, Australia." Gifted Education International 12, no. 1 (January 1997): 34–38. http://dx.doi.org/10.1177/026142949701200107.
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The Regular Classroom Practices Survey (RCPS) was conducted to determine the extent to which gifted and talented students received differentiated education in the regular classroom across New South Wales. This research paralleled work recently completed in the United States of America. The survey focused on information on the teachers, their classrooms and regions. Classroom practices, in relation to the curriculum modifications for gifted and average students, were analyzed. The survey sample was drawn from the three sectors of education, Government, Catholic and Independent schools, within the ten regions of New South Wales. This included 401 third and fourth grade teachers in government schools, 138 teachers in Catholic schools and 67 teachers in independent schools. The research questions that guided this study were: (1) Do teachers modify the curriculum content to meet the needs of gifted students? (2) Do teachers modify their instructional practices for gifted students? (3) Are there any organizational variations in planning to meet the educational needs of gifted children? (4) Are there differences in the types of regular classroom services provided for gifted students in relation to the type of school or region?
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Crichton, Jonathan, and Angela Scarino. "How are we to understand the ‘intercultural dimension’?" Australian Review of Applied Linguistics 30, no. 1 (January 1, 2007): 4.1–4.21. http://dx.doi.org/10.2104/aral0704.
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The internationalisation of education has become a major focus of international, national and institutional attention, reflected in a substantial and expanding literature on how internationalisation is manifested, how it might be promoted, its implications for areas such as government policy, strategic planning and management, educational quality, student mobility, teaching and learning, and the place of language and culture in teaching and learning. There is also general agreement in the literature on the need for internationalisation to include an ‘intercultural dimension’. In this paper, we examine how we are to understand the ‘intercultural dimension’ in higher education. Our approach is based on an analysis of current constructions of this dimension, to argue that these constructions are neither individually nor in combination capable of meeting the challenge of internationalisation. Drawing on recent studies undertaken at the University of South Australia, we propose culture as ‘intercultural’ as an alternative construction.
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Crichton, Jonathan, and Angela Scarino. "How are we to understand the ‘intercultural dimension’?" Australian Review of Applied Linguistics 30, no. 1 (2007): 4.1–4.21. http://dx.doi.org/10.1075/aral.30.1.02cri.
Full textAbstract:
The internationalisation of education has become a major focus of international, national and institutional attention, reflected in a substantial and expanding literature on how internationalisation is manifested, how it might be promoted, its implications for areas such as government policy, strategic planning and management, educational quality, student mobility, teaching and learning, and the place of language and culture in teaching and learning. There is also general agreement in the literature on the need for internationalisation to include an ‘intercultural dimension’.In this paper, we examine how we are to understand the ‘intercultural dimension’ in higher education. Our approach is based on an analysis of current constructions of this dimension, to argue that these constructions are neither individually nor in combination capable of meeting the challenge of internationalisation. Drawing on recent studies undertaken at the University of South Australia, we propose culture as ‘intercultural’ as an alternative construction.
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Schwenke, Helen, Susan Hudd, and David Vicary. "Sibling relationships in the care system: Attachment, separation and contact issues." Children Australia 31, no. 1 (2006): 5–11. http://dx.doi.org/10.1017/s1035077200010932.
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A number of key authors maintain sibling relationships are absolutely crucial when considering out-of-home care options, while policy derived from theory and practice must guarantee that the best interests of the child(ren) are taken into account. Furthermore, placing siblings together is most likely to be a protective factor against placement breakdown. This being the case, care plans should focus on ensuring sibling connectedness and the maintenance of emotional bonds into adulthood.This paper discusses current out-of-home care policy and practice in Western Australia which incorporates research from (1) attachment theory, (2) family structure, (3) cultural diversity, (4) development, (5) contact, (6) care planning, and (7) long-term care to provide guidance when considering siblings entering the out-of-home care system. The authors contend that this approach improves decision making practice and is consistent with new legislation — the Children and Community Services Act 2004, which is expected to be introduced in Western Australia on 1 March 2006, and which has as its underlying principle the best interests of the child.
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Buchanan, Michael T. "Teacher education: What Australian Christian schools need and what higher education delivers." International Journal of Christianity & Education 24, no. 1 (December 19, 2019): 96–107. http://dx.doi.org/10.1177/2056997119892642.
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The intersection between schools and the higher education institutions that prepare graduates for teaching in schools is driven by secular agendas. These agendas showcase knowledge transfer as a key indicator of effective learning and teaching. However, the preparation of graduate teachers for service in Christian schooling systems cannot be limited to an exclusive focus that places emphasis on knowledge transfer as a means to an end. Employers of teachers for Christian educational contexts, including Catholic education, desire teachers who are competent in their discipline area(s) and are able to draw confidently upon their Christian beliefs and values in a way that informs their professional work as educators. This article proposes that the intersection between higher education and schools needs to be navigated more effectively in the preparation of teachers for Christian schooling systems who are responsible for approximately one-third of the student population in Australia. The role of the teacher in Christian educational contexts is explored, drawing on practical theological insights into the teacher as Christian witness. Secular perspectives on effective teaching and learning in higher education teacher training courses are considered in the light of teacher preparation for Christian schooling systems. Approaches to teaching and providing opportunities for students to belong to a community in learning, as well as planning time for students to critically reflect on learning, are proposed as possible examples of how to help prepare teachers for service in Christian schooling systems.
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Vicary, David, Judy Tennant, Jade Santa Maria, and Sarah Wadley. "Children as decision makers." Children Australia 30, no. 4 (2005): 4–10. http://dx.doi.org/10.1017/s1035077200010853.
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Involving children and young people in planning, decision making and the evaluation of services and programs inevitably raises the eyebrows of adults working in the areas of service delivery, program development and policy formulation. Some adults may question young people’s ability to see the ‘big picture’ and to make decisions, and even their right to be engaged in the first place. In challenging these ideas, the Western Australian Office for Children and Youth established a Children’s Advisory Group (CAG) in 2004 – the first of its kind to be created within the Western Australia Government, and one of the first such groups to be set up in Australia.The current Children’s Advisory Group (CAG) is a diverse group often primary school children aged 9-12 years from the Perth metropolitan area. They are actively involved in all aspects of the Office’s operation. The CAG has been evaluated throughout its inaugural year of operation, both in terms of process and impact, and has been found to have a significant impact upon government policy and practice. This paper will outline the process for the establishment and implementation of a CAG and the evaluation of a CAG on government policy. It will highlight evaluation findings and discuss future directions.
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Gilbert, Cecily, Kathleen Gray, Kerryn Butler-Henderson, and Ann Ritchie. "Digital Health and Professional Identity in Australian Health Libraries: Evidence from the 2018 Australian Health Information Workforce Census." Evidence Based Library and Information Practice 15, no. 1 (March 12, 2020): 38–58. http://dx.doi.org/10.18438/eblip29640.
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Abstract
Objective – This research aimed to examine the characteristics of the current health library professional workforce in Australia. The study also sought to explore the areas of health library competency domains and job functions that may reflect progress toward a specialized digital health information capability.
Methods – Health librarians’ responses to the May 2018 Australian Health Information Workforce Census were analysed and compared with results obtained in earlier census counts. The health librarian characteristics were also compared with other health information occupations included in the Census.
Results – There were 238 usable health librarian responses. These indicate that the health librarian workforce continues to be a comparatively mature population, with substantial experience, increasing involvement in data- and technology-intensive functions, high levels of professional association membership, and participation in continuing education activities. Notably there are emerging role titles and job functions which point to a greater digital health focus in the changing work realm.
Conclusion – The health librarian workforce has adapted its skills, in line with the increased digital emphasis in health information work. However, as with other health information occupational groups, it is possible that health system planners and funders are not aware of librarians’ current functions and skills. This mature workforce may undergo significant attrition and consequent loss of expertise in the next decade. Continued advocacy and strategic planning around these factors with workforce, healthcare quality, and educational organizations will be required.
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O'Sullivan, Belinda, Helen Hickson, Rebecca Kippen, Donna Cohen, Phil Cohen, and Glen Wallace. "A Framework to Guide the Implementation of Best Practice Clinical Learning Environments in Community General Practice: Australia." International Journal of Environmental Research and Public Health 18, no. 4 (February 4, 2021): 1482. http://dx.doi.org/10.3390/ijerph18041482.
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Clinical education/training is increasingly being expanded to community general practice settings (primary care clinics led by doctors). This plays an important role in developing a skilled “primary-care ready” workforce. However, there is limited information to guide the implementation of high-quality learning environments suitable for the range of general practices and clinical learners they oversee. We aimed to develop a consensus-based framework to address this. A co-design participatory action research method involved working with stakeholders to agree a project plan, collect and interpret data and endorse a final framework. As a starting point, an initial draft framework was adapted from an existing framework, the Best Practice Clinical Learning Environment (BPCLE) Framework. We gathered feedback about this from a national GP Supervisor Liaison Officer Network (SLON) (experienced GP clinical supervisors) during a 90-minute face-to-face focus group. They rated their agreement with the relevance of objectives and elements, advising on clear terminology and rationale for including/excluding various components. The resulting framework was refined and re-tested with the SLON and wider GP educational stakeholders until a final graphically designed version was endorsed. The resulting “GP Clinical Learning Environment” (GPCLE) Framework is applicable for planning and benchmarking best practice learning environments in general practice.
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Robotin, Monica C., Jack Wallace, Gisselle Gallego, and Jacob George. "Hepatitis B and Liver Cancer: Community Awareness, Knowledge and Beliefs of Middle Eastern Migrants in Sydney, Australia." International Journal of Environmental Research and Public Health 18, no. 16 (August 12, 2021): 8534. http://dx.doi.org/10.3390/ijerph18168534.
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Chronic hepatitis B (CHB) is a significant global health challenge given an increasing morbidity and inadequate public health response, Migrant populations are primarily affected by CHB in industrialised countries, and while more than 7% of Australians with CHB were born in Africa or the Middle East, little is known of their awareness or knowledge of viral hepatitis and its impact. This qualitative study, using semi-structured interviews with Assyrian and Arabic community leaders and focus groups (FG) with 66 community members sought to identify hepatitis and liver cancer knowledge and awareness among local Arabic and Assyrian-speaking communities in Western Sydney. Interviews were thematically analysed, with findings framing the topics for the FGs which were analysed using a framework analysis. Themes identified across both methods included limited awareness or knowledge of viral hepatitis or liver cancer, stigma associated with both conditions, variable levels of health literacy and trust in medical practitioners, and fear that receiving “bad news” would deter people from seeking care. Preferred sources of health information were family doctors, family members, the internet and the ethnic media. The study gave valuable information for the design of an educational program and provided useful information for the planning of culturally appropriate hepatitis screening and treatment services for these communities.
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Scarino, Angela. "A rationale for acknowledging the diversity of learner achievements in learning particular languages in school education in Australia." Describing School Achievement in Asian Languages for Diverse Learner Groups 35, no. 3 (January 1, 2012): 231–50. http://dx.doi.org/10.1075/aral.35.3.01sca.
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In school languages education in Australia at present there is an increasing diversity of languages and learners learning particular languages that results from a greater global movement of students. This diversity builds on a long-established profile of diversity that reflects the migration history of Australia. It stands in sharp contrast to the force of standardisation in education in general and in the history of the development of state and national frameworks for the learning of languages K-12 in Australia and indeed beyond. These frameworks have characteristically generalised across diverse languages, diverse learner groups and diverse program conditions, in particular, the amount of time made available for language learning. In addition, in the absence of empirical studies of learner achievements in learning particular languages over time, the development of such frameworks has drawn primarily on internationally available language proficiency descriptions [such as the American Council for the Teaching of Foreign Languages (ACTFL), the International Second Language Proficiency Rating Scale (ISLPR), and more recently the Common European Framework of Reference (CEFR)] that were developed primarily to serve reporting and credentialing rather than learning purposes. Drawing on a description of the current context of linguistic and cultural diversity and on a brief characterisation of the history of curriculum and assessment framework development for the languages area, I provide a rationale for acknowledging in the development and use of frameworks (i.e. descriptions of achievements) the diversity of languages that comprise the languages learning area in Australia and, in particular, the diverse learner groups who come to their learning with diverse experiences of learning and using particular languages. The Student Achievement in Asian Languages Education (SAALE) study provides an example of the development of descriptions of achievement that are sensitive to these dimensions of context. I discuss the rationale for such context-sensitive descriptions in relation to their potential purposes and uses at the language policy and planning and educational systems level, at the teaching and learning level, and in ongoing research.
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Khoshbakht, Maryam, Zhonghua Gou, Xiaohuan Xie, Baojie He, and Amos Darko. "Green Building Occupant Satisfaction: Evidence from the Australian Higher Education Sector." Sustainability 10, no. 8 (August 15, 2018): 2890. http://dx.doi.org/10.3390/su10082890.
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Universities spend billions of dollars on green buildings as a sustainability commitment. This research investigates occupant satisfaction with indoor environmental quality (IEQ), building design (BD), and facilities management (FM) in five highly ranked green higher educational buildings in the subtropical climate of Australia, in comparison to nine non-green counterparts. The results disclose that the green building users were more consistently satisfied than the non-green building users with BD&FM elements, such as design, needs from facilities, building image, cleaning, the availability of meeting rooms, and storage. On the other hand, the study revealed weaknesses of green buildings in IEQ, such as noise, ventilation, and artificial lighting. The individual environmental control positively correlated with satisfaction in non-green buildings, but did not significantly affect satisfaction in green buildings. This study also identified the influences of non-environmental factors on occupant satisfaction, such as gender, age, sitting close to a window, hours spent in the building and in the workstation, and the number of people sharing office space. The research provides evidence and guidance for investing in, designing, and managing green educational facilities.
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Mainwaring, Debra. "Educational Psychologists as advocates of children in out of home care: An innovative program model that empowers young people and the adults who support them." Educational and Child Psychology 31, no. 1 (March 2014): 101–23. http://dx.doi.org/10.53841/bpsecp.2014.31.1.101.
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Life Without Barriers, a specialist foster care agency, are funding a Collaborative Education Program in partnership with Edmund Rice Education Australia Youth +. This paper aims to share some of the practice that gives a voice to the children and young people who have experienced trauma, abuse and neglect and have been placed in out of home care. Casework illustrations serve to reveal how the voice of the child is included in measures of participation, well-being and achievement that inform their Education Support Plans. Given the evidence of the impact of trauma on language development non-verbal methods of monitoring are used to explore the child’s perceptions of: what context is most likely to engage them using the Preferences for Activities for Children flashcards and pictorial Likert scales; how their attachment to the carer is developing using video recordings of structured play sessions with carers; sandtray and symbol work when creating trauma narratives; and iPad applications to scaffold emotional expression, social problem solving, transition planning and literacy and numeracy interventions. The program model is limited by recent government financial cutbacks in addition to the scarcity of educational and developmental psychologists in Queensland and its expansion to a national model requires a creative, facilitative model of leadership and strategic social investment in the local community.
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Pinchuk, Olha, and Alla Prokopenko. "Actual areas of development of digital competence of officers of the Armed Forces of Ukraine." Educational Dimension 57, no. 5 (December 9, 2021): 89–108. http://dx.doi.org/10.31812/educdim.4720.
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The purpose of the study is to find ways to solve the current problem of improving the military education system. The needs in the formation and development of digital competencies of military management officers in different competence areas were studied: information and data literacy, communication and collaboration, digital content creation, safety and problem solving are studied. Possession of a high level of competence in these areas, according to the authors, significantly affects the professional development of officers during their military careers. The attention is focused on the possibility of implementing transdisciplinary integration in the system of advanced training of officers of the Armed Forces of Ukraine. The subject of the study, among other things, was the formation of readiness to use STEM-technologies in professional activities. The study reviewed modern STEM-approaches in the educational process and analyzed the experience of countries such as the United States, Australia, China, Britain, Israel, Korea, Singapore. The results of the survey among the students of advanced training courses at The National Defence University of Ukraine named after Ivan Cherniakhovskyi are highlighted. In particular, the attitude and needs of military management officers to training and professional development were clarified; identified their educational interests. In particular, the need for effective ownership of tools for planning and organizing project work, analysis and evaluation of achieved results is identified.
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Ainsworth, Frank. "Social injustice for ‘at risk’ adolescents and their families." Children Australia 24, no. 1 (1999): 14–18. http://dx.doi.org/10.1017/s103507720000897x.
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For the last twenty-five years, in Australia and in most western type countries, the planning of services for children and families has been strongly influenced by a series of ideological concepts. These concepts are: deinstitutionalization, normalization, least restrictive environment, mainstreaming, minimal intervention, and diversion. Together they are the central tenets of a paradigm (CTP) currently used by policy makers and human service planners. This paper argues that the use of the CTP has had an unintended negative impact. It has lead to the neglect of the most difficult ‘at risk’ adolescents and their families. What we have is a situation where services of sufficient power, intensity and duration (PID) needed by this group are not favoured since they do not conform to the CTP. For ‘at risk’ adolescents and their families this is socially unjust.
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Brdnik Juhart, Petra, and Barbara Sicherl Kafol. "Music Teachers’ Perception of Music Teaching at the Stage of Early Adolescence." Center for Educational Policy Studies Journal 11, no. 3 (September 28, 2021): 97–118. http://dx.doi.org/10.26529/cepsj.1092.
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Based on the descriptive method of qualitative educational research, the present study explores music teaching at the stage of early adolescence in terms of general-school music teachers’ viewpoints on factors defining the planning and implementation of music teaching. The study was based on qualitative analysis of data gathered in interviews with 18 teachers from nine countries (Slovenia, Argentina, Australia, USA, Turkey, Poland, Russia, Italy and Germany). The research found that music teaching based on authentic musical communication through the activities of playing, creating and listening to music was favoured by the interviewees. Among the factors affecting the presentation of music teaching at the stage of early adolescence, the quality of curricular bases and the professional competence of music teachers were emphasised. In this context, the research findings showed that music curricula in the international context do not provide a suitable curricular base for the implementation of music teaching. The problem becomes especially salient when the competences of music teachers are insufficient for the transference of the curricular platform to musical praxis through authentic ways of musical teaching. The research findings provide an insight into the complexity of the factors involved, including authentic music teaching, the music curriculum and teachers’ competences, which determine the planning and implementation of music teaching at the stage of early adolescence. In addition, the findings provide a basis for further research in a broader context and for the development of guidelines for curricular updates and the modernisation of music education in general schools.
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Kang, Kyung Im, and Jaewon Joung. "Outcomes of Consumer Involvement in Mental Health Nursing Education: An Integrative Review." International Journal of Environmental Research and Public Health 17, no. 18 (September 16, 2020): 6756. http://dx.doi.org/10.3390/ijerph17186756.
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This integrative review analyzed the research on consumer involvement in mental health nursing education in the last decade. We aimed to derive the main contents, methods, and outcomes of education using consumer involvement for mental health nursing students. We searched six electronic databases using English and Korean search terms; two authors independently reviewed the 14 studies that met the selection criteria. Studies on the topic were concentrated in Australia and some European countries; most of them used a qualitative design. The main education subject was recovery, and consumers tended to actively participate in education planning. Moreover, students’ perceptions about education using consumer involvement and people with mental health problems changed positively, as well as their experiences of participating in mental health nursing education. There is a lack of interest in the topic in Asian countries, including Korea. Thus, future studies in Asian countries are needed to conduct qualitative and in-depth explorations of students’ experiences regarding an educational intervention that uses consumer involvement as a tool rigorously designed for mental health nursing education. Consumer involvement can be an innovative strategy to produce high-quality mental health nurses by minimizing the gap between theory and practice in the undergraduate program.
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Briscoe, John. "The Harvard Water Federalism Project – process and substance." Water Policy 16, S1 (March 1, 2014): 1–10. http://dx.doi.org/10.2166/wp.2014.001.
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This Special Edition of Water Policy is one outcome of an innovative educational and research project, the Harvard Water Federalism Project, designed to train a new generation of students from a wide variety of disciplines to address the growing challenge of water security. This paper describes the core ideas behind the project, namely the creation of a new generation of ‘specialized integrators’ and that of exposing students to the wisdom of ‘thinking practitioners’. The paper describes the particular water problem chosen, namely that of the infrastructural and institutional challenges involved with the development and management of water in large rivers (the Colorado, Indus, Mississippi, Murray–Darling and São Francisco) in federal countries (Australia, Brazil, Pakistan and the United States). The paper serves as an overview to the basin papers written by multi-disciplinary student teams, and draws some general lessons from this comparative analysis.