Journal articles: 'Federal aid to education Australia'

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Lehmann, Caitlyn. "Editorial." Children Australia 42, no. 4 (November 29, 2017): 225–29. http://dx.doi.org/10.1017/cha.2017.44.

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Among the plethora of minor parties fielding candidates in Australia's 2016 federal election was a relative newcomer called Sustainable Australia. Formed in 2010 and campaigning with the slogan ‘Better, not bigger’, the party's policy centrepiece calls for Australia to slow its population growth through a combination of lower immigration, changes to family payments, and the withdrawal of government agencies from proactive population growth strategies (Sustainable Australia, n.d.). At a global level, the party also calls for Australia to increase foreign aid with a focus on supporting women's health, reproductive rights and education. Like most minor parties, its candidates polled poorly, attracting too few votes to secure seats in the Senate. But in the ensuing months, the South Australian branch of The Greens broke from the national party platform by proposing the aim of stabilising South Australia's population within a generation (The Greens SA, 2017). Just this August, Australian business entrepreneur Dick Smith launched a ‘Fair Go’ manifesto, similarly calling for reductions in Australia's population growth to address rising economic inequality and a “decline in living standards” (Dick Smith Fair Go Group, 2017).

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Welch, Anthony. "Another Missed Opportunity? Underfunding Australian Higher Education." International Higher Education, no. 91 (September 2, 2017): 17. http://dx.doi.org/10.6017/ihe.2017.91.10037.

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In the context of a long period of underfunded highereducation in Australia, the latest federal budget will do nothing to address theproblem. While the worst elements of former proposals were averted, the shifting ofmore of the burden of repaying student loans on to students, as well as failing tofund the full costs of research, and, in addition, imposing further “‘efficiencydividends”’ on higher education institutions, will only add to institutionalpressures to diversify income, increasing international student fees.

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Welch, Anthony. "Another Missed Opportunity? Underfunding Australian Higher Education." International Higher Education, no. 91 (September 2, 2017): 17–18. http://dx.doi.org/10.6017/ihe.2017.91.10130.

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In the context of a long period of underfunded highereducation in Australia, the latest federal budget will do nothing to address theproblem. While the worst elements of former proposals were averted, the shifting ofmore of the burden of repaying student loans on to students, as well as failing tofund the full costs of research, and, in addition, imposing further “‘efficiencydividends”’ on higher education institutions, will only add to institutionalpressures to diversify income, increasing international student fees.

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Ponce, Omar A., José Gómez-Galán, and Nellie Pagán-Maldonado. "Qualitative research in education." IJERI: International Journal of Educational Research and Innovation, no. 18 (December 19, 2022): 278–95. http://dx.doi.org/10.46661/ijeri.5917.

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Since it entered education in the mid-20th century, qualitative research has been a well-established methodology among educational researchers. Its strength lies in its nature, scope, and methodological flexibility to understand education's cultural, social, political and moral phenomena. Between the 1970s and 1980s, the relevance and superiority of quantitative vs. qualitative research in education were debated in academic forums. The paradigm debate was so intense that it reached political discussions. In 2002, the National Research Council (NRC) of the United States of America recommended the Federal Department of Education the exclusion of qualitative research from federal funds because it was not considered scientific research. A similar situation was observed in England and Australia. Since then, qualitative research has continued to develop as a model of educational research with the support of private funds. This paper revisits qualitative education research and examines its developments to reposition itself as a legitimate model of scholarly research in a political-scientific era.

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English, Bill. "The Tertiary Education Advisory Commission (TEAC) reforms." Journal of Management & Organization 12, no. 1 (June 2006): 68–77. http://dx.doi.org/10.1017/s1833367200004168.

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In this article Bill English, New Zealand's Shadow Minister for Education, tells the story of New Zealand's tertiary education policy development over the past several years. His perspective comes from time in government and from time in opposition. He concludes with the lessons to be learnt, and his prognosis of the main issues to be confronted by that tertiary sector, in the years to come. The lessons to be learnt are just as valuable for the Australian sector as they are for New Zealand academicians.In this article, Polytechnics are the equivalent of the old Colleges of Advanced Education in Australia, or roughly between the TAFE and university sectors. MMP (mixed member proportional) is the proportional system of electing the New Zealand Parliament. This system is similar to the method by which Australians elect their federal Senate. A Wananga is a tertiary institution set up by statute to focus on the educational needs of Maori.

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English, Bill. "The Tertiary Education Advisory Commission (TEAC) reforms." Journal of Management & Organization 12, no. 1 (June 2006): 68–77. http://dx.doi.org/10.5172/jmo.2006.12.1.68.

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In this article Bill English, New Zealand's Shadow Minister for Education, tells the story of New Zealand's tertiary education policy development over the past several years. His perspective comes from time in government and from time in opposition. He concludes with the lessons to be learnt, and his prognosis of the main issues to be confronted by that tertiary sector, in the years to come. The lessons to be learnt are just as valuable for the Australian sector as they are for New Zealand academicians.In this article, Polytechnics are the equivalent of the old Colleges of Advanced Education in Australia, or roughly between the TAFE and university sectors. MMP (mixed member proportional) is the proportional system of electing the New Zealand Parliament. This system is similar to the method by which Australians elect their federal Senate. A Wananga is a tertiary institution set up by statute to focus on the educational needs of Maori.

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Kim, Yeon. "A Comparative Study on the Education of Prospective Principals in Australia and Canada." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (September 30, 2022): 215–35. http://dx.doi.org/10.22251/jlcci.2022.22.18.215.

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Objectives This study attempted to find implications for qualification training for secondary school principals in Korea by examining specific examples of education systems and contents for fostering principals in Australia and Canada. Methods The research method is a comparative study through literature analysis, and for this purpose, in the case of Korea, the principal qualification training curriculum of the Korea Teachers’ University’s General Training Institute was analyzed along with related laws. Australia and Canada investigated documents related to the training of principals by the Federal and State Departments of Education, and analyzed the leadership course at Monash University and the principal qualification program at University of Toronto as examples. Results Australia presents principal professional standards and principal training curriculum design guides at the national level, and the state desings education to foster new principals based on this, and the operating institutions(university, etc) refer to them to operate the curriculum. Choice subjects vary depending on the learner’s previous experience and deal with macro-level leadership. Canada does not have a unified principal professional standard at the federal level, but individual states establish a theoretical system and develop a standardized curriculum to operate the same course in all educational institutes. The same five modules are divided into two parts, theory-centered and practice-centered, and repeatedly deepened. Conclusions Through principal training in Australia and Canada, implications such as the development of a theoretical system that can be the basis for principal qualification training, selective education based on learner context, research on future-oriented education and principal training system and content were found.

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Weber, Leanne. "From state-centric to transversal borders: Resisting the ‘structurally embedded border’ in Australia." Theoretical Criminology 23, no. 2 (December 20, 2018): 228–46. http://dx.doi.org/10.1177/1362480618819795.

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In this article, I present new research that extends our understanding of the ‘structurally embedded border’ by identifying acts of resistance to restrictive federal policies perpetrated by providers of health and education services for asylum seekers in Australia. Situating the analysis within the theorization of borders, rather than the politics of resistance, reveals that opportunities for resistance are inherent within borders themselves, and arise from their performative and contested nature. Efforts to ‘fill gaps’ in service provision undermine federal policies aimed at attrition; while avoiding incorporation into networks of information exchange thwarts the expansion of the federal surveillance apparatus. While the transformative impact of these efforts appears to be dwarfed by the massive in/exclusionary powers of the federal state, these multiple acts of resistance create transversal borders of their own that in small, often temporary, and yet significant, ways begin to redraw the boundaries of inclusion from within.

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O'Brien, John M. "The Collective Organization of Australian Academic Staff 1949-1983." Journal of Industrial Relations 35, no. 2 (June 1993): 195–220. http://dx.doi.org/10.1177/002218569303500201.

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This paper examines the development of the collective organization of academic staff in the Australian higher education sector. This examination tests the relevance of the claim that the arbitration system largely rendered powerless those organizations designed to 'bring comfort, security, peace of mind' to society as well as to union members. The paper argues that the development of academic unionism was both a reflection of shifts in state policy on higher education and the changing consciousness of academic staff. Further, industrial registration was sought because it was perceived that it would strengthen the organizational effectiveness of academic unionism. Finally, the paper contests the view that the achievement of federal registration by academic staff organizations represented the beginning of the adoption of an industrial relations model in institutions of higher education in Australia.

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McMahon, Samantha. "Literature Review: What can we learn from the Childcare and Early Education Literature?" Children Australia 40, no. 1 (March 2015): 87–90. http://dx.doi.org/10.1017/cha.2014.48.

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Samantha McMahon is a final year Social Work student who has completed her studies at Deakin University and had the unusual final fieldwork experience of being in the office of the Federal Member for Bendigo, Lisa Chesters MP, where she was able to observe political processes at work, visit Canberra and conduct a research study to inform the Australian Labor Party's interest in early childhood care and education. Lisa Chesters MP is the co-chair of the Parliamentary Friendship of Early Childhood and the secretary of the ALP Social Policy Caucus committee. The following is a review of the literature based on the research Samantha conducted. This demonstrates that we have quite a long way to go in Australia if we are to gain the benefits other countries have had from their early childhood service system.

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Hayden, Jacqueline. "Caveat Australia? Child Care under a Neo-conservative Agenda: A Canadian Example." Australasian Journal of Early Childhood 22, no. 3 (September 1997): 1–6. http://dx.doi.org/10.1177/183693919702200302.

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The recent swing towards a more conservative (Liberal) federal political agenda in Australia parallels similar trends in Canada. A basic tenet of this neo-conservative approach is the reduction of education, health and welfare budgets, along with tax cuts to encourage business and corporate development. Policies are presented within a free market, user pays, corporate framework. Program reductions are justified through an anti professional/reduced government philosophy. This paper analyses the development of the child care system in one province of Canada. The analysis demonstrates that, despite manifold distributions to the child care system, the lack of a constitutional dimension has left the program vulnerable. In the uproar over larger programs, the dismantling of a public system of child care is proceeding quietly and with little protest. Analyses of the activities that predicated this demise present a warning as comparable circumstances arise in Australia.

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Capano, Giliberto. "Federal Dynamics of Changing Governance Arrangements in Education: A Comparative Perspective on Australia, Canada and Germany." Journal of Comparative Policy Analysis: Research and Practice 17, no. 4 (September 30, 2014): 322–41. http://dx.doi.org/10.1080/13876988.2014.952530.

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Ecker, S., A. Karafilis, and R. Taylor. "Challenges of the Blackwood Basin, Western Australia." Water Science and Technology 43, no. 9 (May 1, 2001): 37–44. http://dx.doi.org/10.2166/wst.2001.0504.

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Growing concern about the declining state of the catchment and river led to the formation of the Blackwood Basin Group in 1992. Funded primarily by the Natural Heritage Trust and using the river as the focus, the group aims to provide leadership and support to achieve sustainable management of natural resources in the catchment. Through an Integrated Catchment Management approach, the Blackwood Basin Group has managed a range of projects to improve the community's understanding and management of the Blackwood River and its catchment. A number of research, education, demonstration and on-ground action activities relating to river management have been undertaken in partnership with community and local, state and federal government organisations. Activities include demonstrations and evaluations of riparian restoration, funding riparian restoration activities, protection of high conservation value remnant vegetation, a flood risk study, zone action planning and monitoring the condition of the river and its tributaries.

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Barblett, Lennie, and Gillian Kirk. "National Quality Standard in Schools: Leadership Enabling Power and Agency." Australasian Journal of Early Childhood 43, no. 3 (September 2018): 43–51. http://dx.doi.org/10.23965/ajec.43.3.05.

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THE POLITICAL IMPERATIVE that underscores the quest for continuous improvement and quality provision of early childhood education and care in Australia has seen the unparalleled development of a federal policy framework for children's services. The Council of Australian Governments (COAG) agreed to a National Quality Framework (NQF) and, as part of this, the National Quality Standard (NQS) was developed to drive continuous improvement and set a national benchmark for the provision of children's services outside the schooling sector. The Western Australian Minister for Education required not only prior-to-school children's services to meet the NQS, but also the early years of school that cater for children aged four years to eight years (Kindergarten to Year 2). This research project followed the journey of four schools that implemented the NQS in 2016, in the first year of mandatory use. A case study approach using qualitative methods of individual and focus group interviews of principals, teachers, teaching assistants and Department of Education consultants was undertaken. The data was analysed by the coding of common themes and by completing a cross-case synthesis. Leadership was the most common theme for successful implementation of the NQS. This paper reports on the aspects of leadership across multiple layers that represented the involvement of Department of Education consultants, principals and staff at four public schools. Essentially, the NQS increased staff power and agency, and united their vision for continuous quality improvement that contributes to the national quality agenda for children.

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Rushbrook, Peter. "Bringing Cinderella to the ball: constructing a federal system of technical and further education in Australia, 1971–1975." Journal of Educational Administration and History 42, no. 1 (January 22, 2010): 33–54. http://dx.doi.org/10.1080/00220620903462140.

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Komesaroff, Linda R. "Denying Claims of Discrimination in the Federal Court of Australia: Arguments against the Use of Native Sign Language in Education." Sign Language Studies 7, no. 4 (2007): 360–86. http://dx.doi.org/10.1353/sls.2007.0024.

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McAllister, Ian. "Party Elites, Voters and Political Attitudes: Testing Three Explanations for Mass-Elite Differences." Canadian Journal of Political Science 24, no. 2 (June 1991): 237–68. http://dx.doi.org/10.1017/s0008423900005072.

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AbstractThe extent of differences in mass-elite political opinion and their theoretical implications have long been a source of interest to democratic theorists. Early classical democratic theorists saw education as the solution to mass-elite political differences, with an educated mass public displaying the same support for democratic institutions as their elite counterparts. By contrast, the later democratic elitists saw little that would reduce mass-elite differences. More recently, modern elite theorists have argued that elites are more polarized on political issues than mass publics, and that political conflict can be moderated by the ability of elites to downplay potentially divisive issues. Using Australia as a case study, these three approaches to mass-elite political differences are analyzed using a matched survey of voters and candidates conducted at the Australia 1987 federal election. The results show little support for education as a factor reducing mass-elite differences and point to the democratic elitists' argument that mass-elite political differences are fixed and enduring. In line with modern elite theories, the results also confirm the existence of more intense issue polarization among elites than among voters, and elites' ability to control the issues that reach the political agenda.

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PFUELLER, SHARRON L. "Role of bioregionalism in Bookmark Biosphere Reserve, Australia." Environmental Conservation 35, no. 2 (June 2008): 173–86. http://dx.doi.org/10.1017/s0376892908004839.

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SUMMARYBioregionalism claims that interaction between the biophysical and human components of a region generates place-based environmental and social understanding and concern, which lead to locally shared power and responsibility in cooperative land management and governance. The Man and the Biosphere Programme's Seville Strategy calls for local community participation in a multi-stakeholder ecosystem-based approach to conservation, but it is unclear if tenets of bioregionalism play a role in its implementation. Bookmark Biosphere Reserve (BBR) in Australia has substantially succeeded in scientific research and monitoring, conservation, environmental education and sustainable land-use initiatives. Aspects of bioregionalism (for example recognition of the region's unique identity, local community sense of responsibility, integration of local knowledge, presence of motivated local leaders and cooperative community-based management through a network of groups) have contributed to success. Other crucial factors were funding, technical and scientific information and support from government agencies, leadership from members of state and federal government and from private philanthropic foundations, community capacity-building for sustainable land management and availability of volunteers from outside the region. Nevertheless, conflict arose in relation to governance, originating from the recognized difficulties of reconciling a diversity of allegiances, motivations, management styles and personalities, and resulted in division of BBR into two, one section being managed largely through the private sector and community volunteers, the other (renamed Riverland Biosphere Reserve) coordinated by a committee with more diverse affiliations. Bioregionalism can play a role in biosphere reserves but motivations and resources of external public and private organizations are also vital. Avoiding weaknesses of bioregional approaches requires greater attention to social aspects of environmental management. Governance structures and processes need to be inclusive, flexible and equitable in decision making and access to funds. They should support both agency and community-initiated activities and include conflict resolution mechanisms.

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Brennan, Marie. "Steering teachers." Journal of Sociology 45, no. 4 (November 24, 2009): 339–59. http://dx.doi.org/10.1177/1440783309346473.

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Changes in public sector management need to be unpacked for different sectors to understand their impact in a particular country. This article focuses on the governance of the feminized profession of teaching in Australia, the single largest professional grouping in the country. Neoliberal assumptions have been built into teachers’ work through policy change in three related ‘waves’. The first wave in the 1980s installed managerialism in public education by recentralizing curriculum policy, establishing ‘self-managing’ schools, and downsizing infrastructure. The second wave in the 1990s steered teachers’ work through federal intervention into curriculum, and individualization of teachers’ work in contexts of marketization; this wave consolidated a national political role in education. The third wave in the 2000s emphasized the codification of knowledge through establishment of standards and criteria for teacher employment and promotion. The article concludes that the governance efforts to steer teachers’ work by neoliberal assumptions have been significantly, but not totally, effective.

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Whatman, Susan, Roberta Thompson, and Katherine Main. "The recontextualisation of youth wellbeing in Australian schools." Health Education 119, no. 5/6 (July 5, 2019): 321–40. http://dx.doi.org/10.1108/he-01-2019-0003.

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Purpose The purpose of this paper is to suggest how well-being messages are recontextualized into school-based contexts from an analysis of national policy and state curricular approaches to health education as reported in the findings of two selected case studies as well as community concerns about young people’s well-being. Design/methodology/approach A cross-sectional review of Australian federal and state-level student well-being policy documents was undertaken. Using two case examples of school-based in-curricular well-being programs, the paper explores how discourses from these well-being policy documents are recontextualized through progressive fields of translation and pedagogic decision making into local forms of curriculum. Findings Pedagogic messages about well-being in Australia are often extra-curricular, in that they are rarely integrated into one or across existing subject areas. Such messages are increasingly focused on mental health, around phenomena such as bullying. Both case examples clearly demonstrate how understandings of well-being respond to various power relations and pressures emanating from stakeholders within and across official pedagogic fields and other contexts such as local communities. Originality/value The paper focusses on presenting an adaptation of Bernstein’s (1990) model of social reproduction of pedagogic discourse. The adapted model demonstrates how “top-down” knowledge production from the international disciplines shaping curriculum development and pedagogic approaches can be replaced by community context-driven political pressure and perceived community crises. It offers contemporary insight into youth-at-risk discourses, well-being approaches and student mental health.

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Lysenko, E., E. Polovneva, L. Timofeeva, K. Fedotovskih, V. Chistyakova, and A. Yur'eva. "Research of Educational Programs in the Trending Areas of Economics for University Integration to the International Educational Space: Case of the Ural Federal University named after the First President of Russia B.N. Yeltsin." Management of the Personnel and Intellectual Resources in Russia 11, no. 5 (November 24, 2022): 43–53. http://dx.doi.org/10.12737/2305-7807-2022-11-5-43-53.

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The article is devoted to the monitoring study of educational programs offered by the world's leading universities in the most popular fields today: energy, computer and engineering sciences, human resource management. The master's degree programs of universities included in the QS World University Rankings and additional educational courses presented on the international Coursera platform were selected as the basis for comparative analysis. The role of internationalization in university practice is considered from the point of view of the strategic direction of development and increasing the competitiveness of the university in the world market of educational services. The features of educational programs successfully implemented in the conditions of internationalization of education in Russia and various parts of the world – Europe, Asia, America, Australia – are determined. It is revealed that the development of internationalization of Russian education takes into account the peculiarities of domestic regions and is carried out in line with global trends, which allows maintaining and developing competitiveness among foreign universities. Practical recommendations are formulated for the formation of a strategy for the integration of the Ural Federal University named after the first President of Russia B. N. Yeltsin into the international educational space, maintaining and improving its competitiveness within the framework of the internationalization of educational programs.

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Liddell, Max, and Chris Goddard. "Protecting children or political priorities?: The role of governments at Woomera." Children Australia 27, no. 3 (2002): 26–32. http://dx.doi.org/10.1017/s1035077200005174.

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In March 2002 the authors notified all the children living in the Woomera Detention Centre to South Australia's child protection system, in an effort to ensure that the well-being of those children was protected. An investigation was conducted; serious problems at Woomera were identified; and the relevant South Australian Minister asked the Federal Minister for Immigration for ‘new guidelines’ for the centre. Then silence descended.In this article, the authors detail the reasons for their notifications and outline the events which followed. The Federal Government criticised the report of the investigation by SA child protection workers, and there is no indication of any action taken on it. In explaining the ensuing silence the authors refer to their understanding of the contents of a Memorandum of Understanding between the Federal and South Australian Governments. This memorandum, it is believed, ensures no further information about Woomera will be revealed. Further, the memorandum appears to leave the Federal Government with total responsibility for follow-up action. The South Australian Government seems to have surrendered its responsibility in this regard. Given the lack of action, the authors question whether both levels of government could be in breach of South Australia's Children's Protection Act 1993.

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Fasoli, Lyn, and Bonita Moss. "What Can We Learn from ‘Innovative’ Child Care Services? Children's Services Purposes and Practices in Australia's Northern Territory." Contemporary Issues in Early Childhood 8, no. 3 (September 2007): 265–74. http://dx.doi.org/10.2304/ciec.2007.8.3.265.

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This article explores the diversity of services designed for young children currently operating in Australia in remote Northern Territory (NT) Indigenous communities as a provocation for the renewal and revitalisation of mainstream (typical Australian conventional, Western values oriented and urban-based) child care services. Australian society has accepted a standardised model of child care and conceptualised it as a service designed primarily for parents who work. It has become remarkably uniform in look, nature and purpose, regardless of where it is located. The article refers specifically to ‘Innovative’ Indigenous Children's Services (the term ‘Innovative’ refers to a federally funded government initiative called the ‘Innovative Child Care Scheme’, an initiative stemming from the 1992–96 National Child Care Strategy) as a new kind of children's space in the child care landscape. The authors reflect on the findings of recent research which explored what could be learned from remotely located Indigenous children's services staff, particularly in relation to the important questions the research raised for the social agendas and public policies that underpin development and theory currently shaping mainstream centre-based long day care programs.

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Briggs, Freda. "Child sexual abuse and the legal system." Children Australia 32, no. 2 (2007): 4–7. http://dx.doi.org/10.1017/s1035077200011512.

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When Australia signed the UN Convention on the Rights of the Child in 1990, federal and state governments agreed, under Article 19, to create appropriate legislation and all necessary social and educational measures to protect children from all forms of abuse and exploitation and provide treatment and social support for victims and their carers. Seventeen years later, Australian child advocates are wondering where those services are, especially for those outside state capital cities. More importantly, where is the justice system that protects children and caters for victims of sexual abuse?Australia, in common with other former British colonies, inherited the Westminster adversarial system, described by Mallon and White (1995, p. 50, cited in McGrath 2005) as:

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O'Toole, Kevin, Adrian Schoo, and Andrea Hernan. "Why did they leave and what can they tell us? Allied health professionals leaving rural settings." Australian Health Review 34, no. 1 (2010): 66. http://dx.doi.org/10.1071/ah09711.

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The aim of this paper is to explore the lack of retention of allied health professionals in rural areas in Victoria, Australia. A structured telephone interview was used to elicit responses from 32 allied health professionals from south-west, central-west and north-east Victoria about their working experiences and reasons for resignation. The data revealed that work experiences in rural areas can be summarised within three domains: organisational, professional and personal/community. Under the organisational domain the participants were mainly focussed on the way in which their work arrangements require them to be both more generalist in their approach to day-to-day work, and more expansive in shouldering management style functions in the workplace. Under the professional domain there were three major issues; clinical, career and education/training. The personal/community domain focussed on issues to do with their affinity for their workplace as well as their location in a rural place. The attempts by government to address some of the leading factors for retention of allied health professionals are perhaps too narrowly focussed on the public sector and could encompass a wider approach. What is known about the topic?Although recruitment and retention of allied health professionals in rural areas is widely discussed, the professionals have not been interviewed about their experiences once they have left rural employment. What does this paper add?This paper provides detailed insights into the reasons why allied health professionals leave their positions in rural areas and the positive and negative aspects of living and working in a rural area. The results of this study contribute to the development of better policy models for recruitment and retention of allied health professionals in rural areas. What are the implications for practitioners?The factors that influence whether allied health professionals stay or leave rural areas is of concern for health policy makers at state and federal levels. This paper provides information for the extension and development of programs to attenuate rural leakage of professionals.

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Chubb, John E. "Excessive Regulation: The Case of Federal Aid to Education." Political Science Quarterly 100, no. 2 (1985): 287. http://dx.doi.org/10.2307/2150657.

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Taylor, ZW, and Ibrahim Bicak. "What is the FAFSA? An adult learner knowledge survey of student financial aid jargon." Journal of Adult and Continuing Education 25, no. 1 (January 24, 2019): 94–112. http://dx.doi.org/10.1177/1477971418824607.

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Although adult learners (aged 25–34) have comprised over 33% of all enrolled students in US institutions of higher education, researchers have consistently found adult learners are under-supported by federal and institutional financial aid, leading these students to experience high dropout rates and low graduation rates. To better understand what adult learners understand about the process of applying for federal student aid, this study captured nationally representative survey data from 813 adult learners applying to four-year, bachelor’s degree-granting US institutions of higher education in Fall 2018. A financial aid jargon survey was written to assess what financial aid jargon terms are unfamiliar or confusing to adult learners. Results suggest some adult learners understand financial aid jargon, but many reported jargon as unfamiliar and confusing, such as Free Application for Federal Student Aid, master promissory note, entrance counseling, data retrieval tool, and non-filer’s statement. Implications for research and practice are addressed.

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Walsh, Rosalind L., and Jennifer L. Jolly. "Gifted Education in the Australian Context." Gifted Child Today 41, no. 2 (February 26, 2018): 81–88. http://dx.doi.org/10.1177/1076217517750702.

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The context in which gifted education operates in Australia provides for differing levels of identification and services. Lacking a federal mandate or funding, states and territories are responsible for addressing the needs of gifted students. Australia contributes to the gifted education research literature, focusing on acceleration, gifted girls, and teacher attitudes. The impacts of a relatively new national curriculum and assessment program have yet to be assessed in terms of their impact on gifted children. This article includes an overview of the policies, models, and barriers facing gifted education in Australia.

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O’Brien, John. "Book Review: The Australian Education Union: From Federal Registration to National Reconciliation." Journal of Industrial Relations 43, no. 3 (September 2001): 354–56. http://dx.doi.org/10.1111/0022185601043003010.

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Bower, Kevin P. "“A favored child of the state”: Federal Student Aid at Ohio Colleges and Universities, 1934–1943." History of Education Quarterly 44, no. 3 (2004): 364–87. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00014.x.

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Higher education scholars are familiar with the close relationship between American higher education and the federal government after World War II. The G.I. Bill and Cold War concerns for maintaining the nation's technological advantage made the federal government the major benefactor of postsecondary growth. The seismic shifts of that era, though, tend to overshadow earlier developing ties between the federal government and the colleges and, more specifically, the roots of direct federal aid to college students. This article seeks to redress that problem by exploring the subtle ways that federal aid became integrated into the visions and plans of the leaders of American higher education in the years prior to World War II. By examining New Deal Era college aid at a variety of institutions of higher education in the state of Ohio, we can uncover how the earlier courtship between the federal government and the colleges helped clear the way for later, more profound changes.

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Mumper, Michael, Lawrence Gladieux, and Arthur Hauptman. "The College Aid Quandary: Access, Quality, and the Federal Role." Journal of Higher Education 68, no. 1 (January 1997): 115. http://dx.doi.org/10.2307/2959940.

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Volosnikova, L. M., V. I. Zagvyazinskiy, E. A. Kukuev, L. V. Fedina, and O. V. Ogorodnova. "The convergence of the concepts of academic and inclusive excellence at research universities." Education and science journal 23, no. 4 (April 18, 2021): 43–78. http://dx.doi.org/10.17853/1994-5639-2021-4-43-78.

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Introduction. In the 21st century, there is an active involvement of universities in inclusive processes; however, against the backdrop of increasing diversity, new types of inequality arise in higher education. The processes of transformation of organisational cultures in universities and their research agenda under the influence of inclusion need to be studied.The aim of the present research was to analyse the convergence of concepts of academic and inclusive excellence in foreign universities of the world level, the impact of convergence on their missions, the values expressed in official strategies, the research agenda and the infrastructure of scientific collaborations.Methodology and research methods. The authors conducted a content analysis of three strategies of world-class University associations (the Association of American Colleges and Universities, the Association of Universities in Canada, the League of European Research Universities), nine strategies for the development of universities in the USA and Canada, the European Union, and Australia. A scientometric analysis of Web of Science metadata was performed using the VOSViewer software.Results and scientific novelty. The current research confirms the convergence of values of academic excellence and inclusion in research universities. It is revealed that the concept of inclusive excellence of the university is an enriched version of its academic excellence and denotes a set of university strategies and practices aimed at achieving the best results in training, research and services through maintaining diversity and inclusive processes. The world's leading universities are actively involved in the process of creating an inclusive friendly environment and services, which are accessible to all members of the educational process, regardless of their social status and development characteristics. When universities reach academic heights, they recognise inclusion as the next level of their development. In turn, inclusion becomes a factor in the movement of the university towards academic excellence. The key characteristics and contradictions of the convergence of the concepts of inclusive and academic excellence of universities are identified. The local models of inclusive excellence of universities and the contexts, which influence these models, are described. The gaps between educational policies and research agendas of leading universities are revealed. The clusters of international studies on inclusive processes in higher education are highlighted.Practical significance. Russian universities, which implement the federal programme for improvement of international competitiveness based on the values of academic excellence, are developing in accordance with global trends. Therefore, the model of inclusive excellence of the university can be used in practical terms to implement inclusive strategies and overcome social inequality both at the university and outside of it within the framework of a new educational initiative of Russia on academic leadership.

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Sazama, Gerald W. "Has Federal Student Aid Contributed to Equality in Higher Education?." American Journal of Economics and Sociology 51, no. 2 (April 1992): 129–47. http://dx.doi.org/10.1111/j.1536-7150.1992.tb03343.x.

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Anderson, Lee W. "The No Child Left Behind Act and the legacy of federal aid to education." education policy analysis archives 13 (April 4, 2005): 24. http://dx.doi.org/10.14507/epaa.v13n24.2005.

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The No Child Left Behind Act of 2001 (NCLB) builds on a tradition of gradually increasing federal involvement in the nation's public school systems. NCLB both resembles and differs from earlier federal education laws. Over the past five decades, conservatives in Congress softened their objections to the principle of federal aid to schools and liberals downplayed fears about the unintended consequences of increased federal involvement. The belief in limited federal involvement in education has been replaced by the presumption by many legislators that past federal investments justify imposing high stakes accountability requirements on schools.

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Kelchen, Robert. "Campus-Based Financial Aid Programs: Trends and Alternative Allocation Strategies." Educational Policy 31, no. 4 (September 22, 2015): 448–80. http://dx.doi.org/10.1177/0895904815604213.

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Two federal campus-based financial aid programs, the Supplemental Educational Opportunity Grant (SEOG) and the Federal Work-Study Program (FWS), combine to provide nearly US$2 billion in funding to students with financial need. However, the allocation formulas have changed little since 1965, resulting in community colleges and newer institutions getting much smaller awards than long-standing private colleges with high costs of attendance. I document the trends in campus-level allocations over the past two decades and explore several different methods to reallocate funds based on current financial need while limiting the influence of high-tuition colleges.

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LaSota, Robin R., Joshua R. Polanin, Laura W. Perna, Megan J. Austin, Rebecca R. Steingut, and Melissa A. Rodgers. "The Effects of Losing Postsecondary Student Grant Aid: Results From a Systematic Review." Educational Researcher 51, no. 2 (November 3, 2021): 160–68. http://dx.doi.org/10.3102/0013189x211056868.

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With the goal of informing federal and state policy makers in a time of budget constraints, we used a systematic review methodology to identify and summarize findings from studies that examined the effects of losing grant aid due to policy changes and students’ failure to meet renewal requirements. Studies reviewed in this policy brief show negative effects on student outcomes when grant aid is reduced or eliminated. While results vary, this general conclusion applies when grant aid is reduced or eliminated from programs that differ in scope (federal and state), eligibility requirements (merit and need), and award amounts. This brief illuminates the importance of maintaining grant aid funding for college student enrollment, persistence, achievement, and completion. Especially in context of other pandemic-related stressors, reducing need-based grant aid will likely exacerbate declines in college enrollment, progression through college, and degree completion for vulnerable students.

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Davis, Dannielle Joy, Lisa Celeste Green-Derry, and Brandon Jones. "The impact of federal financial aid policy upon higher education access." Journal of Educational Administration and History 45, no. 1 (February 2013): 49–57. http://dx.doi.org/10.1080/00220620.2013.730502.

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Jenkinson, Josephine, and Lyn Gow. "Integration in Australia: A Research Perspective." Australian Journal of Education 33, no. 3 (November 1989): 267–83. http://dx.doi.org/10.1177/168781408903300306.

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In spite of the lack of supporting research data, those responsible for education throughout Australia at both federal and state levels have released policies on integration; and there is a trend towards moving students with disabilities out of special education facilities into regular school settings. This paper reviews the findings of Australian research on integration, identifies deficiencies, and points to future directions that research might take if integration is to proceed with the backing of relevant data. A major deficiency is seen in available statistical information, so that it is difficult to estimate the real impact of integration on education systems. Although studies so far reveal some success in integration of disabled students, this depends on individual characteristics, on early educational experiences, and on the provision of support services in the school. Attitudes of school staff are generally positive towards the concept of integration, but this is conditional on the availability of adequate resources and support. Several areas for future research are identified, including longitudinal research, individual case studies, and action-based projects.

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Unks, Gerald. "The Illusion of Intrusion: A Chronicle of Federal Aid to Public Education." Educational Forum 49, no. 2 (June 30, 1985): 133–56. http://dx.doi.org/10.1080/00131728509335830.

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Patrick Leonard, W. "The college aid quandary: Access, quality, and the federal role." Economics of Education Review 17, no. 4 (October 1998): 441. http://dx.doi.org/10.1016/s0272-7757(98)00020-x.

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Traber, M. "Funding Sources for Visually Impaired Students in Higher Education." Journal of Visual Impairment & Blindness 81, no. 10 (December 1987): 472–76. http://dx.doi.org/10.1177/0145482x8708101006.

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Update of a summary of financial aid programs available from national blindness agencies, state vocational rehabilitation agencies, and the federal government. Application procedures and contact addresses are listed.

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Mendoza, Pilar, Jesse P. Mendez, and Zaria Malcolm. "Financial Aid and Persistence in Community Colleges: Assessing the Effectiveness of Federal and State Financial Aid Programs in Oklahoma." Community College Review 37, no. 2 (September 23, 2009): 112–35. http://dx.doi.org/10.1177/0091552109348045.

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Hansen, C. K. "The Development of Aboriginal Education." Aboriginal Child at School 17, no. 1 (March 1989): 41–52. http://dx.doi.org/10.1017/s0310582200006611.

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Over the past 15 years the voice of protest in Australia has come to be linked synonymously with the black Australian. The nation’s indigenous people have progressively united and, in the strength of unity and growth of support for their claims, have met increasingly resistant Federal and State governments. Unfortunately, the “land rights” issue has dominated the public Aboriginal doctrine, preventing white Australians from being exposed to and appreciating the other important needs and opinions Aboriginal people have.One of these needs is an education system sympathetic to: past, failed attempts at educating indigenous people; the importance of Aboriginal culture as a socio-cultural identifier and educational issue; and the needs Aboriginal children have in terms of curriculum and pedagogy. These fundamental elements are the counterpoints from which any study of the development of Aboriginal education, within Australia, must proceed.

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Lin, Ching-Hui, Victor M. H. Borden, and Jyun-Hong Chen. "A Study on Effects of Financial Aid on Student Persistence in Dual Enrollment and Advanced Placement Participation." Journal of College Student Retention: Research, Theory & Practice 22, no. 3 (January 19, 2018): 378–401. http://dx.doi.org/10.1177/1521025117753732.

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Despite concerted efforts to increase participation in advanced placement (AP) and dual credit (DC) programs, their efficacy remains unexplored. Drawing upon St. John’s model as the conceptual framework, this study employed a discrete-time event history analysis to examine the interplay between forms of financial aid and persistence toward degree completion for students participating in DC and AP programs and enrolling in a large, multicampus, Midwestern, U.S. University. First-time, first-year baccalaureate degree-seeking students who began studies in Fall 2012 were tracked for 4 years. The findings suggest that many factors are significantly related to college success, including student demographics such as race (especially Latino identity), first-generation status, housing status, socioeconomic status, and dependency status; high school performance, AP/DC participation, and SAT or ACT scores; and financial aid, such as Pell and federal grant aid and institutional grant programs. Results suggest that receiving Pell and federal grant aid and institutional grant-in-aid consistently and significantly attenuated the risks of student departure. In relation to prematriculation college-level credits, AP participants were more likely to receive institutional grant programs, whereas DC participants were more likely to have student loans. These findings have implications regarding the efficacy of DC/AP programs in regard to their interplay with financial aid systems in affecting persistence outcomes.

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Daele, Henk Van, Thomas Vitullo-Martin, and Bruce Cooper. "Separation of Church and Child. The Constitution and Federal Aid to Religious Schools." European Journal of Education 26, no. 1 (1991): 91. http://dx.doi.org/10.2307/1502876.

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Lyons, Michael, and Meg Smith. "Children's Services, Wages and Workchoices." Australasian Journal of Early Childhood 32, no. 3 (September 2007): 26–32. http://dx.doi.org/10.1177/183693910703200305.

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IN MARCH 2006 the Industrial Relations Commissions of New South Wales and Queensland utilised their equal-remuneration wage-fixing principles to address the gender undervaluation of childcare work. In doing so the tribunals explicitly rejected employer arguments used in the past to limit increases in award rates of pay for childcare workers. While these decisions were thought to have a wide ranging impact on a significant area of feminised work, their influence is likely to be short-lived. The introduction of the Howard Government's new federal workplace relations system under the WorkChoices legislation provides employers with the opportunity to reargue the NSW and Queensland equal-remuneration cases. This opportunity is facilitated by the operation of the award ‘rationalisation’ process and the determination of minimum wages and classification scales by the new Australian Fair Pay Commission. Some employers are utilising these opportunities to argue for cuts to the award wages of childcare workers, both in nominal and real terms. In this context it is difficult to conclude that the federal WorkChoices wage-fixing system is a fair system.

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Smith, Margaret E. "Focus on Australia." British Journal of Occupational Therapy 52, no. 2 (February 1989): 59–60. http://dx.doi.org/10.1177/030802268905200209.

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The Tenth World Congress of the World Federation of Occupational Therapists will be held in Melbourne, Australia, in April 1990; advance publicity has been published in the December 1988 issue of this Journal. This article summarises a recent visit to Australia to attend the 15th Federal Conference of the Australian Association of Occupational Therapists. It is hoped that it will encourage as many therapists as possible from the United Kingdom to start planning now to take the opportunity not only to attend a very important World Congress, but also to visit a country where occupational therapy is developing rapidly in areas of great interest to us, for example, in postgraduate education, in community care, and in industrial and consultancy services. Those who can find a way of attending this Congress are guaranteed a stimulating and enriching experience which will undoubtedly influence the future of our profession.

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Baker, Bruce D., Mark Weber, and Drew Atchison. "Weathering the storm: School funding in the COVID-19 era." Phi Delta Kappan 102, no. 1 (August 25, 2020): 8–13. http://dx.doi.org/10.1177/0031721720956839.

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The COVID-19 pandemic is creating a crisis in state and local budgets, potentially leaving many schools to face budgetary declines even as they’ve had to transform the way they serve their students, particularly those who are most vulnerable. Bruce Baker, Mark Weber, and Drew Atchison offer four recommendations for mitigating the looming fiscal crisis. 1) Provide a robust federal aid package; 2) Consider tax increases; 3) Distribute state aid equitably; and 4) Cancel aid programs that favor affluent districts.

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Safitri, Lis. "CONTEMPORARY EDUCATION IN AUSTRALIA: WELLBEING EDUCATION AT BALCOMBE GRAMMAR SCHOOL MOUNT MARTHA VICTORIA." Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan 23, no. 1 (June 30, 2020): 33. http://dx.doi.org/10.24252/lp.2020v23n1i4.

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Abstract:Australian schools paid a great attention to the students’ wellbeing at school. This study aimed to explain wellbeing education in Australia with Balcombe Grammar School as a sample of the study. This research was qualitative research using descriptive method. The primary data had been collected through interview, documentation, and observation at Balcombe Grammar School (BGS) Mount Martha, Victoria in 2017. The data had been analyzed using Miles and Huberman framework. The result showed that wellbeing education in Australia was instructed by the Australian Government, organized by the school, and helped by independent institutions named KidsMatter, MindMatters, and CASEL. Balcombe Grammar School had some programs on wellbeing education, such as the golden time, circle time, faith and wellbeing classes, pastoral care classes, and health classes. These programs were not only conducted as part of BGS curriculum but also integrated into the teaching instruction in all of the subjects and daily life at school.Abstrak:Sekolah-sekolah di Australia telah memberikan perhatian yang cukup besar terhadap pendidikan wellbeing para siswa. Penelitian ini bertujuan untuk menjelaskan pendidikan wellbeing di Australia dengan mengambil Balcombe Grammar School sebagai sampel penelitian. Penelitian ini merupakan penelitian kualitatif dengan menggunakan metode deskriptif. Pengumpulan data dilaksanakan dengan metode wawancara, dokumentasi, dan observasi di Balcombe Grammar School (BGS) Mount Martha, Victoria pada tahun 2017. Data dianalisis dengan model analisis Miles dan Huberman. Hasil penelitian menunjukkan bahwa pendidikan wellbeing di Australia diatur oleh Pemerintah Federal Australia, dijalankan oleh masing-masing sekolah, dan dibantu oleh lembaga independen yang bernama KidsMatter, MindMatters, dan CASEL. Balcommbe Grammar School memiliki beberapa program dalam mengembangkan pendidikan wellbeing di sekolah, misalnya golden time, circle time, faith and wellbeing classes, pastoral care classes, dan health classes. Program-program tersebut tidak berjalan secara parsial melainkan terintegrasi di kelas dalam pelajaran lain serta dalam kehidupan keseharian selama jam sekolah berlangsung.

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Hodge, Emily M. "School Desegregation and Federal Inducement: Lessons From the Emergency School Aid Act of 1972." Educational Policy 32, no. 1 (March 18, 2016): 86–116. http://dx.doi.org/10.1177/0895904816632608.

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This study uses the example of the Emergency School Aid Act of 1972, a federal desegregation incentive program, to discuss the benefits and challenges of equity-oriented incentives. This study applies theories of policy instruments and the social construction of target populations to congressional records, archival program materials, and other historical sources to trace the origin and evolution of the incentives and mandates built into the Emergency School Aid Act. The study ultimately concludes that the program’s combination of a financial incentive with rigorous oversight offers lessons for how to incorporate equity-oriented incentives into current education policy.

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Journal articles on the topic 'Federal aid to education Australia'

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