Academic literature on the topic 'In-service courses'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'In-service courses.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "In-service courses"

1

Turner, Peter. "In-Service Courses for All." British Journal of Special Education 8, no. 2 (June 15, 2007): 31–32. http://dx.doi.org/10.1111/j.1467-8578.1981.tb01430.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Wu, Ming-Ta, Show-Yu Lin, Ya-I. Cho, and Hui-Huang Chen. "The Service-Learning Courses in Ilan University to Promote Nanotech’s Popular Science Education." International Journal of Information and Education Technology 5, no. 11 (2015): 814–17. http://dx.doi.org/10.7763/ijiet.2015.v5.617.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Jones-Eversley, Sharon D., Diane M. Harnek Hall, and Cynthia M. Vejar. "Appreciative Inquiry in Service-Learning Courses." Journal of Baccalaureate Social Work 23, no. 1 (January 1, 2018): 77–90. http://dx.doi.org/10.18084/1084-7219.23.1.77.

Full text
Abstract:
Service-learning provides an opportunity for BSW students to actively apply course concepts in the field. Experiential learning can transform abstract theories that substantiate multidimensional contexts into practical scenarios in the field. Although service-learning courses are encouraged, faculty workload concerns and the need for guided, structured experiences deter many faculty members from participating. Appreciative inquiry, a strategy focused on using strengths to build solutions in agencies, can provide a framework for student assignments that entail student-group work with community agencies and communities. Using this framework, BSW students and instructors can co-create a learning experience through planned and structured interactions with community agencies. An explanation of appreciative inquiry and its utility in the service-learning classroom are presented.
APA, Harvard, Vancouver, ISO, and other styles
4

Cassel, Lillian, Doris Lidtke, Barbara Owens, and John Beidler. "Trends in service courses (panel session)." ACM SIGCSE Bulletin 17, no. 1 (March 1985): 318. http://dx.doi.org/10.1145/323275.323398.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Crookall, Philip. "A Strategy for In‐Service Courses." British Journal of In-Service Education 14, no. 1 (December 1987): 61–63. http://dx.doi.org/10.1080/0305763870140113.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Collins, Jude. "In‐Service Courses: Teachers know best." British Journal of In-Service Education 17, no. 1 (January 1991): 69–74. http://dx.doi.org/10.1080/0305763910170112.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lyons, Robert E. "065 USING THE SERVICE COURSE CONCEPT IN HORTICULTURE." HortScience 29, no. 5 (May 1994): 437c—437. http://dx.doi.org/10.21273/hortsci.29.5.437c.

Full text
Abstract:
An undergraduate “Service Course” generally presents principles of a particular discipline in an uncomplicated manner needing no prerequisites. The target audience is typically students majoring outside the service course department or undeclared majors. The primary motives behind service courses are recruitment from within the university, providing non-mjors with a broad appreciation for a discipline, and providing graduate students with classroom teaching/management experience. `The structure, dynamics, success, and adaptability of “Indoor Plants,” a Virginia Tech Horticulture service course enrolling approximately 400 students per year, will be discussed. Comparisons with other service courses will be made.
APA, Harvard, Vancouver, ISO, and other styles
8

Solovey, Mykola. "IN-SERVICE TEACHER TRAINING COURSES: ORGANIZATIONAL COMPONENTS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (September 28, 2017): 121–29. http://dx.doi.org/10.25128/2415-3605.17.2.17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Waldner, Leora S., and Debra Hunter. "Client-based Courses: Variations in Service Learning." Journal of Public Affairs Education 14, no. 2 (September 2008): 219–39. http://dx.doi.org/10.1080/15236803.2008.12001521.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Yoshida, Masami. "Study on Dissemination of Scholarly Papers with Open Source Options about Regional in-Service Courses." International Journal of Information and Education Technology 6, no. 7 (2016): 550–54. http://dx.doi.org/10.7763/ijiet.2016.v6.749.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic "In-service courses"

1

Mniki, Felicia Nobesuthu Vuyiswa. "A critical analysis of the in-service education courses offered at Trinset, with particular reference to Geography." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003356.

Full text
Abstract:
The aim of establishing the Transkei Teachers’ In- Service College (Trinset) in 1986 by the former Transkei Department of Education, was to alleviate the problem of inappropriately qualified teachers. This problem was seen as impacting negatively on the performance of matriculation candidates in the final examinations. In the twelve years since the college’s inception there has been no formal evaluation, this despite the perception of the importance of evaluation as an integral part of planning and implementation for any educational endeavour (Mc Naught, Taylor & O’Donoghue, 1990). This study analyses the courses offered at Trinset with particular reference to the subject of Geography. The aim is to explore how best these courses can support educators in the light of the current changes in South African education. The analysis of the in-service courses used a multifaceted approach guided by the participatory principle underlying Fourth Generation Evaluation. The analysis of the in-service courses offered by Trinset, in particular by the Geography Department, has served to raise questions and to highlight issues that are seen as particularly valuable in the reconfiguration of Trinset that is part of the current educational transformation process in South Africa in terms of the provision of in-service education.
APA, Harvard, Vancouver, ISO, and other styles
2

Gravani, Maria. "From courses to processes : teachers' and tutors' experiences and perceptions of an in-service training course in Greece." Thesis, University of Bristol, 2003. http://hdl.handle.net/1983/81145c29-15fc-4aa1-8d98-080c20bf6bbf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ibrahim, N. A. "In-service courses and teachers' professionality : the implementation of K.B.S.R. in Malaysia." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233000.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Massey, S. W. "Investigation of the in-service performance of crushed rock aggregates in bituminous macadam wearing courses in S.W. England." Thesis, University of Hertfordshire, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370943.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Tracy, Elizabeth Joan. "Innovators in the Classroom: In-service Teachers Creating and Implementing Non-Band, -Choir, and -Orchestra Courses in Their High Schools." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1523004518027062.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lawrence, Elaine M. "Technology Integration and Pre-service Teacher Training: The Effectiveness of Embedding Technology Use in Three Pre-Methods Courses." NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/659.

Full text
Abstract:
Graduates of teacher education programs are expected to have acquired the skills necessary to implement technologically integrated curricula into the classroom. Many colleges of education require pre-service teachers to either enroll in an introductory computer course to acquire fundamental computer skills or a separate educational technology course that integrates the computer skill training with classroom integration skills. This requirement is gradually evolving into integrating technology into some of the required education coursework. The approach needs to go beyond minimal exposure to skills acquired in introductory computer sciences courses and modeling of instruction within education courses. Pre-service teachers need to experience integrated technology as students as one step in gaining a perspective on how to design integrated technology lessons that they will be expected to implement as part of state education standards. A constructivist approach to the integrated technology experience allows pre-service teachers to develop knowledge, skill, and insight into how technology can be effectively utilized in the classroom. This research was designed to identify specific skills and define constructivist methods for inclusion of technology into the pre-methods education curriculum that would help prepare pre-service teachers to effectively infuse technology into their lesson plans. Research indicates that anxiety levels decrease and self-efficacy levels increase in pre-service teachers who experience integrated technology skill training during methods and student teaching semesters. Recommendations indicated that these skills should be introduced into education course work earlier in the undergraduate program. This study measured and compared the self-efficacy and confidence levels of pre-service teachers who had participated in an introductory computer course to those who had participated in pre-methods education courses with constructivist-based technology integration approaches. This was accomplished by surveying education majors enrolled in the required introductory computer science course and students in each of the three required core education courses. No significant difference was noted in most areas of understanding how technological tools can enhance teaching between pre-service teachers who acquired and/or practiced technological skills as part of a discovery learning approach in education classes to those who experienced only computer skills training.
APA, Harvard, Vancouver, ISO, and other styles
7

West, Tessa Renae. "Current Trends in the Availability and Requirement of Learning Technology Courses for Pre-Service Educators at US Universities." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248462/.

Full text
Abstract:
This multi-faceted research study examined the current approach of educational technology courses and how integrating modern learning technologies into curriculum effectively is addressed in pre-service education programs at U.S. universities. The primary goal was to explain the current trends in the reviewed pre-service programs in relation to how future educators are prepared by the universities to incorporate educational technology and use technology enhanced curriculum. This study was an exploratory, non-positivistic qualitative study that employed multi-strategy and survey research approaches in order to establish a baseline of the way that technology integration skills are being addressed in undergraduate pre-service educator programs today. Survey participants were educators within a public or private K-12 system in the U.S. The participants' level of education, university attended, educational technology experience, and technology perceptions were gathered from the survey's Likert-type and open-end questions. Current and historically statistics and data were collected for each university identified from the survey responses. Findings of this study revealed outcomes related to participants' education, perception of educational technology, and university educational technology course offerings and/or requirements for undergraduate pre-service educator programs. Results of this research study provide a solid foundation for future research in these areas within the field of education.
APA, Harvard, Vancouver, ISO, and other styles
8

McGlothlin, Cheryle D. "Evaluation of HQT Online Courses: Growth of Participants Technology, Pedagogy and Content Knowledge (TPACK)." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1411132394.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Reitsma, Gerda Marié. "'n Model vir die kortkursus-indiensopleiding van onderwysers vir die leerarea Tegnologie / Gerda Marié Reitsma." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1200.

Full text
Abstract:
The term technology indicates the process where knowledge, skills and resources are applied to identify human problems and needs and to solve it through analysis, planning, manufacturing, implementation and evaluation. Technology education of the learner is important because it becomes necessary for all people to become technological literate to be able to solve problems, to understand and use technology responsibly and to show appreciation for the interaction between man, technology and the environment. Technology is a relative new learning area that was implemented in the curriculum of the Intermediate and Senior phase. The problem is that educators, who received training before the implementation of this learning area, are not specifically trained for this learning area. These educators are specialized in other subject disciplines than the one needed for the teaching of technology. It is important for educators to have adequate subject knowledge and skills, as well as subject specific pedagogical knowledge and skills to teach the subject effectively. Qualified educators can be retrained in a new subject field by attending in-service training courses. In-service training in the South-African school system is currently uncoordinated. is done in an ad-hoc way and is not regarded as part of the professional development of educators. It is especially short courses that show shortcomings with regard to the needs of the educators, time available and form of training. Educators who do attend in-service courses experienced problems to implement the new knowledge and skills in the school situation, due to a lack of support. The need for a comprehensive short course model based on the specific needs of learning area technology teachers was identified. A situation analyses where learning area technology subject advisors as well as the learning area technology teachers were involved, were done, after which a model was presented. The model is based on four variables, namely context, process, strategy and structure, and content. These four variables determine the further development of the model and influence the outcomes, design, implementation, evaluation and closing. Central to the model is the reflection that is integrated with each phase of the model. Through critical reflection problems in each phase can be identified in time after which the necessary adaptations could be made. This will contribute in making sure that training is still done according to the specific participants needs and that it is done as effectively as possible.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2006.
APA, Harvard, Vancouver, ISO, and other styles
10

Espenschied-Reilly, Amanda Louise. "A Bourdieusian Critical Constructionist Study of the Experiences of Low Socioeconomic, Private University Undergraduate Students in Service-learning Courses Focused on Serving Low Socioeconomic Populations." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1455793828.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "In-service courses"

1

Central Council for Education and Training in Social Work. Colleges running in-service courses in social care. [s.l.]: CCETSW, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Smith, Laverne. General guidelines for computers in the classroom: In-service courses. North York, Ont: Faculty of Education, York University, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ofsted. In-service postgraduate training courses for teachers: An overview report of inspections of courses funded by the Teacher Training Agency : inspected between March 1999 and April 2000. London: Ofsted, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Gray, Alison. Evaluation of career development courses for public servants with disability. Wellington: The Commission, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Atkin, Janet. Qualified, but what next?: A survey of primary teachers' views on award-bearing in-service courses. (Nottingham): University of Nottingham, School of Education, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Library Staff Training Committee. Short term education courses for library and information staff: A survey of provision in the Republic of Ireland, 1986-1990. Dublin: Library Association of Ireland for Library Staff Training Committee, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

East Anglian Regional Advisory Council for Further Education. In-service training opportunities: Short-courses for staff involved in the delivery of Pickup and other vocational schemes : regional directory. Bury St Edmunds: East Anglian Regional Advisory Council for Further Education., 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Canada, Training and Development. Directory of courses and services, 2001-2003 =: Répertoire de cours et services, 2001-2003. Ottawa, Ont: Minister of Public Works and Government Services Canada = Ministre des travaux publics et services gouvernementaux Canada, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Slater, Margaret. Internal training and external short courses: A study of informal continuing education in the special sector of the library/information field. [London]: British Library Board, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Great Britain. Office for Standards in Education. In-service posrgraduate training courses for teachers: An overview report of inspections of courses funded by the Teacher Training Agency. : Inspected between March 1999 and April 2000. London: Office for Standards in Education, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "In-service courses"

1

Hochmuth, Reinhard. "Service-Courses in University Mathematics Education." In Encyclopedia of Mathematics Education, 1–5. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_100025-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Hochmuth, Reinhard. "Service-Courses in University Mathematics Education." In Encyclopedia of Mathematics Education, 770–74. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_100025.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Zohar, Anat. "Assessing Professional Development Following Pre-Service and In-Service Courses." In Higher Order Thinking in Science Classrooms: Students’ Learning and Teachers’ Professional Development, 197–210. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-1854-1_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Farina, Marcella. "E-service-learning." In Effects of Service-Learning in Foreign and Second Language Courses, 109–34. 1. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429243301-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Li, Ziyang, Xiangnuo Li, Limin Wang, Xiandong Cheng, Hao He, and Bin Liang. "Design Practice in Online Courses: Application of Service Design to MOOC." In Lecture Notes in Computer Science, 427–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49757-6_31.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Occhipinti, Emanuele. "In ITALIA." In Effects of Service-Learning in Foreign and Second Language Courses, 135–55. 1. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429243301-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sánchez-Naranjo, Jeannette. "Reconsidering second language education through academic service-learning." In Effects of Service-Learning in Foreign and Second Language Courses, 31–63. 1. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429243301-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Poteau, Christine E. "Introduction." In Effects of Service-Learning in Foreign and Second Language Courses, 1–6. 1. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429243301-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Terantino, Joe. "Taking Spanish to the soup kitchen." In Effects of Service-Learning in Foreign and Second Language Courses, 7–30. 1. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429243301-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Poteau, Christine E. "Community matters." In Effects of Service-Learning in Foreign and Second Language Courses, 64–87. 1. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429243301-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "In-service courses"

1

Cassel, Lillian, Doris Lidtke, and Barbara Owens. "Trends in service courses (panel session)." In the sixteenth SIGCSE technical symposium, chair John Beidler. New York, New York, USA: ACM Press, 1985. http://dx.doi.org/10.1145/323287.323398.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Clua, Osvaldo, and Maria Feldgen. "Experiences in Service Learning as Capstone Courses." In 2020 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2020. http://dx.doi.org/10.1109/edunine48860.2020.9149564.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Wang, Xin, and Fang Yuan. "Course Recommendation by Improving BM25 to Identity Students' Different Levels of Interests in Courses." In 2009 International Conference on New Trends in Information and Service Science (NISS). IEEE, 2009. http://dx.doi.org/10.1109/niss.2009.104.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mamaril, N. A., E. L. Usher, D. R. Economy, and M. S. Kennedy. "An examination of students' motivation in engineering service courses." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6685152.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Copaci, Iulia A., and Alina S. Rusu. "Trends in Higher Education Service-Learning Courses for Pre-Service Teachers: A Systematic Review." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Henderson, Mark, Netra Chettri, and Fiona Johnson. "Lessons in Biochar: Advancing Research Through Service Learning Courses in Nepal." In 2018 IEEE Global Humanitarian Technology Conference (GHTC). IEEE, 2018. http://dx.doi.org/10.1109/ghtc.2018.8601906.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Doan, Sara. "Examining Instructor Feedback in Professional and Technical Communication Service Courses." In SIGDOC '18: The 36th ACM International Conference on the Design of Communication. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3233756.3233958.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Parker, J. D., and G. M. Schneider. "Problems with and proposals for service courses in computer science." In the eighteenth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1987. http://dx.doi.org/10.1145/31820.31799.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kazmer, David, John Duffy, Linda Barrington, and Beverly Perna. "Introduction to Engineering Through Service-Learning." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34491.

Full text
Abstract:
Service-learning (S-L) is the integration of academic subject matter with service to the community in credit-bearing courses. In an engineering context, service-learning provides a project-based experience in which students are presented with real clients and their problems, often of immediate need. This paper reflects on three years of service-learning integrated into a first engineering course with approximately three hundred students per year. The costs and benefits of service-learning to students, faculty, and clients are analyzed through several means including traditional teaching evaluations, blind pre- and post-assessments by students and clients, multi-year institutional data regarding student performance, and others. The results indicate that a majority of students personally believe that the described service-learning project is a valuable experience and should be integrated throughout the engineering curriculum. However, the service-learning experience varied significantly across teams, students, and course offerings.
APA, Harvard, Vancouver, ISO, and other styles
10

Lunt, Barry M. "Service Courses in Computing and Electronics for Mechanical Engineering Technology and Manufacturing Engineering Technology Programs." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41062.

Full text
Abstract:
There are approximately 85 4-year institutions in the U.S. with programs in mechanical engineering technology accredited by TAC of ABET. There are also approximately 28 TAC of ABET-accredited 4-year programs in manufacturing engineering technology. Most of these mechanical and manufacturing engineering technology programs require their students to take at least one class in computing or electronics. The purpose of this paper is to provide a descriptive comparison of these 4-year programs in mechanical and manufacturing engineering technology, focusing on the computing and electronics requirements for their students. The details include courses, course titles, and topics covered.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "In-service courses"

1

Ash, Elliott, and W. Bentley MacLeod. Intrinsic Motivation in Public Service: Theory and Evidence from State Supreme Courts. Cambridge, MA: National Bureau of Economic Research, November 2014. http://dx.doi.org/10.3386/w20664.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, June 2021. http://dx.doi.org/10.5204/rep.eprints.211133.

Full text
Abstract:
Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.
APA, Harvard, Vancouver, ISO, and other styles
3

War Service Homes Scheme, South Australia - house in course of construction, Wilga Avenue. Kensington Gardens. Reserve Bank of Australia, March 2021. http://dx.doi.org/10.47688/rba_archives_pn-002080.

Full text
APA, Harvard, Vancouver, ISO, and other styles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography