Relevant bibliographies by topics / Victorian certificate of education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Victorian certificate of education'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Victorian certificate of education"

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Forgasz, Helen J., and Gilah C. Leder. "The Victorian Certificate of Education—A Gendered Affair?" Australian Educational Researcher 28, no. 2 (August 2001): 53–66. http://dx.doi.org/10.1007/bf03549790.

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Cox, Peter J., Gilah C. Leder, and Helen J. Forgasz. "Victorian Certificate of Education: Mathematics, Science and Gender." Australian Journal of Education 48, no. 1 (April 2004): 27–46. http://dx.doi.org/10.1177/000494410404800103.

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Freeman, Meredith. "Australian studies in the Victorian certificate of education." Journal of Australian Studies 15, no. 29 (June 1991): 1–5. http://dx.doi.org/10.1080/14443059109387050.

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Potts, Anthony. "Teachers' perspectives on the Victorian certificate of education and social responsibility." Melbourne Studies in Education 40, no. 1 (May 1999): 77–91. http://dx.doi.org/10.1080/17508489909556326.

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Keeble, Tony. "John’s story: Teaching Victorian Certificate of Education Outdoor and Environmental Studies." Journal of Outdoor and Environmental Education 9, no. 2 (October 2005): 57–68. http://dx.doi.org/10.1007/bf03400821.

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Warren, Lisa J. "School-related stress and coping strategies in Victorian Year II students." Australian Educational and Developmental Psychologist 17, no. 2 (2000): 44–57. http://dx.doi.org/10.1017/s0816512200028145.

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AbstractAdolescents who are coping with their final years of secondary schooling may be stressed. The Victorian Certificate of Education (VCE) has been the subject of considerable anecdotal controversy, including concerns over the level of stress that it places upon students and its effect on students’overall well-being. The present study provides some initial empirical data to inform this debate. The Australian Adolescent Problems Inventory, the Adolescent Coping Inventory, and the General Health Questionnaire were used to examine the constructs of school-related stress, coping, and well-being in 118 Year II Victorian secondary school students. Students reported a range of school-related problems. They coped by positive avoidance or problem-focused methods that promoted independence. Students reported feeling high levels of global stress. Anticipation of the final year of schooling placed pressure on young people, but students found several ways to cope with the demands. Therefore, it could not be concluded that the Victorian Certificate of Education was significantly related to unhealthy levels of stress, worry, and poor coping.
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Emery, Lee. "Verification in Victorian certificate of education (VCE) art: Quality control of aesthetic outcome." Melbourne Studies in Education 32, no. 1 (January 1991): 129–36. http://dx.doi.org/10.1080/17508489109556242.

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Hill, Peter W., Tim Brown, Kenneth J. Rowe, and Ross Turner. "Establishing Comparability of Year 12 School-Based Assessments." Australian Journal of Education 41, no. 1 (April 1997): 27–47. http://dx.doi.org/10.1177/000494419704100103.

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THIS paper briefly outlines the dilemma confronting assessment and certification authorities in ensuring comparability of end-of-school assessments and proceeds to outline approaches adopted in Victoria following the introduction of the Victorian Certificate of Education (VCE). In particular, a description is provided of a new system for maximising comparability of school-based assessments which was implemented for the first time in 1994. This system made use of a reference test (the General Achievement Test) to check on the reasonableness of schools' assessments and to identify those schools with unexpected results. If schools' assessments were within a specified tolerance band, the schools' assessments were automatically confirmed. If they fell outside the tolerance band, the schools' assessments were subject to re-marking by two external reviewers. This re-marking in turn led to a decision either to confirm or adjust schools' assessments. The paper concludes with some preliminary observations on the outcomes of implementing the new system.
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Brown, Trent, and Dawn Penney. "Learning ‘in’, ‘through’ and ‘about’ movement in senior physical education? The new Victorian Certificate of Education Physical Education." European Physical Education Review 19, no. 1 (December 6, 2012): 39–61. http://dx.doi.org/10.1177/1356336x12465508.

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Seddon, Terri. "II On Education and Context: Insights from the First Monash University Forum on the Victorian Certificate of Education." Australian Journal of Education 34, no. 2 (August 1990): 131–36. http://dx.doi.org/10.1177/000494419003400203.

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Dissertations / Theses on the topic "Victorian certificate of education"

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Clark, Chris. "Exploring teachers’ use of physical activity in Victorian Certificate of Education (VCE) senior secondary physical education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2456.

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The Victorian Certificate of Education (VCE) Physical Education curriculum, like final “exit” year studies nationally and internationally, has drawn attention from highly regarded academics regarding the challenges faced by teachers in integrating theory with physical activity as prescribed in curriculum documentation. This research aimed to extend on previous study focused on the achievement of integration through learning that occurs in, through, and about movement. A unique overlay was adopted by investigating any influence of gender discourse in this process. Given the non-mandatory nature of the selection of VCE Physical Education as a subject by students, and the articulation within the prescribed curriculum that theoretical understanding will be underpinned by practical based physical activity, it is reasonable to expect that students who select this study enjoy the opportunity to be active. Therefore, this research intended to contribute to current and previous discussion around the use of physical activity to develop and apply theoretical understanding. Additionally, this study set out to contribute new understanding to what, if any, influence gender discourse had on the types of physical activity selected by teachers and how these activities were implemented. This research adopted two separate but closely related theoretical frameworks: Arnold’s dimensions of movement (1979), which underpinned most previous research into the concept of integration, and Wilcox’s embodied ways of knowing (2009). Both frameworks provided guidance on the use of movement in the production of knowledge and its application to conceptual understanding. A qualitative research design involving a case study approach was used. Three independent secondary schools in the inner south-eastern suburbs of Melbourne were involved in two phases of the case study. Phase 1 was a document analysis that involved two VCE Physical Education teachers from each school submitting documentation that pertained to the enactment of the VCE Physical Education Study Design at their school, particularly regarding the use of physical activity in their classes. In Phase 2 the same teachers undertook a semi-structured interview, during which teachers had the opportunity to discuss the submitted documentation and provide perspectives on how they integrated physical activity with theoretical concepts within their pedagogy. Further insight was also sought on the role gender played, if any, during the selection and implementation of physical activity. The findings affirmed previous research that the concept of integration was viewed as important by teachers, however integration was complex to achieve due to various influences and no apparent singularly accepted process. The use of physical activity during the process of enacting the curriculum was also found to be influenced, either directly or indirectly, by gender discourses. A need for further professional learning, policy review, and research were identified as important implications from this study.
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Swedosh, Philip, and mikewood@deakin edu au. "An Investigation into the skill levels achieved by mathematics students in the V.C.E. and the H.S.C. mathematics courses." Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.153947.

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This study examines whether recent changes to the mathematics courses offered in the final year of secondary school (Year 12) in the state of Victoria, Australia have affected the learning outcomes of students in terms of then: skill levels in algebra, calculus and problem solving; and in terms of their preparation for a tertiary mathematics unit. The impact of these changes on the transition from secondary to tertiary mathematics is also considered. A comparison is made between students who attempted a first year mathematics unit at the University of Melbourne (U. of M.) having completed the new V.C.E. (Victorian Certificate of Education) mathematics courses and mathematics courses from the previous H.S.C. (Higher School Certificate) system. The comparison involves the use of tests administered upon entrance to a tertiary mathematics unit at the U. of M., and questionnaires. In 1991, V.C.E, students and H.S.C. students attempted the same mathematics test at the U. of M. and their results were compared. In 1992, the tests were attempted by V.C.E. students only. To compare new V.C.E. students and H.S.C. students, questions on the 1991 test were matched with similar questions on the 1992 tests and a panel of experts determined what the H.S.C. students who attempted the 1991 test would have been expected to average on these matched questions on the 1992 tests had they attempted them. These expected average scores were then compared with the actual scores of the new V.C.E. students. The scores of the groups were scaled when necessary. Questionnaires were administered to 1991 U. of M, mathematics students who were part of the V.C.E. pilot group in 1990, secondary mathematics educators, tertiary mathematics educators, and 1991 V.C.E. (1992 U. of M.) students. The mathematical misconceptions exhibited by new V.C.E. students are discussed and their frequencies stated. The research indicates that the new V.C.E. mathematics courses have provided the V.C.E. mathematics students in this study with significantly lower skill levels and a significantly poorer preparation for a tertiary mathematics unit than those which were previously provided by the H.S.C. mathematics courses.
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Nielsen, Ingrid, and mikewood@deakin edu au. "Situational and dispositional indicators of performance: Competing models in education." Deakin University. School of Psychology, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050902.112422.

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The attainment of high grades on the Victorian Certificate of Education (VCE) is critical to the future study and employment prospects of many Australian adolescents. Thus it is important to understand the factors that contribute to performance in the VCE. The aims of this study were twofold: the main aim was to test competing models of academic performance, subsuming a range of situational and dispositional variables based on a) self-efficacy theory, b) target and purpose goals, c) cognitive skills and self-regulatory strategies, and d) positive psychology. These models were each tested in terms of English performance and mathematics performance as these units contribute proportionally the most to overall VCE scores. In order to study whether pressures peculiar to the VCE impact on performance, the competing models were tested in a sample of Victorian students prior to the VCE (year 10) and then during the VCE (year 11). A preliminary study was conducted in order to develop and test four scales required for use in the major study, using an independent sample of 302 year nine students. The results indicated that these new scales were psychometrically reliable and valid. Three-hundred and seven Australian students participated in the year 10 and 11 study. These students were successively asked to provide their final years 9, 10 and 11 English and mathematics grades at times one, three and five and to complete a series of questionnaires at times two and four. Results of the year 10 study indicated that models based on self-efficacy theory were the best predictors of both English and mathematics performance, with high past grades, high self-efficacy and low anxiety contributing most to performance. While the year 10 self-efficacy models, target goal models, positive psychology models, self-regulatory models and cognitive skill based models were each robust in the sample in year 11, a substantial increase in explained variance was observed from year 10 to year 11 in the purpose goal models. Results indicated that students’ mastery goals and their performance-approach goals became substantially more predictive in the VCE than they were prior to the VCE. This result can be taken to suggest that these students responded in very instrumental ways to the pressures, and importance, of their VCE. An integrated model based on a combination of the variables from the competing models was also tested in the VCE. Results showed that these models were comparable, both in English and mathematics, to the self-efficacy models, but explained less variance than the purpose goal models. Thus in terms of parsimony the integrated models were not preferred. The implications of these results in terms of teaching practices and school counseling practices are discussed. It is recommended that students be encouraged to maintain a positive outlook in relation to their schoolwork and that they be encouraged to set their VCE goals in terms of a combination of self-referenced (mastery) and other-referenced (performance-approach) goals.
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Griffiths, David James. "Evaluating textual diversity in perspective and practice : a case study /." Connect to thesis, 2010. http://repository.unimelb.edu.au/10187/6707.

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Miles, William Edward. "Towards an improved model for senior-secondary music education: a multi-faceted perspective." Monash University. Faculty of Education, 2006. http://arrow.monash.edu.au/hdl/1959.1/6572.

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Blake, Damien, and mikewood@deakin edu au. "From risk to relationship: Redefining pedagogy through applied learning reform." Deakin University. School of Social and Cultural Studies in Education, 2004. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060517.150434.

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The Victorian Certificate of Applied Learning (VCAL) emerged to provide more relevant curriculum programs that would cater for increasing retention rates of post-compulsory students. It is also an example of the ‘new’ learning arising from contemporary debates and reforms that highlight inadequacies of the more traditional modes of learning. This thesis focuses on the pedagogical and sociological issues emerging from the VCAL being introduced as an ‘alternative’ learning pathways for ‘at-risk’ students within a traditional secondary school culture. Through the eyes of an insider-researcher, the thesis argues for a deeper understanding of applied learning as a ‘re-engaging’ pedagogy by studying the schooling experience of VCAL students and teachers. The thesis concludes that traditional academic modes of teaching contribute to the social construction of ‘at-risk’ students and argues that secondary school pedagogy needs to be redefined as a cultural phenomenon requiring teachers to be reflexively aware of their role in bridging the gap between students’ life experiences and the curriculum.
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Hudson, Ross David. "Multiple-choice questions compared to short-answer response: which assesses understanding of chemistry more effectively?" Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/1720.

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The research inquires into the effectiveness of the two predominant forms of questions that are used on the Victorian Certificate of Education (VCE) Victoria Chemistry examination. These are multiple-choice questions and short-answer questions. This research examines not only the style of chemistry question but also the content type examined (recall and application questions) along with gender differences in students’ responses to such questions. The research involved three phases, i) analysis of five years results from the VCE Chemistry examinations, ii) class trial testing students of both genders with structured questions that examined the same material content with each type of question (multiple-choice or short answer) and also examined the different type of chemistry content (recall or application) and iii) interviews with students and teachers.The first phase of the research analysed the available published VCE Chemistry results for the five years, 2003 to 2007. The findings of these data yielded statistically significant differences between the performances of students based on the type of question (multiple-choice or short-answer) and the content of the question. The second phase of analysis yielded comparative data to the VCE analysis but also provided detailed Rasch analysis of the question type and content as well as gender differences in performance.Important findings were: i) student performance on multiple-choice chemistry questions was significantly higher than performance on short-answer questions regardless of the content and ii), the performance of males was significantly higher than that of females in upper levels of achievement but not at the lower levels of achievement. Possible factors accounting for the observed difference were noted. Implications of these findings are discussed as well as suggestions for further research.
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McCall, Louise 1965. "Can continuing medical education in general practice psychiatry aid GPs to deal with common mental disorders ? : a study of the impact on doctors and their patients." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8363.

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Robertson, Laura. "STEM K-12 Education Certificate." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3241.

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Robertson, Laura, Ryan Andrew Nivens, W. Courtney, A. Fissel, and D. O'Neal. "ETSU STEM K-12 Education Certificate." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2643.

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Books on the topic "Victorian certificate of education"

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Mountford, Peter. VCE legal studies units 3 & 4. Port Melbourne: Cambridge University Press, 2007.

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University of Oxford. Delegacy of Local Examinations. General Certificate of Education. Oxford: University of Oxford. Delegacy of Local Examinations, 1985.

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University of Oxford. Delegacy of Local Examinations. General Certificate of Education. Oxford: University of Oxford, Delegacy of Local Examinations, 1989.

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Northern Examinations and Assessment Board. General certificate of education. Manchester: Northern Examinations and Assessment Board, 1998.

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University of Oxford. Delegacy of Local Examinations. General Certificate of Education. Oxford: University of Oxford, Delegacy of Local Examinations, 1991.

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University of Oxford. Delegacy of Local Examinations. General Certificate of Education. Oxford: University of Oxford. Delegacy of Local Examinations, 1987.

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Birch, Dinah. Our Victorian education. Malden, MA: Blackwell Pub., 2008.

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Group, Southern Examining. General Certificate of Secondary Education. Guildford: the Group, 1997.

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Alliance, Assessment and Qualifications. Advanced Vocational Certificate of Education. Guildford: AQA, 2000.

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Northern Examinations and Assessment Board. General Certificate of Secondary Education. [S.l.]: NEAB, 1996.

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Book chapters on the topic "Victorian certificate of education"

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Willoughby, Louisa. "High Stakes Assessment of Heritage Languages: The Case of the Victorian Certificate of Education." In Handbook of Research and Practice in Heritage Language Education, 429–43. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44694-3_40.

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Willoughby, Louisa. "High Stakes Assessment of Heritage Languages: The Case of the Victorian Certificate of Education." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38893-9_40-1.

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Rotunno, Laura. "University Education." In The Palgrave Encyclopedia of Victorian Women's Writing, 1–12. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-02721-6_290-1.

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Rotunno, Laura. "University Education." In The Palgrave Encyclopedia of Victorian Women’s Writing, 1624–35. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-78318-1_290.

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Francis, Anne Cranny. "The Education of Desire: Utopian Fiction and Feminist Fantasy." In The Victorian Fantasists, 45–59. London: Palgrave Macmillan UK, 1991. http://dx.doi.org/10.1007/978-1-349-21277-4_4.

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Hurren, Elizabeth T. "A Dissection Room Drama: English Medical Education." In Dying for Victorian Medicine, 74–115. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230355651_3.

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Cheng, Hanlei, Jing Lu, Zhiyu Xiang, and Bin Song. "A Permissioned Blockchain-Based Platform for Education Certificate Verification." In Communications in Computer and Information Science, 456–71. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9213-3_36.

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Garrett, Christopher E., and Christine A. Draper. "Higher Education Faculty Certificate Program: Foundations of Reflective Teaching." In The Palgrave Handbook of Academic Professional Development Centers, 495–509. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-80967-6_32.

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Cierniak, Katherine, and Anne-Maree Ruddy. "Partnering for New Possibilities: The Development of a Global Learning Certificate." In International Education at Community Colleges, 247–62. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-53336-4_18.

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Rose, Jonathan. "Education, Literacy, and the Victorian Reader." In A Companion to the Victorian Novel, 31–47. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996324.ch3.

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Conference papers on the topic "Victorian certificate of education"

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Cox, Richard, Steven Bird, and Bernd Meyer. "Teaching Computer Science in the Victorian Certificate of Education." In SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3017680.3017735.

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Tatnall, Arthur, and Eva Dakich. "Informing Parents with the Victorian Education Ultranet." In InSITE 2011: Informing Science + IT Education Conference. Informing Science Institute, 2011. http://dx.doi.org/10.28945/1482.

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Mathers, N. M., M. K. Pakakis, A. E. Brumfitt, and L. A. Thompson. "Victorian Space Science Education Centre: Communicating Space to the Community." In 57th International Astronautical Congress. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2006. http://dx.doi.org/10.2514/6.iac-06-e5.3.03.

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Surya Kiran Reddy, K., and Sandhya Kode. "Certificate in Information Technology (CIT)." In 2010 International Conference on Technology for Education (T4E). IEEE, 2010. http://dx.doi.org/10.1109/t4e.2010.5550046.

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Collofello, Jim, Carol Behl, Debra Calliss, and Ben Huey. "Development of an Information Sciences Certificate." In Proceedings. Frontiers in Education. 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322379.

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Tan, Yumei. "The Causes of the Decline of Violent Crimes in Victorian London." In Proceedings of the 2nd Symposium on Health and Education 2019 (SOHE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/sohe-19.2019.10.

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Lessard, Roger A., and Michel Paradis. "Certificate in optics and photonics." In Ninth International Topical Meeting on Education and Training in Optics and Photonics, edited by François Flory. SPIE, 2005. http://dx.doi.org/10.1117/12.2207759.

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Manolache, Florin B., and Octavian Rusu. "Automated SSL/TLS Certificate Distribution System." In 2021 20th RoEduNet Conference: Networking in Education and Research (RoEduNet). IEEE, 2021. http://dx.doi.org/10.1109/roedunet54112.2021.9637722.

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Munoz, J. L., and J. Forne. "Design of a certificate revocation platform." In International Conference on Information Technology: Research and Education, 2003. Proceedings. ITRE2003. IEEE, 2003. http://dx.doi.org/10.1109/itre.2003.1270617.

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Irianti, Agus Hery Supadmi, Nurul Aini, and Sri Eko Puji Rahayu. "Implementation of Diploma Supplement Certificate in Higher Education." In International Conference on Learning Innovation (ICLI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icli-17.2018.11.

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Reports on the topic "Victorian certificate of education"

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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachelor of Education). PPG graduate teachers pass a selection process and receive a teaching certificate upon completion of the programme. We use mixed methods to understand the differences in the outcome of PPG graduates majoring in primary school teacher education to their counterparts who did not attend PPG. To estimate the impact of PPG, we exploit the combination of rules and events in the selection process which allows us to estimate the impact of PPG on teacher performance using fuzzy regression discontinuity design (RDD). Once we attest to the validity of the fuzzy RDD, we find that PPG has no impact on a teacher’s professional knowledge and student outcomes in numeracy and literacy. We argue that this is due to the ineffective selection mechanism in distinguishing the PPG and the comparison group. We conclude that as an initial teacher training programme, PPG did not improve teacher effectiveness. Despite incorporating best practices from effective teacher training into the programme design, PPG does not appear capable of producing a higher-quality teacher.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.

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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Hammond, Kay, and Catherine Powell. Entry-level tertiary student perceptions of challenges when using a wiki: Trust and peer teaching. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.12017.

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Wikis are widely used in blended learning educational settings with varying degrees of success. Scholarly attention increasingly regards student perceptions and experiences of using wikis as part of ongoing development. Students in entry-level education often belong to high-needs target groups who particularly require positive experiences for a successful transition into tertiary education. This paper reports action research exploring the use of a wiki by certificate-level students at a tertiary institution. The results showed most students did not engage with the wiki. Qualitative student feedback revealed valuable insight into two major social challenges when interacting online: trust and difficulties with peer-teaching. Recommendations are made regarding these social challenges that should be considered by educators aiming to use a wiki or other collaborative online learning and teaching spaces for entry-level education.
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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.

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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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Fire starting; what makes young people do it, which interveire safety education versus psychosocial education – what the research tells us. Practical strategies in direct work – from toddlers through to teens.ntions work – Joanna Foster (session 2). ACAMH, July 2021. http://dx.doi.org/10.13056/acamh.16548.

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Led by criminologist Joanna Foster, this is the second of two workshops exploring what is known about children and teenagers who set fires. ACAMH members can now receive a CPD certificate for watching this recorded lecture.
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Identifying and remediating children’s language difficulties – Professor Charles Hulme. ACAMH, October 2020. http://dx.doi.org/10.13056/acamh.13554.

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Professor Charles Hulme, Professor of Psychology and Education, University of Oxford discusses children's language difficulties. ACAMH members can now receive a CPD certificate for watching this recorded lecture. Simply email membership@acamh.org with the day and time you watch it, so we can check the analytics, and we'll email you your certificate.
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The role of incentives in encouraging workplace HIV/AIDS policies and programs. Population Council, 2004. http://dx.doi.org/10.31899/hiv15.1007.

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This brief examines the role of incentives in encouraging companies in Thailand to adopt workplace policies and programs that address AIDS-related stigma and discrimination and respond to the needs of workers for information and services. The research was a collaboration between the Horizons Program, American International Assurance (AIA), the Thailand Business Coalition on AIDS (TBCA), and AusAID. After the initiative was launched (known as the AIDS-response Standard Organization), TBCA staff built relationships with company managers to explain and promote the advantages of joining. Companies agreeing to implement at least three HIV/AIDS workplace policies would receive a reduction of 5–10 percent off group life insurance premiums from AIA, Thailand’s largest insurance provider, if they were AIA clients. As the initiative evolved, TBCA introduced the additional incentive of a certificate endorsed by the government and awarded at a high-profile public ceremony. For each company agreeing to participate, TBCA offered assistance to enhance their activities, including providing educational leaflets, videos, and a mobile exhibition, as well as condoms, peer education training, counseling and referrals to support groups for HIV-positive employees, and assistance with writing company HIV/AIDS policies.
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