Artykuły w czasopismach na temat „Competency based education – Western Australia”
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Smith, Jodie, Rhylee Sulek, Ifrah Abdullahi, Cherie C. Green, Catherine A. Bent, Cheryl Dissanayake i Kristelle Hudry. "Comparison of mental health, well-being and parenting sense of competency among Australian and South-East Asian parents of autistic children accessing early intervention in Australia". Autism 25, nr 6 (25.04.2021): 1784–96. http://dx.doi.org/10.1177/13623613211010006.
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Parents from individualist cultures (those focused on autonomy of individuals; that is, Australian) may view their autistic children differently compared to parents from collectivist cultures (where community needs are valued over an individual’s, that is, South-East Asian cultures). As most research on autism and parenting has been undertaken in Western individualist cultures, knowledge of parenting beliefs and mental health within collectivist cultures is lacking. We compared the mental health, quality of life, well-being and parenting sense of competency between families raising an autistic child from two groups: 97 Australian parents and 58 parents from South-East Asian backgrounds. Children from both groups were receiving the same community-based early intervention. No group differences were found on the measures of mental health but, when compared to Australian parents, parents from South-East Asian backgrounds reported higher well-being and less impact on their quality of life resulting from their child’s autism-specific difficulties. Furthermore, a positive association between well-being and quality of life was only observed for South-East Asian parents. Hence, the views of, and responses to, disability for South-East Asian parents may act as a protective factor promoting well-being. This novel research indicates that culture plays a role in parenting autistic children and highlights the need to accurately capture cultural background information in research. Lay abstract We know that parents of autistic children experience poorer mental health and lower well-being than parents of non-autistic children. We also know that poorer mental health among parents of autistic children has been observed across different cultures. Most research focuses on Western cultures, so we know little about parental mental health and well-being of parents from different cultural backgrounds; yet, it is likely that cultural background contributes to how parents view their child’s condition and respond to the diagnosis. Here, we compared mental health, quality of life and well-being between families raising an autistic child from Australian backgrounds to families from South-East Asian backgrounds. All children in the current study were receiving the same community-based early intervention. When compared to the general population, parents had poorer mental health overall, but there were no differences between the two groups of parents. However, parents from South-East Asian backgrounds reported higher well-being and fewer difficulties associated with their child’s autism. These findings suggest that cultural background likely influences not only parent’s view of, and response to, their child’s autism, but also their own sense of well-being. As researchers and clinicians working with families of autistic children, we should more explicitly consider family’s cultural background within our work.
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Singh, Michael Garbutcheon, Leo Bartlett, Leonie Rowan, Trevor Gale i Philippa Roylance. "Moves to Restructure the Work of Principals, of Teaching, and Human Resource Management". Journal of School Leadership 7, nr 1 (styczeń 1997): 69–91. http://dx.doi.org/10.1177/105268469700700104.
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This paper argues that efforts to reform and to restructure education systems in Australia, and indeed many school systems throughout the Western world, are not only changing the nature of principals’ work, but in turn are changing the nature of teaching. In particular, the changes require principals to have a sound knowledge-base in the area of human resource management (HRM). Based on research into system expectations concerning principals’ work, the paper examines the implications this has for principals and the knowledge they now need to be successful human resource managers. The paper provides an account of current Department of Education policies intended to change public schools throughout Queensland (Australia). These policies are then linked to micro-reform and restructuring at local and regional levels through the idea of competence related to functions of HRM. Specific reference is made to restructuring strategies for changing the configuration of school staffing, job redesign for teacher aides, and the creation of cluster schools. Resistances to these initiatives are noted. The key political features of delegation, managerialism, reduced public sector expenditure, and school-industry links are discussed in the context of these initiatives. The practical implications for the work of principals are raised briefly in the conclusion. In addition, attention is given to the need for educators to investigate further the knowledge and skills that professional development programs might offer principals concerning human resource management so as to give them some power to respond effectively to these changing circumstances.
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Gonczi, Andrew. "Competency Based Assessment in the Professions in Australia". Assessment in Education: Principles, Policy & Practice 1, nr 1 (styczeń 1994): 27–44. http://dx.doi.org/10.1080/0969594940010103.
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Butyrina, M. "Competency-based approach to journalism education: Western experience and Ukrainian practice". Communications and Communicative Technologies, nr 20 (20.02.2020): 13–18. http://dx.doi.org/10.15421/292002.
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In the article a competency-based approach to journalism education in the context of journalism transformation is presented. Digitization of the media industry, convergence of the functions and tasks in the field of communicative professions, intensification of media influences and media effects caused the need for journalism education revision. The appeal to competency as a basic term of the theory of education made it possible to update that set of knowledge, skills, professional qualities and values that make up the basic model of the journalistic profession. According to Z. Weischenberg’s classical model, journalism competency as a target function of journalism education has complex architectonics and integrates four components: professional competence, communication competence, special / industrial knowledge and social orientation. Each of the core competencies is transformed under the influence of new conditions of the profession realization, their relative importance changes. Thus, instrumental skills are changing under the influence of participatory journalism models. Participatory journalism requires a completely different content production algorithm. It requires the skills of information verification, interaction with amateur contributors and officials, involved in the process of solution of problems of different scales and directions, communication with an active audience, which is driven by an increased feedback factor in communication. At the same time, the knowledge segment of journalism competency becomes more important in connection with the emergence of a whole block of media-oriented disciplines: media psychology, media economics, media law, etc. The analytical component of the journalistic profession, caused by new information inquiries and the needs of the society, is increasing. The need for media marketing knowledge, which is gaining new sense and guidance as a result of the transition of the media to the digital platform, is being updated. Proactive competencies that allow journalists to continuously adapt to changes in the media industry also become a significant component of the competency model.
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Smith, Erica. "A Study of the Penetration of Competency‐based Training in Australia". Research in Post-Compulsory Education 1, nr 2 (styczeń 1996): 169–85. http://dx.doi.org/10.1080/1359674960010204.
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Moreno-Lacalle, Rainier C. "COMPARATIVE ANALYSIS BETWEEN NURSING CORE COMPETENCY STANDARDS OF AUSTRALIA AND THE PHILIPPINES". Belitung Nursing Journal 5, nr 5 (30.10.2019): 176–79. http://dx.doi.org/10.33546/bnj.761.
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Philippines as one of the top producers of nurses worldwide must benchmark its national nursing standards to the rest of the world. Therefore, the standards must be compared and contrasted with other countries like Australia. The main purpose of this study is to compare and contrast nurse’s competency and performance indicators between the Philippines and Australia nursing competency system. This is a review article guided by Donnelly and Weichula’s Qualitative- Comparative Analysis (QCA). The process includes identification of the condition of interest, dichotomization and development of truth tables. Two official documents namely the Philippines’ National Nursing Core Competency Standards and Australia’s National Competency Standards for the Registered Nurse were selected as the condition of interest. Findings show that Australia adopted a one pronged-generalist, non-linear approach, and policy-based nursing education system while the Philippines emphasized on three-pronged specialization, work-based, and linear approach nursing competency standards. The Australia and Philippine nursing competency trails a different path in adopting standards for nursing education system. The strengths and weaknesses of each national nursing competency standards were discussed.
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Bernard, Jennifer, i Krishna Bista. "International Student Experience in Australia". Journal of International Students 5, nr 1 (1.01.2015): 100. http://dx.doi.org/10.32674/jis.v5i1.447.
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This book introduces a theoretical framework and research tools for evaluating the experiences of international students from the Indian subcontinent as they adapt to one university in Australia. Gunawardena and Wilson focus on the importance of understanding and molding student services to each individual cultural group and meeting specific needs based on communication, learning style, personal preferences, and grade level. For example, some English language learners have been put in classes below their grade level because of their lack of competency in English (written and spoken).
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Liang, Zhanming, Felicity Blackstock, Peter Howard, Geoffrey Leggat, Alison Hughes, Janny Maddern, David Briggs, Godfrey Isouard, Nicola North i Sandra G. Leggat. "A health management competency framework for Australia". Australian Health Review 44, nr 6 (2020): 958. http://dx.doi.org/10.1071/ah19006.
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ObjectiveThis study examined whether the management competency framework for health service managers developed in the Victorian healthcare context is applicable to managers in other Australian states. MethodsAn online questionnaire survey of senior and middle-level health service managers in both community health services and hospitals was conducted in New South Wales and Queensland. ResultsThe study confirmed that the essential tasks for senior and middle-level managers are consistent across health and social care sectors, as well as states. Core competencies for health services managers identified in the Victorian healthcare context are relevant to other Australian states. In addition, two additional competencies were incorporated into the framework. ConclusionThe Management Competency Assessment Program competency framework summarises six competencies and associated behaviours that may be useful for guiding performance management and the education and training development of health service managers in Australia. What is known about the topic?The evidence suggests that competency-based approaches can enhance performance and talent management, and inform education and training needs, yet there has been no validated competency framework for Australian health service managers. What does the paper add?This paper explains the process of the finalisation of the first management competency framework for guiding the identification of the training and development needs of Australian health service managers and the management of their performance. What are the implications for practice?The Management Competency Assessment Program competency framework can guide the development of the health service management workforce in three Australian states, and may be applicable to other jurisdictions. Further studies are required in the remaining jurisdictions to improve the external validity of the framework.
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McAllister, Lindy. "The Role of Competency-Based Occupational Standards in Speech Pathology Education and Governance in Australia". Annales Universitatis Mariae Curie-Sklodowska, sectio N, Educatio Nova 1 (2.03.2017): 19. http://dx.doi.org/10.17951/en.2016.1.19.
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Clare, Michael. "Educating family group conference coordinators: A ‘family of origin’ perspective". Children Australia 25, nr 2 (2000): 21–27. http://dx.doi.org/10.1017/s1035077200009688.
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This paper considers the challenges to social work students and their educators and to graduate social workers and their supervisors, of acquiring beginning-level confidence and competence in working with ‘other people’s families’. There is a review of important educational contributions to our understanding of the necessary and sufficient preparation for ‘pure and applied’ social work theory and practice with families. In this review, the writer describes the educational rationale for a ‘Family of Origin’ workshop which has been offered to social work students at the Universities of Sussex and Western Australia and to experienced practitioners in a Perth child and family welfare agency. Finally, the writer reflects on the intellectual and the emotional dimensions of knowing and doing in family-based practice – with particular reference to Family Group Conferencing.
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Smith, Erica. "Ten years of competency‐based training: the experience of accredited training providers in Australia". International Journal of Training and Development 3, nr 2 (czerwiec 1999): 106–17. http://dx.doi.org/10.1111/1468-2419.00070.
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Ash, Susan, Claire Palermo i Danielle Gallegos. "The contested space: The impact of competency-based education and accreditation on dietetic practice in Australia". Nutrition & Dietetics 76, nr 1 (6.05.2018): 38–46. http://dx.doi.org/10.1111/1747-0080.12430.
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Smith, Erica. "How Competency‐based Training has Changed the Role of Teachers in the Vocational Education and Training Sector in Australia". Asia-Pacific Journal of Teacher Education 27, nr 1 (marzec 1999): 61–75. http://dx.doi.org/10.1080/1359866990270106.
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Vonk, M. Elizabeth, W. Sean Newsome i Denise E. Bronson. "An Outcome Evaluation of Competency Based Training for Child Welfare". Advances in Social Work 4, nr 2 (30.11.2003): 82–93. http://dx.doi.org/10.18060/45.
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In response to the continuing need for competent child welfare professionals, a large mid-western university’s College of Social Work collaborated with a public child welfare agency to design and implement a one year,Title IV-E-funded training opportunity for second-year MSW students. Student outcomes, including knowledge acquisition, attitudes about child welfare, and field of post-graduation employment, were evaluated using a quasi-experimental pre-post comparison group design (n=28).Results indicated that there were statistically significant differences between the two groups concerning attitudes about child welfare practice. However, although trainees’ level of child welfare knowledge increased more than that of the comparison group, the difference did not reach statistical significance. Implications for practice and social work education are discussed.
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Lehane, Elaine, Patricia Leahy-Warren, Cliona O’Riordan, Eileen Savage, Jonathan Drennan, Colm O’Tuathaigh, Michael O’Connor i in. "Evidence-based practice education for healthcare professions: an expert view". BMJ Evidence-Based Medicine 24, nr 3 (15.11.2018): 103–8. http://dx.doi.org/10.1136/bmjebm-2018-111019.
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Internationally, evidence-based practice (EBP) is recognised as a foundational element of healthcare professional education. Achieving competency in this area is a complex undertaking that is reflected in disparities between ‘best EBP’ and actual clinical care. The effective development and implementation of professional education to facilitate EBP remains a major and immediate challenge. To ascertain nuanced perspectives on the provision of EBP education internationally, interviews were conducted with five EBP education experts from the UK, Canada, Australia and New Zealand. Definitive advice was provided in relation to (1) EBP curriculum considerations, (2) teaching EBP and (3) stakeholder engagement in EBP education. While a considerable amount of EBP activity throughout health profession education is apparent, effectively embedding EBP throughout curricula requires further development, with a ‘real-world’ pragmatic approach that engenders dialogue and engagement with all stakeholders required.
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Hesterman, Sandra, i Anna Targowska. "The status-quo of play-based pedagogies in Western Australia: Reflections of early childhood education practitioners". Australasian Journal of Early Childhood 45, nr 1 (3.12.2019): 30–42. http://dx.doi.org/10.1177/1836939119885305.
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This paper discusses the findings of a qualitative research project conducted in 2017 that explored practitioners’ experiences and perceptions of the provision of play pedagogies in contemporary Western Australian early childhood education contexts. Interviews were conducted with four play-based learning teachers and an open-ended survey was completed by 40 early childhood educators who were members of the audience at a Western Australia conference in 2017. The study participants discussed beliefs and values pertaining to quality play-based learning and tensions associated with the diminishing role of play in the early years of schooling and its impact on young children. They also highlighted several enablers and barriers that influence and shape current early childhood education practice. The findings of this study provide further evidence for the issues identified in recent Early Childhood Australia (Western Australia) discussion papers and in other research surrounding play-based learning in the current social-political context.
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Baranyuk, Vita. "Experience of Forming Professional and Communicative Competency of Future Social Workers in Education Systems of Western European Countries". Comparative Professional Pedagogy 5, nr 4 (1.12.2015): 109–14. http://dx.doi.org/10.1515/rpp-2015-0075.
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Abstract The article analyzes the experience of forming professional and communicative competency of future social workers in the education systems of Western European countries, in particular, France, Germany and Switzerland. On the basis of generalization of the studied data it has been found out that each country has its own techniques of forming professional and communicative competency of social workers, which are peculiar to its own specific character and based on the well-established traditions of a particular society. At the same time it has been defined that basic qualities which social workers should have for efficient professional and communicative activity (striving for communication, ability to establish communicative interaction with different members of society, knowledge of professional speech etiquette etc.) are common for all countries. The content of the forming professional and communicative competency of students in the education systems of France, Germany and Switzerland has been analyzed. Forms and methods used in the educational process in order to develop professional and communicative competency of the future social workers have been defined. It has been found out that the theoretical training of students is closely linked to the usage of acquired communication skills and habits in the process of practical training, which is given much study time aimed at obtaining by the students a maximum professional experience in the real terms of communicative interaction. It has been defined that a modern pattern of forming professional and communicative competency of future social workers in the higher educational establishments of Ukraine should be created in the unity of social factors of our country and foreign experience.
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Lockwood, Richard, i Anne Lockwood. "Quality of school-based physical education and sport for students with disabilities in western Australia". Australasian Journal of Special Education 22, nr 1 (1998): 38–49. http://dx.doi.org/10.1080/1030011980220106.
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Letwin, Zoe. "Working towards developing an interprofessional pain management curricula for clinicians". University of Western Ontario Medical Journal 87, nr 1 (24.04.2018): 19–21. http://dx.doi.org/10.5206/uwomj.v87i1.1796.
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Pain management receives minimal attention in the education of healthcare professionals. An environmental scan was conducted to assess the current pain management educational programs with a focus on interprofessionalism within a competency-based education framework in order to determine gaps before implementing the future master’s-level Interprofessional Pain Management degree program to be implemented at Western University. This paper outlines the methods used in the scan, keywords for the search, and key findings. The findings highlight several current interprofessional pain management programs, the need for a conceptual framework for interprofessional pain education, consistent core values/principles, and competency-based education embedded in interprofessional pain management and future directions.
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Ehrich, John Fitzgerald, Sun Hee Ok Kim i Laura Ficorilli. "Competency-based assessment, employment and immigrant background: an exploratory investigation of adult language learners in Australia". Language and Education 24, nr 6 (18.10.2010): 485–94. http://dx.doi.org/10.1080/09500782.2010.499173.
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Harding, Paula, Jonathan Prescott, James Sayer i Andrea Pearce. "Advanced musculoskeletal physiotherapy clinical education framework supporting an emerging new workforce". Australian Health Review 39, nr 3 (2015): 271. http://dx.doi.org/10.1071/ah14208.
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Objective A project, funded by the Department of Health and Human Services, was conducted with the aim of developing a clinical education framework that included an agreed competency standard and credentialing process to support advanced musculoskeletal physiotherapy roles. This paper describes the process undertaken to achieve this and presents the outcomes of implementation. Methods A multistep approach was taken. Initial steps included conducting a scoping review of the literature and focus groups of advanced musculoskeletal physiotherapists. The project team mapped out the structure of the framework. This was followed by a working party of subject matter experts developing an agreed competency standard. The framework was implemented at six hospitals across Australia and formally evaluated by an external evaluator. Results The clinical education framework developed includes a competency-based training and assessment program supported by learning resources and a mentoring program. It was successfully implemented across a diverse range of hospitals and received a positive evaluation. Conclusions As the prevalence of musculoskeletal conditions increases, a new workforce of advanced musculoskeletal physiotherapists is emerging. A clinical education framework has been developed to address the specific needs of the population, organisations and experienced musculoskeletal physiotherapists recruited to these roles. A competent workforce has direct benefits for the community, healthcare organisations and the physiotherapy profession. What is known about the topic? The uptake and development of advanced musculoskeletal physiotherapy services have increased significantly and are now commonplace in many public hospitals across Australia. There is a need to ensure that physiotherapists working in these roles are suitably educated, trained and competent to perform these expanded roles. Although there has been some work undertaken in this area in the UK, there has been no consistent approach applied with respect to experience, clinical education, training and competency attainment to undertake these roles in Australia. What does this paper add? This paper introduces a clinical education framework and describes the method undertaken to develop and implement a competency standard and credentialing process to support physiotherapists undertaking advanced musculoskeletal physiotherapy services roles. The clinical education framework was developed collaboratively with experienced clinicians across a range of health services and advanced musculoskeletal physiotherapy roles, ensuring a consistent but flexible approach for the wider implementation of advanced musculoskeletal physiotherapy roles. What are the implications for practitioners? The clinical education framework provides a comprehensive, consistent and clearly articulated pathway to support physiotherapists undertaking various advanced musculoskeletal physiotherapy roles. The model uses adult learning principles and provides a standard approach for education and assessment. The model is designed to be flexible and adaptable to support the local context, as well as emerging areas of advanced practice.
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Geleto, Lemecha. "Technical Vocational Education Training Institute Curriculum Development in Ethiopia". Journal of Education and Vocational Research 8, nr 3 (7.01.2018): 16–28. http://dx.doi.org/10.22610/jevr.v8i3.1989.
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Ethiopian TVET curriculum development process follows similar procedures with different competency based TVET curriculum development processes in some countries. Ethiopia mainly adopted its current TVET curriculum experiences from countries such as Australia and Philippines. Depending on the trends of these countries, the new Ethiopian TVET strategy has decentralized the preparation of curricular materials to the institutions that deliver training. The problem may limit the current competency based TVET curriculum in Ethiopia is lack of knowledge and experience to develop the curriculum at the local level in this decentralized responsibility to develop the curriculum at TVET institutions. In addition to the problem of decentralization, the continuous change made in the occupational standards is another challenge in the effective implementation of the reformed TVET approach. While TVET institutions have set themselves and started to provide training in certain occupational standards disseminated, the Ministry of Education in the mean time updates or replaces those occupational standards with the new ones. This has created resource wastage and grievance at institutions, management instructors and students.
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Slaven, Janine, i Stephen Kisely. "The Esperance Primary Prevention of Suicide Project". Australian & New Zealand Journal of Psychiatry 36, nr 5 (październik 2002): 617–21. http://dx.doi.org/10.1046/j.1440-1614.2002.01074.x.
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Background: Suicide has been a major community concern in Esperance, a geographically isolated port on the south coast of Western Australia. Aims: To evaluate the effect of three evidence-based initiatives for the primary prevention of suicide: (i) providing suicide awareness sessions for staff members in health, education and social services; (ii) limiting the sale of over the counter analgesics (aspirin and paracetamol) to packets containing less than the minimum lethal dose; and (iii) implementing Commonwealth media guidelines in the reporting of suicides by media. Methods: Changes in knowledge, awareness, attitudes, comfort and use, before and after each intervention were assessed using standardized instruments and pro forma derived from previous work, such as the Youth Suicide Prevention Training Manual and Suicide Intervention Beliefs Scale. Percentage changes in the number of retail outlets selling over the counter analgesics to less than potentially lethal quantities (less than 8 g of paracetamol or aspirin) were also measured. Media representatives were interviewed to gain their perceptions of Commonwealth Guidelines for the reporting of suicide, and encouraged to consult the project team before reporting suicide related issues. Results: The baseline survey illustrated that mental health staff and general practitioners were more aware of suicide issues, risk factors for suicide and awareness of professional and ethical responses than staff from other services, and were more willing to raise the issue with a person at risk. Thirty-three subjects participated in suicide awareness training of whom 21 (66%) returned questionnaires. There were significant increases in awareness of suiciderelated issues and risk factors, as well as reported levels of knowledge of professional and ethical responses and comfort, competence and confidence levels when assisting a person at risk. Only three media representatives were aware of the Commonwealth Health Department Guidelines for reporting suicide and only one believed that the guidelines influenced their reporting. The local newspapers subsequently contacted the researchers to check that their reporting met the guidelines. As regards access to analgesics, one out of seven retailers agreed to implement the strategy (pending agreement from other retailers), another claimed increased awareness of the danger of analgesics, and three maintained that they would attempt to monitor excessive amounts sold to one individual. Conclusions: Local initiatives can improve the awareness and knowledge of staff in the assessment of suicide risk, as well as of local media. These need to be complemented by initiatives at State or Commonwealth level to produce change in statewide media, or sales of over the counter analgesics.
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Berg, Gary A. "Distance Learning in Higher Education". education policy analysis archives 6 (12.06.1998): 11. http://dx.doi.org/10.14507/epaa.v6n11.1998.
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The Western Governors University (WGU) and the California Virtual University (CVU) are revealing examples of the complex issues involved in implementing distance learning on the public policy level. Although technology is certainly important, it has masked the fact that the WGU and CVU initiatives mark the rise of learner-centered higher education and the increased role of business in the academy. In comparing and contrasting WGU and CVU, it is clear that the WGU is a more radical proposition because of competency-based credit and the connection with private industry. Two important issues driving public policy are raised in these two efforts: First, are the California and Western Governors Association initiatives the product of the commercialization of education or the result of a reform of higher education that may lead to an increased learner-centered orientation? Second, what is the appropriate role of private industry in higher education?
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Hauck, Yvonne, Colleen Fisher, Jean Byrne i Sara Bayes. "Mindfulness-Based Childbirth Education: Incorporating Adult and Experiential Learning With Mindfulness-Based Stress Reduction in Childbirth Education". Journal of Perinatal Education 25, nr 3 (2016): 162–73. http://dx.doi.org/10.1891/1058-1243.25.3.162.
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ABSTRACTInformed choice is an expectation of today’s parents. Concern is evident around whether education models are evolving to ensure flexibility for parents to access options perceived as meeting their needs. Historical and current evidence around childbirth education models including the introduction of mindfulness to parent education will be presented. The aim of this article is to describe the rationale for incorporating adult and experiential learning with mindfulness-based stress reduction in a childbirth education program implemented in Western Australia. The curriculum of the Mindfulness Based Childbirth Education 8-week program is shared with corresponding learning objectives for each session. Examples of educational materials that demonstrate how adult and experiential learning were embedded in the curriculum are presented.
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Lockwood, Richard, i Anne Lockwood. "Quality of School-based Physical Education and Sport for Students with Disabilities in Western Australia". Australasian Journal of Special Education 22, nr 1 (1998): 38–49. http://dx.doi.org/10.1017/s1030011200024258.
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The relative quality of Physical Education and Sport for students with and without disabilities was examined by surveying the views of students, teachers, and support staff in a sample of West Australian schools. The findings indicate differences in quality of Physical Education and Sport for students with and without disabilities. Students with disabilities did not receive the same quality of Physical Education and Sport experiences, although they tended to be enthusiastic about what they did receive. A higher proportion of this group completed activities other than fully participating in Physical Education and Sport. Depending on individual circumstances, this may suggest that in addition to the inclusion model, there may be a need to establish parallel or segregated and personalised programs for some students. The findings also highlighted the urgent need for (a) inclusionary practice to be an integral part of pre‐service teacher education, (b) a range of professional development and networking opportunities for teachers of Physical Education, and (c) greater resources to be allocated for equipment, facilities and support staff to assist students with disabilities.
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LeFebvre, Ronald P., David H. Peterson, Mitchell Haas, Richard G. Gillette, Charles W. Novak, Janet Tapper i John P. Muench. "Training the Evidence-Based Practitioner: University of Western States Document on Standards and Competencies". Journal of Chiropractic Education 25, nr 1 (1.04.2011): 30–37. http://dx.doi.org/10.7899/1042-5055-25.1.30.
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An important goal of chiropractic clinical education should be to teach specific evidence-based practice (EBP) skills to chiropractic students, interns, and doctors. Using a nominal group process, the authors produced a document similar to the Council of Chiropractic Education standards for clinical competencies that can be used to drive an EBP curriculum. Standard texts and journal articles were consulted to create the standards for this program and each standard and corresponding learning objective was discussed in detail and was then graded by the committee in terms of importance and the level of competency that should be attained. Six standards and 31 learning objectives were generated with the learning objectives being further divided into lists of specific competencies. It is the hope of these authors that by sharing this document it can serve as a comprehensive and detailed seed document for other institutions.
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Bat, Melodie, i John Guenther. "Red Dirt Thinking on Education: A People-Based System". Australian Journal of Indigenous Education 42, nr 2 (grudzień 2013): 123–35. http://dx.doi.org/10.1017/jie.2013.20.
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In Australia, the ‘remote education system’ presents itself as a simple system where the right inputs, such as quality teachers and leaders will engender the outputs that have been set by the system, such as certain levels of English literacy and numeracy. The system has measures in place, including national testing, to report on its success. For the most part, this system seems to be working quite well. However, this modelling breaks down when the education system of remote Australia is presented. This remote system is presented in much of the literature and in the press, as disadvantaged, under-resourced and underperforming. Reported results indicate that current activities are not bringing the desired outcomes. The so-called mainstream system makes adjustments using its model of input to output, but without success. There is a clear need for change. Just what this change might look like is the focus of this article. Theorising in this space is considered from two positions; the first being the published work of a number of Indigenous Australian educators and leaders writing in this space; the second, a consideration of western theorising using complex adaptive systems. Throughout the article, a metaphor of ‘red dirt thinking’ is applied as a mechanism to ground the thinking in the lives and lands of the Aboriginal and Torres Strait Islander peoples of remote Australia.
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Ryan, J., K. Mathew, M. Anda i E. Yuen. "Introduction of water conservation education packages: the opportunites and constraints afftecting their success". Water Science and Technology 44, nr 6 (1.09.2001): 135–40. http://dx.doi.org/10.2166/wst.2001.0359.
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The Remote Area Developments Group in the Institute for Environmental Science at Murdoch University developed a video and booklet education package on water conservation. The package was developed after research, review of current efforts in water conservation, and consultation with communities showed that there was a need in this area. The package was distributed to all communities within Western Australia. Several different workshops were conducted with Indigenous Environmental Health Workers from around Western Australia in remote areas and in the Perth Metropolitan communities using the package. This paper will briefly describe the opportunities and constraints that exist for water conservation in remote Aboriginal communities in Western Australia as well as give an evaluation of the education package based on workshops, trials and survey instrument. This paper will explain the conclusions that have been drawn from the study: that a broad delivery style is the most advantageous style for remote communities, allowing the facilitator to assess the best style of delivery.
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Thwaite, Anne. "Inclusive and Empowering Discourse in an Early Childhood Literacy Classroom with Indigenous Students". Australian Journal of Indigenous Education 36, nr 1 (2007): 21–31. http://dx.doi.org/10.1017/s1326011100004385.
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AbstractThis paper presents an analysis of the classroom discourse and strategies of Marcia, an early childhood teacher of a class with a high percentage of Indigenous Australian students. These students have been demonstrably successful on standardised literacy tests, which is not the case for Indigenous students in general in Australia (e.g., MCEETYA, 200). It will be suggested here that Marcia’s approach and relationships with the students, as constructed in her discourse, have been a large contributing factor in this success. Marcia’s discourse can be described as both inclusive and empowering and, as such, it will be proposed that awareness of her techniques may be of benefit to teachers who are working with groups whom education systems tend to marginalise and disempower. Marcia’s lessons were observed as part of the project, “Teaching Indigenous Students with Conductive Hearing Loss in Remote and Urban Schools of Western Australia”. This project was based in Kurongkurl Katitjin, School of Indigenous Studies, at Edith Cowan University, Perth, Western Australia, and was funded by an Australian Research Council Strategic Partnerships with Industry [SPIRT] Grant and the industry partners: Department of Education of Western Australia, Catholic Education Commission of Western Australia and Aboriginal Independent Community Schools, Western Australia.
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Melnyk, Natalia, Borys Maksymchuk, Roman Gurevych, Andrii Kalenskyi, Sofiia Dovbnya, Olga Groshovenko i Lesya Filonenko. "The Establishment and Development of Professional Training for Preschool Teachers in Western European Countries". Revista Romaneasca pentru Educatie Multidimensionala 13, nr 1 (16.03.2021): 208–33. http://dx.doi.org/10.18662/rrem/13.1/369.
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The problem of providing lifelong learning opportunities at the present stage of global community development remains relevant and is a top-priority agenda for practically all civilized countries. Positive experience in organizing professional training of preschool teachers in European countries requires that perspective trends in the modernization of future preschool teachers’ professional training should be specified following European standards of teacher education and the most significant achievements of higher education, its peculiarities and specifics should be preserved. Conceptual principles, peculiarities of historical development and key trends in the system of professional teacher education in Germany, France and the UK have been analyzed and determined; professional profiles, professional competency profiles and qualification requirements have been characterized; both national specific and general common trends in development of preschool teachers’ professional training in European countries have been outlined. The development of professional standards for teacher education in European countries contributes to specifying and developing professional profiles of preschool teachers in Europe that are rather diverse and determine the multifacetedness and multifunctionality of professional training. The main trends in education policy and qualification requirements for professional training of preschool teachers in European countries include: providing public sector specialists with initial training; adjusting consecutive education to the provisions of the Bologna Declaration; ensuring continuing professional development of specialists involved in educational activities in preschool institutions; implementing the European conception of professional training with the use of competency-based approach.
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Henderson, Deborah J., i Elizabeth J. Tudball. "Democratic and participatory citizenship: youth action for sustainability in Australia". Asian Education and Development Studies 5, nr 1 (4.01.2016): 5–19. http://dx.doi.org/10.1108/aeds-06-2015-0028.
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Purpose – The purpose of this paper is to provide a critical analysis of recent examples of action competence among young people engaged in democratic participatory action in sustainability programs in Australia. It explores examples of priorities identified for citizen action, the forms this action takes and the ways that democratic participation can achieve positive outcomes for future sustainability. It suggests multiple ways for developing action competence that provides further opportunities for authentic and engaging citizen action for youth connected to school- and community-based learning, in new and powerful ways. Design/methodology/approach – This conceptual paper examines international literature on the theory of “action competence,” its significance for education for sustainability (EfS) and the ways it can inform education for young people’s democratic participatory citizenship and civic engagement. It analyses examples of the development of action competency among young people in Australia, including the problems and priorities identified for citizen action, the forms this action takes and how it can achieve positive outcomes for sustainability. Following this analysis, the paper suggests multiple ways for developing action competence in EfS in schools and communities in new and powerful ways. Findings – Developing EfS to increase democratic and participatory action among young citizens is now widely regarded as an urgent education priority. There are growing exemplars of school and community organizations’ involvement in developing EfS learning and teaching to increase participatory citizenship. Young people are being empowered to develop a greater sense of agency through involvement in programs that develop action competence with a focus on sustainability in and out of school. New forms of participation include student action teams and peer collaboration among youth who are marshaling social media and direction action to achieve change. Originality/value – It contributes to the literature on multiple ways for developing action competence in EfS.
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Wallace, Ruth, i Sandra Hesterman. "The Nexus of Play-based Learning and Early Childhood Education: A Western Australian Account". Education and Society 39, nr 1 (1.07.2021): 5–24. http://dx.doi.org/10.7459/es/39.1.02.
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Human development theories identify child-initiated play as the primary source of early learning. Accordingly, the role of early childhood educators is to utilise the natural medium of play as a context for learning; an educational approach known as play-based learning. Recently, Western Australia (WA) has experienced an erosion of play-based learning opportunities across the early childhood education (ECE) spectrum, potentially violating children’s rights. This paper presents research evidence related to this concerning issue. A self-completion, electronic questionnaire was distributed to educators through via several WA early childhood advocacy organisations. Participants (n=204) shared their perceptions about the availability of play-based learning opportunities for young children. Results identified perceived barriers and enablers to providing play-based learning in WA early childhood education settings that impact on children’s wellbeing, development and learning. Assessment of play-based learning provision differed significantly between school-based and early education and care-based educators. Participants supported the implementation of a WA Play Strategy.
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Sari, Komang Ayu Kartika. "Prostitution Legislation Reforms in Western Australia: What Indonesia Can Learn". Public Health and Preventive Medicine Archive 2, nr 1 (1.07.2014): 92. http://dx.doi.org/10.15562/phpma.v2i1.130.
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Prostitution is still a complicated problem worldwide including in Western Australia. It is estimated that there are 1700 sex workers and 38 identified brothels in Western Australia1 and prostitution legislation is still an ongoing debatable issue in the state. There has been a significant change in prostitution laws and enforcement practices, which is due to the rising worldwide problem of sex trafficking and its relation to prostitution.2 The Liberal or National Government of Western Australia planned to introduce the prostitution legislation reforms, which were intended to make brothels to be the “only viable” and legal workplaces for sex workers, to make sex workers have no opportunity to work privately in residential areas and to force them to work for the third parties or to relocate them to industrial areas.3 It would be implemented through a brothel licensing policy, which in turn will make non brothel-based sex workers considered illegal. Brothels are indeed more organized and easier to provide health care and education than the street4 and based on research in the Norwegian capital5, an existing law can make people have more negative attitudes towards buying sex. However, particular form of regulation and practice may result in worse situations and can undermine the health and well-being of sex workers. This article will discuss in details why the prostitution legislation reforms released by The Liberal/National Government in WA should not be fully supported and what we can learn based on the context of Indonesia
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Ningdyah, Anrilia E. M., Edward Helmes, Claire Thompson, Garry Kidd i Kenneth Mark Greenwood. "Training Models in Professional Psychology Education (A Literature Review)". ANIMA Indonesian Psychological Journal 31, nr 4 (25.07.2016): 149–59. http://dx.doi.org/10.24123/aipj.v31i4.574.
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Intense debate on training models used in professional psychology education, including discussion on the specific training models most appropriate for educating future psychologists is far from finished. The authors reviewed articles discussing training models including results of empirical studies in professional psychology programs, which were published in several psychology journals databases (1949 to 2014). The authors have identified (a) the scientist-practitioner; (b) the practitioner model and its derivatives; (c) the clinical-scientist; and (d) the competency-based models. This article also outlines the historical development of each model and a consideration of the main principles espoused by each training model. It seems that discussion on the concept of training models and empirical studies on how these models are used in professional psychology programs outside the context of Western countries, is rare. Thus, this review could serve as a theoretical foundation for the implementation of a study aimed at filling the gap in the discussion of professional psychology program curricula, including the training models used, especially in other contexts than the Western.
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Temmerman, Nita. "The Philosophical Foundations of Music Education: The Case of Primary Music Education in Australia". British Journal of Music Education 8, nr 2 (lipiec 1991): 149–59. http://dx.doi.org/10.1017/s0265051700008251.
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Primary music education programme development and implementation is founded on philosophical beliefs about the purpose of music education.Primary classroom teachers who ultimately have responsibility for development and implementation of the music education programme formulate their philosophical beliefs about the purpose of music education based on a multitude of variables. Whilst their own past music experiences and education assume significance in the formation of a music education philosophy, the primary music curriculum documents provided by education authorities constitute an important source for teachers' current philosophical opinion about the purpose of music education.Two philosophical arguments have thus far formed the basis of the purpose of music education in the history of the western world, namely, the intrinsic and extrinsic arguments. Primary music curriculum documents have also been based on one (or perhaps both), of these philosophical views about the purpose of music education.In this article a discussion of the philosophical foundations of music education, with special reference to primary music education in Australia, is presented. Five primary music curriculum documents will be looked at, and commentary given about the current philosophical status of Australian primary music education and the implications for programme development and implementation.
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Yuanyuan, Chen. "Enhancing EFL Students’ English Competency Through Drama: A Case Study in a Primary School in China". English Language Teaching 12, nr 7 (8.06.2019): 68. http://dx.doi.org/10.5539/elt.v12n7p68.
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Drama courses are widely set up in K-12 education in Western countries, and drama in education promotes both language acquisition and drama acting in the West. Therefore, in the current K-12 education curriculum in China, the practice of offering English drama courses is in line with the needs of students’ core competencies development. Drawing on the participants’ interview narratives, classroom observations and journals, based upon the case in a foreign language primary school in Guangzhou, China, this study examines how the drama course is carried out and how the students’ English competency is enhanced through the drama course. The enquiry revealed that the drama course had helped promote both students’ language competency and drama acting capacity. These findings will be discussed with suggestions for making setting up drama courses in other schools and cities in China possible.
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Stevenson, John, i Irene Brown. "Australian TAFE Assessment Practices: Confusing Relevance and Responsiveness". Australian Journal of Education 38, nr 2 (sierpień 1994): 118–38. http://dx.doi.org/10.1177/000494419403800203.
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There are two contrasting world views discernible in contemporary Australian government skill-formation literature: one which recognises the need for the development of underlying cognitive structures and interpersonal attributes for the workplace; and one which values the development of pre-specified observable skills, as in competency-based training. This study examines TAFE assessment practices across Australia, as an indicator of the extent to which each view is represented in practice. The study found that, for initial vocational courses, some practices accord more with the latter world view than with the former; but, for non-vocational courses, there was a greater balance in approaches to assessment and relatively more emphasis on assessing some increasingly important workplace attributes. The implications of some current practices are that TAFE graduates entering the workforce may be inept when required to adapt, solve problems or innovate.
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Hoe, Siu Loon. "What makes a competent change manager? The importance of developing the “right” attitudes". Development and Learning in Organizations: An International Journal 31, nr 5 (4.09.2017): 14–16. http://dx.doi.org/10.1108/dlo-01-2017-0002.
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Purpose The purpose of this paper is to highlight the importance of developing the “right” attitudes toward change. Design/methodology/approach The viewpoint is based on more than 20 years of experience gained and insights developed through consulting projects and training conducted for numerous multinational companies and public sector organizations across Asia. An overview of international and national competency frameworks that include change management from Australia, United Kingdom, and Singapore is also presented. Findings A competent change manager requires a combination of knowledge, skills, and attitude to effect change. While knowledge and skills have traditionally been emphasized, there is a need to develop the “right” attitude as well. Research limitations This article is based on the author's personal viewpoint which may be subjective. Practical limitations The paper provides researchers with an insight on the importance of attitudes as a key contributing factor to change management competency. For the practitioners, it provides another perspective for designing more effective education programs to train change managers with an emphasis on attitudes. Originality/value This paper contributes to the existing change management literature by providing insights on the importance of competency, in particular, the “right” attitude required of a change manager.
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Dempsey, Ian, i Robert Conway. "Test Accommodations and Alternative Assessment for Students with a Disability in Australia". Australasian Journal of Special Education 28, nr 2 (styczeń 2004): 5–16. http://dx.doi.org/10.1017/s1030011200025136.
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An important contemporary issue in special education is the extent to which students with a disability are included in all mainstream educational activities, including educational accountability. In line with other Western countries, the extent of national testing conducted by Australian schools will increase in the near future. At the moment, the participation of students with a disability in national testing is low and it is unlikely to significantly increase without the development of clear guidelines about allowable accommodations in testing, and the development of alternative assessment protocols for students with high support needs. This paper reviews the recent literature on both accommodations and alternative testing for students with a disability and makes a number of recommendations about the inclusion of students with a disability in national and in school‐based testing.
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Vella-Brodrick, Dianne A., Tan-Chyuan Chin i Nikki S. Rickard. "Examining the processes and effects of an exemplar school-based well-being approach on student competency, autonomy and relatedness". Health Promotion International 35, nr 5 (21.11.2019): 1190–98. http://dx.doi.org/10.1093/heapro/daz115.
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Abstract As the application of positive education becomes more prevalent in schools, the importance of gathering information on optimal processes and outcomes associated with the programs, increases. The fulfillment of psychological needs such as competence, relatedness and autonomy, have seldomly been explored, yet they seem inextricably linked with well-being. It is also important to examine program qualities relating to delivery, relevance and practice opportunities. The current study examines (i) psychological need satisfaction as an outcome, using a quasi-experimental design and (ii) the processes involved in program delivery, using an explanatory sequential design. Year 9 students participating in the Geelong Grammar School (GGS) Timbertop well-being experience in Australia (n = 119) and 79 best matched well-being as usual (WBAU) students completed a psychological need satisfaction survey. A subgroup of 46 students also participated in focus groups. Mixed design analyses of variance indicated that the Timbertop Positive Education students experienced improved competence, relatedness and autonomy after the school year compared with ‘WBAU’ students. Findings from student focus groups also support the importance of well sequenced, active, focused and explicit learning processes for program success. This study provides support for building psychological need satisfaction with a positive education program that adopts practical, interactive and goal-oriented well-being learnings. This is encouraging and supports a context adapted replication and evaluation of the general Positive Education approach adopted by GGS in other schools.
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Chu Cam, Tho, Dat Nguyen Tien i Tuan Vu Anh. "A ROLE OF CONSUMER AND FINANCIAL LITERACY CONTEXT IN NUMERACY EDUCATION FOR JUNIOR HIGH SCHOOL STUDENTS". Journal of Science Educational Science 65, nr 12 (grudzień 2020): 176–89. http://dx.doi.org/10.18173/2354-1075.2020-0122.
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Mathematical competency can be referred to one of the most essential competencies in the context of the exponential development of the knowledge-based economy and globalization, especially when people make financial decisions based on their mathematical literacy. Numeracy is considered one of the critical skills of the people. To develop and evaluate numeracy, the national curricula of many countries across the world, such as Australia, Germany, Singapore, or Programme for International Student Assessment - PISA have selected Consumer and financial context as teaching and assessing content. In Vietnam, in the general education curriculum mandated by the Ministry of Education and Training in December 2018, numeracy, which originated and developed substantially in Mathematics, is one of the seven general capabilities. In this paper, we present a literature review of numeracy and several pedagogical recommendations to develop junior high school students' numeracy through the context of consumer and financial literacy.
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Hirani, Kajal, Sarah Cherian, Raewyn Mutch i Donald N. Payne. "Identification of health risk behaviours among adolescent refugees resettling in Western Australia". Archives of Disease in Childhood 103, nr 3 (24.10.2017): 240–46. http://dx.doi.org/10.1136/archdischild-2017-313451.
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ObjectiveAdolescent refugees encounter traumatic stressors and are at risk of developing psychosocial health problems; limited research data exist internationally. This study aims to identify health risk behaviours among adolescent refugees resettling in Western Australia and assess the feasibility of using a standardised adolescent health questionnaire for this purpose.DesignRefugees aged 12 years and above attending a tertiary Refugee Health Service (RHS) were recruited over 12 months. Sociodemographic data were collected. Psychosocial assessments based on the ‘Home, Education/Eating, Activities, Drugs, Sexuality, Suicide/mental health’ (HEADSS) framework were undertaken utilising interpreters where required. Health concerns identified were managed through the RHS.ResultsA total of 122 adolescents (20 ethnicities) participated; 65% required interpreters. Median age (range) was 14 (12–17) years. Most (80%) had nuclear family separation. Almost half (49%) had a deceased/missing family member. A third (37%) had lived in refugee camps and 20% had experienced closed detention. The median time (range) since arrival in Australia was 11 (2–86) months. Every adolescent had at least one health concern identified during the psychosocial assessment. Frequency of health concerns identified in each domain were 87% for home, 66% for education, 23% for eating, 93% for activities, 5% for drugs, 88% for sexuality and 61% for suicide/mental health. Most adolescents (75%) required intervention, consisting of counselling for health risk behaviours and/or referral to health or community services.ConclusionIt is feasible to use a standardised adolescent health questionnaire to identify health risk behaviours among a cohort of ethnically diverse adolescent refugees. Use of the questionnaire identified a large burden of psychosocial health issues requiring multidisciplinary intervention.
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Palermo, Claire, i Louise McCall. "The role of mentoring in public health nutrition workforce development. Perspectives of advanced-level practitioners". Public Health Nutrition 11, nr 8 (sierpień 2008): 801–6. http://dx.doi.org/10.1017/s1368980008002279.
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AbstractObjectiveTo explore the nature, role and utility of mentoring in the development of competence in advanced-level Australian public health nutritionists.DesignQualitative study using in-depth interviews.Subjects and settingEighteen advanced-level public health nutritionists working in academic and practice settings in Australia.ResultsThe attributes and career pathways of the subjects were consistent with previous findings. Dissatisfaction with clinical practice was a key reason for choosing a career in public health. Experiential learning, postgraduate education and mentoring from both peers and senior colleagues were the most significant contributors to competency development. The subjects supported mentoring as an important strategy for public health nutrition workforce development and articulated the characteristics and models important for mentoring relationships in public health nutrition.ConclusionsThe present study suggests mentoring was an important part of competency development for advanced-level public health and community nutritionists in Australia. Mentoring programmes based on experiential learning may assist in developing public health nutrition workforce competence.
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Clemons, Tristan D., Robert B. Bucat i Dino Spagnoli. "First Year Introductory Chemistry at the University of Western Australia: Reflections and Perceptions". Australian Journal of Chemistry 71, nr 4 (2018): 203. http://dx.doi.org/10.1071/ch17359.
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This study investigated two student cohorts enrolled in an introductory tertiary chemistry unit designed for students with little or no previous education in chemistry. Emeritus Professor Graham Chandler was instrumental in the design and development of this unit almost 30 years ago. Therefore, this study has particular interest in this special issue of the Australian Journal of Chemistry, which celebrates Emeritus Professor Graham Chandler’s contribution to Australian chemistry. This paper is divided into two distinct parts that provide two unique perspectives of the unit. The first perspective, Part A, is a historical account of the origins of this unit and is based on an interview with E/Prof. Chandler and Dr Peter Simpson OAM. Both E/Prof. Chandler and Dr Simpson provide an excellent reflection on the need for an introductory chemistry unit in tertiary education, which was not as common then as it is in the present day. The second perspective, Part B, is a research study focussing on the perceptions of students taking this unit in 2013 and 2014. In this study, it was found that the number of students who perceived chemistry to be applicable to real world problems increased during the unit, as did the number of students who enjoyed the unit. However, many students, most of whom did not intend to study chemistry further, did not recognise the application of the content to their future careers. There are many similarities between the aims of E/Prof. Chandler and Dr Simpson for the unit and the perceptions of students taking this unit 30 years later, which is testament to Graham’s contribution to chemistry education at the University of Western Australia.
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Ardiyani, Dewi Kartika, Primardiana Hermilia Wijayati i Edy Hidayat. "Blended Learning in Teacher Profession Education (PPG) of Germany Education as The 21st Century Teacher Training Model". Journal of Development Research 4, nr 2 (30.11.2020): 125–33. http://dx.doi.org/10.28926/jdr.v4i2.116.
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This study aims to solve problems related to the policy of Teacher Professional Development (TPD) program. This research produces a syllabus of in-office TPD for the German language to solve problems faced in the field; it is necessary to provide provision and preparation for lecturers so that the preparation and implementation of learning have the same standards and goals and the percentage of pedagogic material is more than the professional content. Meanwhile the composition of the competency test is otherwise. In this study, a new policy of TPD is formulated based on 21st century competencies and 21st century learning models that have been successfully applied in Australia, namely a life skills-based learning approach, or known as life- based learning. This framework has become the flagship program for learning innovation at the State University of Malang. The research employed a research and development method that begins with problem identification or problem formulation. The syllabus design is created and developed based on performance and needs analysis, and oriented to the principles of teacher training in the 21st century. These principles are reflected in the syllabus which contains pegadodic competences, professional competence, the ability to use digital media through blended learning and digital-based learning. Based on the results of the validation by German learning experts and suggestions from users, it can be concluded that the PPG German syllabus design is feasible to use. Nevertheless, it is necessary to refine the time allocation according to the needs and clarity of evaluation and assessment.
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Povey, Rhonda, i Michelle Trudgett. "There was movement at the station: western education at Moola Bulla, 1910-1955". History of Education Review 48, nr 1 (3.06.2019): 75–90. http://dx.doi.org/10.1108/her-10-2018-0024.
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Purpose The focus of this paper is to centre the lived experiences and perceptions of western education held by Aboriginal people who lived at Moola Bulla Native Cattle Station (Moola Bulla) in Western Australia, between 1910 and 1955. Of interest is an investigation into how government legislations and policies influenced these experiences and perceptions. The purpose of this paper is to promote the powerful narrative that simultaneously acknowledges injustice and honours Aboriginal agency. Design/methodology/approach The research from which this paper is drawn moves away from colonial, paternalistic and racist interpretations of history; it is designed to decolonise the narrative of Aboriginal education in remote Western Australia. The research uses the wide and deep angle lens of qualitative historical research, filtered by decolonising methodologies and standpoint theory. Simultaneously, the paper valorises the contributions Indigenous academics are making to the decolonisation of historical research. Findings Preliminary findings suggest the narrative told by the residents who were educated at Moola Bulla support a reframing of previous deficit misrepresentations of indigeneity into strength-based narratives. These narratives, or “counter stories”, articulate resistance to colonial master narratives. Social implications This paper argues that listening to Aboriginal lived experiences and perceptions of western education from the past will better inform our engagement with the delivery of equitable educational opportunities for Aboriginal students in remote contexts in the future. Originality/value This paper will contribute to the wider academic community by addressing accountability in Aboriginal education. Most important to the study is the honouring of the participants and families of those who once lived on Moola Bulla, many who are speaking back through the telling of their story.
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Han, Jinghe. "Information literacy challenges for Chinese PhD students in Australia: A biographical study". Journal of Information Literacy 6, nr 1 (20.04.2012): 3. http://dx.doi.org/10.11645/6.1.1603.
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This study explored the information literacy (IL) development of international higher degree research (HDR) students from China as they undertook their research studies in an Australian university.
International HDR students need advanced IL skills to complete their research degree. However, IL research and training in western countries has tended to regard international HDR students no differently from their undergraduate counterparts. That is, there has been a focus on basic information skills rather than considering the more complicated and advanced IL needs within a research context. The project presented in this paper aimed to explore this gap.
Three international PhD students from China participated in this research. A biographical approach was used to collect the data, and a total of 222 reflective accounts were collected from the participants over a period of fifteen months. In these reflections, they recorded significant life and study experiences at the University of Western Sydney. This approach allowed the participants freedom to express their thoughts and feelings without interruption and enabled them to speak frankly and freely without prejudice. The approach to data analysis underpinning this study was based on Bruce’s (1997) relational model of IL.
The findings indicate that these international HDR students experience significant difficulties in developing their IL skills during their research studies in their western university. The complex nature of research study, which demands high levels of IL, significantly contributes to these difficulties, as do the different language and culture of international students which pose additional challenges to their information use. This article concludes with recommendations for research supervisors and librarians to consider in the provision of IL education for international students.
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Dempsey, Ian. "National Reporting and Students with a Disability in the United States and Australia". Australasian Journal of Special Education 26, nr 1-2 (2002): 16–31. http://dx.doi.org/10.1017/s1030011200024921.
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In many Western countries in the past two decades, there has been considerable general education reform, typically with increased educational accountability through national reporting. The major features of this accountability process, as it has occurred in the United States, are described, with an emphasis on what this has meant for students with a disability. Key features of the process include the provision of significant federal funding contingent on the achievement of specified outcomes; the introduction of a widespread testing regime using standards-based assessment and the reporting of these outcomes at the state, district and school level; and providing access to the regular curriculum to students with a disability unless there is a good reason not to do so. The education reform process in Australia is also described and contrasted with the US movement. A conclusion of the discussion is that the Australian states and territories have been reluctant participants in the reporting process for students with a disability, and that leadership by the Commonwealth is the only likely avenue by which improvements in reporting for these students may come about.
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Wamala, Robert, i Gerald Seruwagi. "Teacher Competence And The Academic Achievement Of Sixth Grade Students In Uganda". Journal of International Education Research (JIER) 9, nr 1 (22.12.2012): 83–90. http://dx.doi.org/10.19030/jier.v9i1.7503.
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The study investigates the influence of teacher competence on the academic achievement of sixth grade students in Uganda. The investigation is based on data sourced from the 2009 Southern African Consortium for Monitoring Education Quality (SACMEQ) survey comprising 5,148 records of sixth grade students enrolled in primary schools in Uganda. The percentage scores of students and teachers in reading and numeracy tests were adopted as measures of academic achievement and competence, respectively. The analysis was carried out using a multiple linear regression clustered by six geographical regions in Uganda eastern, western, southern, northern, southwestern, and northeastern. In addition to teacher competency, students academic achievement in the various disciplines was modeled by the student characteristics of age, sex, rural-urban residence, class repetition status (any class), and length of pre-primary education. The results showed students high academic achievement in reading and numeracy was significantly associated with high teacher competency in the same disciplines. However, this generalization may not hold for all students in all countries because of variations in learner characteristics and the learning environment. Nevertheless, the findings suggest the need to strengthen teacher competence as a measure to enhance students academic achievement in formal education.