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Добірка наукової літератури з теми "Technical education Australia Case studies"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 29 січня 2023

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Статті в журналах з теми "Technical education Australia Case studies"

E. Fluck, Andrew, Olawale Surajudeen Adebayo, and Shafi'i Muhammad Abdulhamid. "Secure E-Examination Systems Compared: Case Studies from Two Countries." Journal of Information Technology Education: Innovations in Practice 16 (2017): 107–25. http://dx.doi.org/10.28945/3705.

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Aim/Purpose: Electronic examinations have some inherent problems. Students have expressed negative opinions about electronic examinations (e-examinations) due to a fear of, or unfamiliarity with, the technology of assessment, and a lack of knowledge about the methods of e-examinations. Background: Electronic examinations are now a viable alternative method of assessing student learning. They provide freedom of choice, in terms of the location of the examination, and can provide immediate feedback; students and institutions can be assured of the integrity of knowledge testing. This in turn motivates students to strive for deeper learning and better results, in a higher quality and more rigorous educational process. Methodology : This paper compares an e-examination system at FUT Minna Nigeria with one in Australia, at the University of Tasmania, using case study analysis. The functions supported, or inhibited, by each of the two e-examination systems, with different approaches to question types, cohort size, technology used, and security features, are compared. Contribution: The researchers’ aim is to assist stakeholders (including lecturers, invigilators, candidates, computer instructors, and server operators) to identify ways of improving the process. The relative convenience for students, administrators, and lecturer/assessors and the reliability and security of the two systems are considered. Challenges in conducting e-examinations in both countries are revealed by juxtaposing the systems. The authors propose ways of developing more effective e-examination systems. Findings: The comparison of the two institutions in Nigeria and Australia shows e-examinations have been implemented for the purpose of selecting students for university courses, and for their assessment once enrolled. In Nigeria, there is widespread systemic adoption for university entrance merit selection. In Australia this has been limited to one subject in one state, rather than being adopted nationally. Within undergraduate courses, the Nigerian scenario is quite extensive; in Australia this adoption has been slower, but has penetrated a wide variety of disciplines. Recommendations for Practitioners: Assessment integrity and equipment reliability were common issues across the two case studies, although the delivery of e-examinations is different in each country. As with any procedural process, a particular solution is only as good as its weakest attribute. Technical differences highlight the link between e-examination system approaches and pedagogical implications. It is clear that social, cultural, and environmental factors affect the success of e-examinations. For example, an interrupted electrical power supply and limited technical know-how are two of the challenges affecting the conduct of e-examinations in Nigeria. In Tasmania, the challenge with the “bring your own device” (BYOD) is to make the system operate on an increasing variety of user equipment, including tablets. Recommendation for Researchers: The comparisons between the two universities indicate there will be a productive convergence of the approaches in future. One key proposal, which arose from the analysis of the existing e-examination systems in Nigeria and Australia, is to design a form of “live” operating system that is deployable over the Internet. This method would use public key cryptography for lecturers to encrypt their questions online. Impact on Society : If institutions are to transition to e-examinations, one way of facilitating this move is by using computers to imitate other assessment techniques. However, higher order thinking is usually demonstrated through open-ended or creative tasks. In this respect the Australian system shows promise by providing the same full operating system and software application suite to all candidates, thereby supporting assessment of such creative higher order thinking. The two cases illustrate the potential tension between “online” or networked reticulation of questions and answers, as opposed to “offline” methods. Future Research: A future design proposition is a web-based strategy for a virtual machine, which is launched into candidates’ computers at the start of each e-examination. The new system is a form of BYOD externally booted e-examination (as in Australia) that is deployable over the Internet with encryption and decryption features using public key cryptography (Nigeria). This will allow lecturers to encrypt their questions and post them online while the questions are decrypted by the administrator or students are given the key. The system will support both objective and open-ended questions (possibly essays and creative design tasks). The authors believe this can re-define e-examinations as the “gold standard” of assessment.

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Cummins, Phyllis, Philip Taylor, Takashi Yamashita, and Leah Janssen. "Adult Learning and Employment Opportunities for Older Workers in Australia and the United States: Lessons for Adult Education." Innovation in Aging 5, Supplement_1 (December 1, 2021): 145. http://dx.doi.org/10.1093/geroni/igab046.561.

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Abstract This study examined the role community colleges (U.S.) and Technical and Further Education (TAFE; Australia) institutes play in providing educational opportunities to older workers in the U.S. and Australia. Employment for adults of all ages has been impacted by job automation in recent decades. We analyzed national level data to estimate the impacts of job automation by age group. In both the U.S. and Australia, about 65% of older workers in sales occupations are at risk for job loss due to automation. Additionally, we reviewed occupational projection data and employment opportunities for workers who may be displaced by automation. Needs for health care support occupations, such as nursing assistants and occupational and physical therapy assistants are expected to grow rapidly. We will provide several recommendations based on the integration of our findings related to education/training programs and the aging workforce in the context of community colleges and TAFEs.

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Gulson, Kalervo N., and Sam Sellar. "Emerging data infrastructures and the new topologies of education policy." Environment and Planning D: Society and Space 37, no. 2 (November 24, 2018): 350–66. http://dx.doi.org/10.1177/0263775818813144.

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This paper examines how datafication is creating new topologies of education policy. Specifically, we analyse how the creation of data infrastructures that enable the generation, communication and representation of digital data are changing relations of power, including both centralised and dispersed forms, and space in education. The paper uses conceptual resources from cultural topology and infrastructure studies to provide a framework for analysing spatial relations between educational data, discourses, policies and practices in new governance configurations. The paper outlines a case study of an emergent data infrastructure in Australian schooling, the National Schools Interoperability Program, to provide empirical evidence of the movement, connection and enactment of digital data across policy spaces. Key aspects of this case include the ways that data infrastructure is: (i) enabling new private and public connections across policy topologies; (ii) creating a new role for technical standards in education policy and (iii) changing the topological spaces of education governance.

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Gasevic, Dragan, Yi-Shan Tsai, Shane Dawson, and Abelardo Pardo. "How do we start? An approach to learning analytics adoption in higher education." International Journal of Information and Learning Technology 36, no. 4 (August 5, 2019): 342–53. http://dx.doi.org/10.1108/ijilt-02-2019-0024.

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Purpose The analysis of data collected from user interactions with educational and information technology has attracted much attention as a promising approach to advancing our understanding of the learning process. This promise motivated the emergence of the field of learning analytics and supported the education sector in moving toward data-informed strategic decision making. Yet, progress to date in embedding such data-informed processes has been limited. The purpose of this paper is to address a commonly posed question asked by educators, managers, administrators and researchers seeking to implement learning analytics – how do we start institutional adoption of learning analytics? Design/methodology/approach A narrative review is performed to synthesize the existing literature on learning analytics adoption in higher education. The synthesis is based on the established models for the adoption of business analytics and finding two projects performed in Australia and Europe to develop and evaluate approaches to adoption of learning analytics in higher education. Findings The paper first defines learning analytics and touches on lessons learned from some well-known case studies. The paper then reviews the current state of institutional adoption of learning analytics by examining evidence produced in several studies conducted worldwide. The paper next outlines an approach to learning analytics adoption that could aid system-wide institutional transformation. The approach also highlights critical challenges that require close attention in order for learning analytics to make a long-term impact on research and practice of learning and teaching. Originality/value The paper proposed approach that can be used by senior leaders, practitioners and researchers interested in adoption of learning analytics in higher education. The proposed approach highlights the importance of the socio-technical nature of learning analytics and complexities pertinent to innovation adoption in higher education institutions.

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Muir, Tracey, Tracy Douglas, and Allison Trimble. "Facilitation strategies for enhancing the learning and engagement of online students." Journal of University Teaching and Learning Practice 17, no. 3 (July 1, 2020): 101–18. http://dx.doi.org/10.53761/1.17.3.8.

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The opening up of online education in the Australian tertiary sector has made higher education accessible for a wide range of students, including those living in rural and regional areas. While student numbers continue to grow as a result of this opportunity, there are increasing concerns regarding low student retention and progression rates for online students in comparison with on-campus students. Reasons for this vary, however, online students report a sense of isolation and disconnection with their studies highlighting the need for educators to utilise effective facilitation to enhance student connections to an online community. In this paper, we investigated facilitation strategies using two case studies. This illustrated how two online instructors used design-based research to evaluate the impact of facilitation strategies on instructor presence, instructor connection, engagement and learning in maths education and human biology subjects. Findings indicate that focusing on social, managerial and technical facilitation strategies resulted in an increased instructor presence and active involvement, which in turn were influential in motivating students to engage with learning online. The findings have implications for higher education providers and instructors who are tasked with engaging online students. This identifies the importance of targeted online facilitation to enhance learner-instructor and learner-content engagement.

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Brodovskaya, E. V., A. Yu Dombrovskaya, A. B. Shatilov, and R. V. Parma. "Teacher Training Doctoral Studies Basic Parameters and Development Vectors in Russia and in the World: The Results of the Global Study of Leading Universities." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 1 (February 6, 2022): 24–41. http://dx.doi.org/10.31992/0869-3617-2022-31-1-24-41.

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The article analyzes the main trends in the development of the scientific and pedagogical personnel training system in Russia and foreign countries. The main method of collecting empirical information is quantitative content analysis of the leading universities’ site content. The case selection is based on the QS (Quacquarelli Symonds World University Rankings – 2016 and 2020) – global university ranking (top 500). The selection of Russian universities has been carried out on the basis of the QS BRICS – 2016 and 2020 university ranking. Based on the results of the selection of the leading universities, 60 universities of North and Latin America, Russia, China, Europe, and Australia have been selected. The comparison criteria of higher education institutions are codified in the content analysis matrix. We compared the entry requirements, the content and organization of the doctoral studies, and the “exit” – the learning outcomes. The results of the research are the distinctive characteristics of the Russian teacher training doctoral programs and foreign doctoral programs EdD, EdLd, PhD in Education. It is revealed that foreign universities are characterized by an orientation to a variety of labor markets, differentiation of programs and career paths; studentoriented approach; flexible choice of learning formats; focus on the preparation of the author’s original research; close attention to the idea of the dissertation research, programs, scientific publications, dissertation text, multilevel assessment (program Manager, scientific consultant, elective teachers on the topic of the dissertation, the head of the postgraduate seminar, external experts); online learning; high quality of technical and informational environment. The characteristics of the Russian doctoral studies, which impede differentiation of the paths of dissertation preparation by doctoral students depending on the specifics of the scientific research area, limit the possibility of implementing the practical results of the dissertation and reduce the potential for professional growth of doctoral students.

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Cronshaw, Darren. "Good Soldiering and Re-Virtuing Military Ethics Training." International Journal of Public Theology 16, no. 3 (October 18, 2022): 337–58. http://dx.doi.org/10.1163/15697320-20220056.

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Abstract With warfare’s increasing complexity and damage from ethical failures, it is critical for defence forces to develop best practice training in military ethics. As the Australian Army’s Good Soldiering program suggests, soldiers require technical but also ethical competence. But how are ethical behaviours and the virtues they depend on cultivated in soldiers and how can chaplains contribute as public theologians? Military ethics education includes teaching just war principles of Laws of Armed Conflict, as well as understanding illegal orders and command responsibility. But ultimately ethical behaviour, following Aristotle, is grounded in character development and best informed by a revival of virtue ethics. Case studies are a training format which cultivate virtues and their application. Military ethics training at its best is virtue-based and practiced with simulated dilemmas in order to equip soldiers to act justly and exercise ‘good soldiering’ in the home, barracks, field and operations.

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De Souza Nery, Caio Augusto, and Alexandre Leme Godoy-Santos. "On the way to maturity..." Journal of the Foot & Ankle 16, no. 3 (December 20, 2022): 189. http://dx.doi.org/10.30795/jfootankle.2022.v16.1679.

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As we close another year of existence with the publication of this third issue of volume 16, we take the opportunity to share with everyone the joy of having complied with the requirements of the indexing platforms, reaching the milestones outlined for the first three years of the JFA. Thanks to the joint effort of authors, reviewers, editors, and management team, who prepare, organize, and produce the journal, we achieved the appropriate temporal, quantitative, and qualitative flows whose results are expressed by the publication of 180 articles in three years. We must celebrate the participation of countries worldwide, which surprised us with their interest in our vehicle of scientific dissemination. The chart and table below demonstrate that important countries such as the USA, Spain, Portugal, South Africa, and Australia have already become familiar with our system and honored us with their submissions. But we still have a lot to do!!! In addition to encouraging Latin American countries to collaborate more effectively by sending their studies, we would like to have young professionals on our side. It would be extremely useful for everyone if the training services for Foot and Ankle specialists throughout Latin America considered performing scientific studies and publishing them in the JFA as one of the technical training requirements. The research growth and published studies in our continent would soon be rewarded by the improvement in care and outcomes for our patients, the greatest objective of all. The renewal and expansion of the Board of Reviewers started this year will continue, and soon, we hope to reduce even more the evaluation and decision time of each submission, in addition to improving, every day, the standard of revisions. In this moment of reflection in which we see the end of another difficult year where we feel all the serious consequences of the pandemic that has hit humanity, we can celebrate a small victory achieved by every one of us who participated in constructing our journal to whom we are most grateful. Happy Holidays to all!

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Bertone, Santina, and Gerard Griffin. "Immigrant Female Workers and Australian Trade Unions." Articles 50, no. 1 (April 12, 2005): 117–46. http://dx.doi.org/10.7202/050994ar.

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One of the main goals of employment equity programmes is to increase the occupational mobility of women so that they may enter non traditional jobs. Although on-the-job training has always been considered a major tool for increasing occupational mobility, it has received very little consideration in employment equity programmes. This article identifies the major aspects of women's participation in on-the-job training programmes and proposes ways to bridge the gap between these programmes and employment equity. The first section of the article examines the current situation of women in the labour market. According to the most recent statistics, occupational segregation as well as the wage gap between males and females are still quite significant. Studies of employment equity programmes show that progress has, in general, been slow. Among the reasons given for these results are a lack of integration of employment equity programmes and employers' human resource management strategies, particularly as regards on-the-job training. In the second section we examine data depicting different aspects of women workers' participation in on-the-job training. The data originate from a wide variety of sources and show that women are disadvantaged relative to men along several dimensions, including: participation rates; duration and intensity of training; and financing. Explanations for these discrepancies are discussed in the following two sections which deal respectively with access to and outcomes of on-the-job training for women workers. An initial factor that may explain the lower participation rate of women is the fact that employers tend to offer on-the-job training to workers in qualified jobs. In this context, women's jobs are usually considered as less qualified and studies show that there is an under-investment in human capital in jobs such as clerical work where women are concentrated. Another factor that comes into play is the relation between on-the-job training and an employee's real or anticipated stability in the enterprise. Although women's periods of absence from the labour market for family reasons are much shorter now than before, they are still perceived as less attached to their jobs. It has been shown, for instance, that women with young children are less likely to be offered training by their employers. Another characteristic of women's jobs that negatively affects their participation in training is the fact that they are over-represented in areas of marginal employment such as part-time work. Employers tend to offer less training to these employees because they are considered less motivated and less productive. Finally, the positive relation that has been shown to exist between size of firm and the incidence of training may equally have an adverse impact since women are over-represented in small and mediumsized firms. Even if employers modify their practices in order to give women access to training for non-traditional jobs, some barriers can still limit positive outcomes. These barriers may exist during or after training. For instance, for reasons arising from education or the traditional nature of their job experience, women are less familiar with basic technical skills. Studies have shown that the chances of women remaining in and successfully completing these programmes are improved if, prior to training, they receive some technical or scientific instruction in areas such as refresher mathematics or technical vocabulary. Positive attitudes and awareness on the part of trainers are also important factors in avoiding discouragement and withdrawal from the programme by women workers. Finally, once training is over, occupational mobility may not necessarily follow for various reasons such as bias of supervisors against women entrants in non traditional jobs or a lack of seniority. The analysis presented in this article proposes a comprehensive framework for studying women's participation in on-the-job training programmes. One of the main features of the analysis is to demonstrate the interactions between a large number of variables. The next step is to improve our knowledge of this situation through use of a more comprehensive statistical data base, and through case studies. Given the fact that hiring has considerably slowed down for cyclical as well as structural reasons, promotions into non-traditional jobs will probably become the main avenue for employment equity, hence the importance of on-the-job training for women workers.

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Fleming, Julie, Karen Becker, and Cameron Newton. "Factors for successful e-learning: does age matter?" Education + Training 59, no. 1 (January 9, 2017): 76–89. http://dx.doi.org/10.1108/et-07-2015-0057.

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Purpose The purpose of this paper is to examine the factors affecting employees’ overall acceptance, satisfaction and future use of e-learning, specifically exploring the impact that age has on the intended future use of e-learning relative to the other potential predictors. Design/methodology/approach The project developed an online survey and invited employees of one Australian rail organisation to participate. Questions were structured around the factors that affect acceptance and future use of e-learning. Statistical analysis was used. Findings The findings from the study suggest that, despite the often espoused stereotype, age is not a significant factor impacting either future use intentions or satisfaction with e-learning. In contrast, three variables were found to be useful predictors of intention for future use of organisational e-learning; low complexity, authenticity and technical support. Research limitations/implications The study did not consider other moderating effects related to demographic data other than age, such as educational experience. Further, the case presented is a single organisation and therefore is not necessarily representative of other industries. Future studies should adopt a mixed methods approach. Practical implications This study has emphasised that attention needs to be focussed on factors over which organisations have control when adopting and using e-learning. Employee age should not be seen as an obstacle to e-learning implementation, rather attention needs to turn to effective and user-friendly e-learning interventions along with sufficient technology support. Originality/value Perceptions within industry and indeed in some literature, suggest that employee age stereotypes still exist in relation to technology uptake. This research has demonstrated that this stereotype is an erroneous assumption and emphasised the importance of other factors.

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Дисертації з теми "Technical education Australia Case studies"

Simiyu, John Humphreys Gilbert Wanyonyi. "Vocational and technical education and training in Kenya : case studies of two exemplary youth polytechnics." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59434.

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Since 1963, Kenya has undergone extensive upgrading of its educational system. New institutions like the "youth polytechnic" have been created to serve post-elementary school people in need of employment skills. In this study, the case method was used to investigate two, one rural and one urban, reputedly exemplary polytechnics. In particular, this study sought the organizational factors associated with the two exemplary institutions.
Data were collected using observation, interviews, questionnaires, and salient documents.
A number of factors associated with exemplary youth polytechnics were uncovered. The Polytechnics developed training that was suited to the respective areas and to employment. Dedicated principals created an environment conducive to training such as discipline, duty delegations, and a communication network. Committed staff used innovative means of instruction, and a close link to the world of work was adopted. Trainees valued their studies. Management committees had a clear vision of the polytechnics' direction, and they had community support.

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Ho, Moon-tim, and 何滿添. "A case study of the influence of the proposed recommendations in the "review of prevocational and secondary technical education (1997)" bythe Education Department in a technical secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960881.

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edu, aruddy@indiana, and Annie Ruddy. "Internationalisation: Case studies of two Australian and United States universities." Murdoch University, 2009. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090416.20912.

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Higher education has undergone significant change as universities have sought to respond to government reforms in a period of globalisation. One major reform that globalisation has introduced is the reduction in state funding for higher education. Universities have turned to other resources to provide funding and one of these is the recruitment of international students. The focus of this thesis is on contrasting the internationalisation policies of two nations, Australia and the United States, by analysing published policies, statistics and carrying out interviews on two campuses. Two universities, one in Australia and the other in the United States, served as case studies to examine the strategies used to implement these policies. Approximately 100 participants were interviewed, including administrators and faculty members, international and domestic students. Each university featured internationalisation as a goal in its mission statement. By integrating intercultural and global dimensions into the teaching, research and service functions of a university, internationalisation encompasses a multitude of activities that provide an educational experience. While administrators generally stated that the implementation of strategic plans to achieve international goals had been successful, many faculty members, domestic and international students were of the view that international goals were yet to be realised. These contrasting discourses revealed that each university was falling short of achieving its internationalisation goals. Faculty members and domestic and international students expressed dissatisfaction about cultural insensitivity, lack of adequate services that offered housing and emotional/social support, and language barriers. At the same time, each university was achieving some of its internationalisation goals. In conclusion, strategies are suggested that might improve the implementation of internationalisation at both universities.

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Nishida, Yukiyo. "The challenge of multiage primary education in public education : case studies in Australia, Canada and the USA." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439812.

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Kithyo, Isaac Mattemu. "Making sense of students career choices : the case of technical training institutions in Kenya." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ46364.pdf.

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Jayatilaka, Jennifer A. "An investigation of family literacy practices of eight families with preprimary children and a family literacy program conducted in a low socio-economic area." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/991.

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Study of the research literature showed that literacy skills are socialised in young children along with their learning of oral language. This socialisation process occurs within a child's home environment long before they enter formal schooling. Family literacy has been shown to have the potential to impact powerfully on children's perceptions about literacy use through role models and support provided by various family and community members. Literacy activity is often deeply embedded in daily family practices. For some children, differences between home and school literacy practices can occur. Where this mismatch occurs for children in low socio economic homes the problems associated can be compounded. In the present study a formative experimental design was used to investigate and describe some of the literacy practices of eight families living in a low socio-economic environment as identified by the parents of children attending a preprimary centre. Some family literacy programs designed to reduce the effect of the literacy mismatch between home and school have been found, in research literature, to be unsuitable for certain communities because of their inability to address the needs of individual families. The present study reports on the results of a family literacy program jointly planned by the teacher/researcher and parents of eight families from a low socio-economic community. It describes the nature of the family literacy program and the perceptions of the program held by the eight participants. Issues arising from this family literacy program design are highlighted and some implications for educational practice and further research are presented.

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Xie, Shaohua. "Links between devolution and changes in curriculum policy : a case study of year 8-10 social studies curriculum in Western Australia since 1987." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/975.

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This study investigates the links between devolution and Year 8-10 Society and Environment (SAE) curriculum policy in Western Australia (WA) since 1987. It explores whether changes to the structure within which SAE resides, the process through which curriculum decision making occurs, and the content of SAE are consistent with the principles and practice of devolution. An attempt is made in the study to determine whether these changes would have occurred anyway, even if devolution had not been introduced. The investigation is based on a radical humanist model of social inquiry, As such, it uses a critical theory conceptual framework to inform a qualitative research paradigm. Two sources provide qualitative data for the study, namely, interviews and documentary material. The interview material comes from discussions with twenty six senior education officers, school staff, academics and other stakeholders. The documentary material includes key system-wide policy documents, Year 8-10 curriculum frameworks, guidelines and syllabi, and relevant school level publications. Generally, the analysis of data gained from those two sources support the claims made by critical theorists about the impact of devolution upon curriculum policy. More specifically, the findings show that in WA, since 1987, state curriculum development has contributed to a reinforcement of social control, a widening of social inequality and an intensification of the school's role as an agent of narrowly defined economic interests. These links are shown to be consistent with the critical theory argument that devolution is underpinned by corporate managerialism and that it involves not only a decentralisation of responsibility but also a recentralization of power. The study concludes by suggesting that the implications of WA's experience of devolution for China depend largely on whether China's context and needs are examined in terms of a consensus model or a critical theory model of society.

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Mattoon, D. Stan. "Short-term certificates: Case studies of three California community colleges." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2386.

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The purpose of this study was to analyze the characteristics of innovative designs within community college short-term certificate programs. Innovations in workforce training occur as stakeholders identify highly successful vocational programs and replicate those programs. Educational leaders in several states have developed short-term certificate programs to provide training that rewards students for completing modules of competencies en route to further certificates or degrees. Collective case studies were performed on the content of policy documents and of interviews with administrators at three California community colleges pertaining to the design of short-term vocational courses. The cross-case analysis showed agreement of the need for high levels of collaboration, development of fast-track programs to meet employability needs, and design of pathways to allow credits toward other certificates or degrees. Charts are displayed of data trends for short-term certificates earned by unit category over the years 1998-2007. Examples of short-term curricular schema are included in the appendices.

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Joyner, Charles W. "A case study of the Mombasa / Kenya / Dawson staff development project /." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66198.

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Wolven, Winifred Ann Reed. "A Qualitative Case Study of Social Technology's Influence on Student Writing." Thesis, Grand Canyon University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687115.

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The purpose of this qualitative case study research was to explore in-depth the research question, "How do texting and Textese influence students' learning of writing in Standard English in composition classes?" Yin's Five-Phase Cycle guided the research and aided in the determination of a qualitative case study research. The literature review identified that no single theory covered the phenomenon, so research was guided by five key theories: Technology Acceptance Model, Transactional Distance Theory, Media Richness Theory, Uses and Gratification Approach, and Threaded Cognition Theory. Participants included college English faculty from Illinois, 25 students enrolled in Composition I classes, and three consecutive semesters of former composition students' e-mails. Semi-structured, one-on-one interviews were held with faculty and member checked. A pilot study was conducted prior to inclusion of the 25 student volunteers completing the student questionnaires, and three consecutive semesters' e-mails from former students were analyzed for frequency data. All qualitative data were coded using MAXQDA+ software and analyzed. Results from data analysis revealed an evolving perception and usage of texting and mobile communication devices among faculty and students, a disconnect between faculty and students concerning use of texting and Textese, and frequency data revealing the influence did not permeate writing as much as previous studies implied. Results indicated most faculty and students had mixed attitudes, leading to implications that faculty needed to incorporate lessons involving texting, code switching, and detail richness into the course pedagogy.

Keywords: Texting, Textese, composition, social media, short message systems, formal/informal writing, Technology Acceptance Model, Media Richness Theory

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American Society for Training and Development., ed. Case studies in technical training: From Training & development and technical & skills training. Alexandria, Va: American Society for Training and Development, 1994.

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Governance of technical education in India: Key issues, principles, and case studies. Washington, D.C: World Bank, 2010.

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Unesco, ed. The Integration of general and technical and vocational education. Paris: Unesco, 1986.

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Greek ethnic schools in Australia in the late 1990s: Selected case studies. Champaign, Ill: Common Ground Pub., 2010.

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Fuller, Alison. The TVEI pilot curriculum 16-18: An evaluation report based on case studies : a summary. Sheffield: Training Agency, 1988.

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Räsänen, Leila. Tytöt tekniikkaan tutustumassa: TET-kokeilu ammattioppilaitoksissa = Flickor blir du med tekniken : PRAO-försök i yrkesutbildningen. Helsinki: Sosiaali- ja terveysministeriö, 1991.

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California Integrated Waste Management Board. School DEEL and environmental service-learning: Case studies and technical support. [Sacramento, CA]: California Integrated Waste Management Board, 2005.

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Stephen, Lamb, and SpringerLink (Online service), eds. International Comparisons of China’s Technical and Vocational Education and Training System. Dordrecht: Springer Science+Business Media B.V., 2010.

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International Workshop on Curriculum Development in Technical and Vocational Education (1993 Turin, Italy). International Workshop on Curriculum Development in Technical and Vocational Education: Held at the ILO International Training Centre, Turin, Italy, 30 August-3 September 1993 : final report. Turin: United Nations Educational, Scientific and Cultural Organization, International Project on Technical and Vocational Education, 1993.

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X, Wang Victor C., ed. Handbook of research on e-learning applications for career and technical education: Technologies for vocational training. Hershey, PA: Information Science Reference, 2010.

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Hippach-Schneider, Ute, and Tanja Weigel. "Relationship Between Potential Recruits from VET and HE: Case Studies from Germany, England and Switzerland." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 27–37. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5398-3_2.

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Colliver, Yeshe, and Libby Lee-Hammond. "A Cultural–Historical Model to Inform Culturally Responsive Pedagogies: Case Studies of Educational Practices in Solomon Islands and Australia." In Cultural Psychology of Education, 79–105. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28412-1_6.

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Hernández, Mario, Philippe De Maeyer, Luc Zwartjes, and Antonio Benavides Castillo. "Geoheritage to Support Heritage Authorities: Research Case Studies on Maya Archaeological Sites." In 50 Years World Heritage Convention: Shared Responsibility – Conflict & Reconciliation, 349–62. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05660-4_27.

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AbstractSince the adoption of the World Heritage Convention (1972), modern technologies have significantly changed the way our society behaves and operates, with an increased demand for energy, fast and reliable communications, etc. Some modern technologies might contribute to negative impacts on heritage sites, e.g. through climate change and/or excessive tourism; however, modern digital technologies can also be extremely beneficial for heritage activities. In this paper, we focus on how modern digital geo-science and geo-technology can support heritage authorities’ daily work. We introduce herein the concept of digital Geoheritage, which can help heritage authorities to discover and understand the enormous benefits that geomatics can provide for their daily heritage activities. This research case, implemented through an interdisciplinary scientific approach, originally aimed to support the preservation, restoration and management of a cultural heritage site; however, it was later expanded to also support archaeological research, stability risk assessment, planning, design, education, dissemination and promotion. The use of digital geo-sciences for the benefit of the local Maya communities living around a heritage site is also illustrated. Our objective, within the current book, was to present a paper that is oriented toward heritage authorities, and, therefore, technical language has been avoided.

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Di Mitri, Daniele, Jan Schneider, and Hendrik Drachsler. "The Rise of Multimodal Tutors in Education." In Handbook of Open, Distance and Digital Education, 1–20. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_58-1.

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AbstractThis chapter describes the insights derived by the design and development of the Multimodal Tutor, a system that uses artificial intelligence for providing digital feedback and to support psychomotor skills acquisition. In this chapter, we discuss the insights which we gained from eight studies: (1) an exploratory study combining physiological data and learning performance (Learning Pulse); (2) a literature survey on multimodal data for learning and a conceptual model (the Multimodal Learning Analytics Model); (3) an analysis of the technical challenges of Multimodal Learning Analytics (the Big Five Challenges); (4) a technological framework for using multimodal data for learning (the Multimodal Pipeline); (5) a data collection and storing system for multimodal data (the Learning Hub); (6) a data annotation tool for multimodal data (the Visual Inspection Tool); (7) a case study in Cardiopulmonary Resuscitation training (CPR Tutor) consisting of a feasibility study for detecting CPR mistakes; and (8) a real-time feedback study.

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Di Mitri, Daniele, Jan Schneider, and Hendrik Drachsler. "The Rise of Multimodal Tutors in Education." In Handbook of Open, Distance and Digital Education, 1037–56. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_58.

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Curry, Edward, Edo Osagie, Niki Pavlopoulou, Dhaval Salwala, and Adegboyega Ojo. "A Best Practice Framework for Centres of Excellence in Big Data and Artificial Intelligence." In The Elements of Big Data Value, 177–210. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68176-0_8.

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AbstractThis chapter presents a best practice framework for the operation of Big Data and Artificial Intelligence Centres of Excellence (BDAI CoE). The goal of the framework is to foster collaboration and share best practices among existing centres and support the establishment of new Centres of Excellence (CoEs) within Europe. The framework was developed following a phased design science process, starting from a literature review to create an initial framework which was enhanced with the findings of a multi-case study of existing successful CoEs. Each case study involved an in-depth analysis and a series of in-depth interviews with leadership personnel of existing CoEs.The resulting best practice framework models a CoE using open systems theory that comprises input (environment), transformation (CoE) and output (impact). The framework conceptualises the internal operation of the CoE as a set of high-level capabilities including strategy, governance, structure, funding, and people and culture. The core capabilities of the CoE include business development, collaboration, research support services, technical infrastructure, experimentation/demonstration platforms, Intellectual Property (IP) and data protection, education and public engagement, policy outreach, technology and knowledge transfer, and performance and impact assessment. In this chapter we describe the best practice framework for CoEs in big data and AI, including objectives, environment, strategic and operational capabilities, and impact. The chapter outlines how the framework can be used by a CoE to support its strategic direction and operational decisions over time, and how a new CoE can use it in the start-up phase. Based on the analysis of the case studies, the chapter explores the critical success factors of a CoE as defined by a survey of CoE managers. Finally, the chapter concludes with a summary.

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Odiyo, John Ogony, Agnes Musyoki, and Rachel Makungo. "Skills and Knowledge Transfer for Transitioning into the Green Economy." In Green Economy in the Transport Sector, 65–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86178-0_6.

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AbstractThis chapter aimed at identifying skills required for transitioning into green economy in the transport sector, preferred careers and institutions, challenges that could hinder transition to green economy in transport sector in addition to suggesting policy recommendations in case study carried out Limpopo Province. Case studies are required to provide insight into the nature of the current situation with respect to transition to green economy in the transport sector and providing knowledge and evidence on skills required transition to green transport. The study followed a qualitative and exploratory methodology involving administering questionnaire to purposively selected participants and stakeholder workshop aimed at discussing and debating on required knowledge and skills for transition to green economy in Limpopo Province, identifying challenges and policy recommendations. A total of twenty questionnaires were completed while 56 delegates from different departments and organisations participated in the workshop. A wide range of specific skills needs within technical, management skills and knowledge on techniques and skills on innovation and management for change categories, in the transport sector and their value chains were identified. Many of the skills required in the transport sector correspond to those required for the general green economy indicating that the transport sector will also benefit through implementation of the green economy in all sectors in the province. Most people chose environmental science as the most suitable career to follow in ensuring green economy. The respondents recognized the importance of mainstreaming the green economy at all levels of study. Challenges that could hinder transition to green economy include inadequate training and awareness programs, lack of existing skills directly related to the green economy at work places and inadequate funding for skills development in the green economy. Some of the policy recommendations include green growth capacity building for public administrators and policy makers, knowledge and skills transfer to be identified following the value chain based on the jobs required for each mode of green transport, development of methodology to mainstream green economy in all work places, mainstreaming green economy at all education levels, government to fund policy and legislation, and research and innovation related to green transport.

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Pendergast, Donna, and Cushla Kapitzke. "Virtual Vignettes and Pedagogical Potentials." In Development and Management of Virtual Schools, 192–215. IGI Global, 2004. http://dx.doi.org/10.4018/978-1-59140-154-4.ch009.

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In 2002 a review of the educational and technical performance of the Virtual Schooling Service being tested in Queensland, Australia, was conducted. The service utilised synchronous and asynchronous online delivery strategies and a range of learning technologies to support students at a distance, who may otherwise have restricted choices in their selection of subjects to study in Years 11 and 12—the final and non-compulsory years of schooling where students are typically aged 16 to 17. An account of how Activity Theory was used to conceptualise the evaluation is provided. A focus on one element of the evaluation—pedagogical effectiveness—with case studies of actual delivery and receiving classes is incorporated to highlight the pedagogical limitations and potentials of the service. The “productive pedagogies” schema is introduced as a framework for the evaluation of pedagogical effectiveness of the virtual classes. Critical success factors for pedagogical effectiveness are documented, along with a reflection on these elements using Activity Theory. The chapter concludes with an update of the current initiatives being undertaken to enhance the pedagogical effectiveness of the Virtual Schooling Service.

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Stockley, Naomi, Rianna Tatana, Roshni Kaur, and Alice Reynolds. "The Pavilion School, Melbourne, Australia." In Systematic synthetic phonics: case studies from Sounds-Write practitioners, 113–23. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.55.1366.

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The Pavilion School is located in Melbourne, Australia. It is a specialist Flexible Learning Option (FLO) for students who have disengaged or been excluded from mainstream education. There are 235 secondary-aged school students enrolled across two campuses in Melbourne’s northern suburbs. A considerable proportion of students at the Pavilion School face significant risk factors which impede their access to education. They are as follows: mental health challenges (60% of students); alcohol and other drug use (49%); school absenteeism (47%); family vulnerability (47%); and youth justice involvement (16%). Other relevant demographics that make up our student population include the following: 25% receive funding as part of the Program for Students with Disabilities (PSD); 24% identify as Aboriginal and Torres Strait Islander; and 10% are in Out of Home Care.

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Mercer, Trish, and Wendy Jarvie. "Negotiating the Early Childhood Education Revolution: An Exercise in Multi-level Governance." In Multi-level Governance: Conceptual challenges and case studies from Australia, 161–85. ANU Press, 2017. http://dx.doi.org/10.22459/mg.11.2017.07.

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Roy, Sylvie, Simone Smala, and Karen Dooley. "BILINGUAL EDUCATION IN MAJORITY ENGLISH SPEAKING COUNTRIES: CASE STUDIES IN AUSTRALIA AND CANADA." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0353.

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Hug, Sarah, Jane Krauss, and Catherine Ashcraft. "Case Studies of Use." In SIGCSE '15: The 46th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2676723.2691932.

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Boyd, Thomas M., and Phillip R. Romig. "Cross‐disciplinary education: Use of interactive case studies to teach geophysical exploration." In SEG Technical Program Expanded Abstracts 1996. Society of Exploration Geophysicists, 1996. http://dx.doi.org/10.1190/1.1826525.

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Acton, Sarah A. "Developing a Fatigue Risk Management System: Case Studies on Education and Mitigation Strategies." In SPE Annual Technical Conference and Exhibition. Society of Petroleum Engineers, 2014. http://dx.doi.org/10.2118/170933-ms.

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Kurkovsky, Stan. "Lego-based Case Studies for Teaching Software Engineering Concepts throughout the Curriculum (Abstract Only)." In SIGCSE '16: The 47th ACM Technical Symposium on Computing Science Education. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2839509.2844699.

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Rajan, Pramod, P. K. Raju, and Chetan S. Sankar. "Improving Mechanical Engineering Education Through Use of Case Studies." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12872.

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Business is increasingly conducted in a global environment, and mechanical engineering students are expected to be proficient in leadership skills as well as strong technical skills. Many authors state that instead of adding more material and more courses to the engineering curriculum, which would likely turn students away from engineering, engineering educators need to respond by opening up access to engineering with the larger world. We found that one of the effective ways of bringing real-world issues related to the areas of manufacturing and design, thermal engineering, acoustics, vibration, welding and nondestructive evaluation into classrooms is through the use of case study methodology. The Laboratory for Innovative Technology and Engineering Education (LITEE) at Auburn University has developed eighteen multimedia case studies over the past ten years. Faculty and students partnering with various industries develop these case studies. The case studies focus on real-world problems that actually occurred in the chosen industry. All the technical and business details related to the problem are provided in the case study. Through the use of information technologies we created multi-media case studies that bring real-world decision making from the engineering industry into the classrooms. The students analyze the problem in the class using role-playing, thereby simulating the decision-making scenario that occurred in the industry. The students also have an opportunity to compare their solutions to what happened in the industry. This paper describes the steps involved in developing a LITEE case study, administering this case study in engineering classrooms, and the results of evaluating the effectiveness of this method of instruction. This paper also discusses the details of different case studies related to the above-mentioned areas available through LITEE.

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Hamner, Emily, Lauren Zito, Jennifer Cross, Brett Slezak, Sue Mellon, Heather Harapko, and Michelle Welter. "Utilizing engineering to teach non-technical disciplines: Case studies of robotics within middle school English and health classes." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757486.

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Brenner, Paul R., Megan Schroeder, and Greg Madey. "Student Engineers Reaching Out: Case studies in service learning and a survey of technical need." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417841.

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Middleton, Michael. "Discipline Formation in Information Management: Case Study of Scientific and Technological Information Services." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2902.

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Discipline formation in information management is investigated through a case study of the origination and development of information services for scientific and technical information in Australia. Particular reference is made to a case of AESIS, a national geoscience, minerals and petroleum reference database coordinated by the Australian Mineral Foundation. This study provided a model for consideration of similar services and their contribution to the discipline. The perspective adopted is to consider information management at operational, analytical and strategic levels. Political and financial influences are considered along with analysis of scope, performance and quality control. Factors that influenced the creation, transitions, and abeyance of the service are examined, and some conclusions are drawn about an information management discipline being exemplified by such services.

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Edge, David, Michael Pope, Konstantin Puskarskij, Helio Santos, Henry Pinkstone, and Phil McKenzie. "Successful First Implementation of MPD Technology Offshore Australia: Regulatory, Technical and Operational Lessons Learned." In IADC/SPE Managed Pressure Drilling & Underbalanced Operations Conference & Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206390-ms.

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Abstract This paper details the successful first implementation of closed-loop Managed Pressure Drilling (MPD) technology offshore Australia, on a 6th generation semi-submersible rig. The paper covers the process of achieving safety case acceptance to implement MPD technology from the National Offshore Petroleum Safety and Environmental Management Authority (NOPSEMA), the government regulatory authority. The paper describes the project concept design phase, including a Drill Well on Simulator (DWOS) exercise, which was completed to confirm MPD techniques would mitigate problems experienced on conventionally drilled offset wells. The MPD risk assessments completed included HAZID / BOWTIE / HAZOP / FEA studies which were included in the safety case formal safety assessment that was submitted to NOPSEMA. In parallel the Well Operations Management Plan was submitted, detailing the planned MPD methodology. The detailed Well Engineering scope including the MPD Programme, Operational and Contingency Procedures and Commissioning Process was developed to form a Joint Operations Manual. Four levels of project specific MPD training were developed, reviewed, accepted and monitored by NOPSEMA, including classroom based and rig site practical training. Post MPD system installation in Singapore, the System Integrity Testing was successfully completed offshore Australia. Lastly the paper details MPD operations on the first well including the effective use of MPD well control, dynamic MPD FIT, LOT and Pore Pressure testing and establishing the high formation temperature effects on drilling mud density. The closed-loop MPD system allowed the riser deployed sections to be drilled using a statically underbalanced mud system and confirmed the improved capability and flexibility in terms of detection and controllability during mud loss events.

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McEntee, Alice, Sonia Hines, Joshua Trigg, Kate Fairweather, Ashleigh Guillaumier, Jane Fischer, Billie Bonevski, James A. Smith, Carlene Wilson, and Jacqueline Bowden. Tobacco cessation in CALD communities. The Sax Institute, June 2022. http://dx.doi.org/10.57022/sneg4189.

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Background Australia is a multi-cultural society with increasing rates of people from culturally and linguistically diverse (CALD) backgrounds. On average, CALD groups have higher rates of tobacco use, lower participation in cancer screening programs, and poorer health outcomes than the general Australian population. Lower cancer screening and smoking cessation rates are due to differing cultural norms, health-related attitudes, and beliefs, and language barriers. Interventions can help address these potential barriers and increase tobacco cessation and cancer screening rates among CALD groups. Cancer Council NSW (CCNSW) aims to reduce the impact of cancer and improve cancer outcomes for priority populations including CALD communities. In line with this objective, CCNSW commissioned this rapid review of interventions implemented in Australia and comparable countries. Review questions This review aimed to address the following specific questions: Question 1 (Q1): What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Question 2 (Q2): What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? This review focused on Chinese-, Vietnamese- and Arabic-speaking people as they are the largest CALD groups in Australia and have high rates of tobacco use and poor screening adherence in NSW. Summary of methods An extensive search of peer-reviewed and grey literature published between January 2013-March 2022 identified 19 eligible studies for inclusion in the Q1 review and 49 studies for the Q2 review. The National Health and Medical Research Council (NHMRC) Levels of Evidence and Joanna Briggs Institute’s (JBI) Critical Appraisal Tools were used to assess the robustness and quality of the included studies, respectively. Key findings Findings are reported by components of an intervention overall and for each CALD group. By understanding the effectiveness of individual components, results will demonstrate key building blocks of an effective intervention. Question 1: What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Thirteen of the 19 studies were Level IV (L4) evidence, four were Level III (L3), one was Level II (L2), none were L1 (highest level of evidence) and one study’s evidence level was unable to be determined. The quality of included studies varied. Fifteen tobacco cessation intervention components were included, with most interventions involving at least three components (range 2-6). Written information (14 studies), and education sessions (10 studies) were the most common components included in an intervention. Eight of the 15 intervention components explored had promising evidence for use with Chinese-speaking participants (written information, education sessions, visual information, counselling, involving a family member or friend, nicotine replacement therapy, branded merchandise, and mobile messaging). Another two components (media campaign and telephone follow-up) had evidence aggregated across CALD groups (i.e., results for Chinese-speaking participants were combined with other CALD group(s)). No intervention component was deemed of sufficient evidence for use with Vietnamese-speaking participants and four intervention components had aggregated evidence (written information, education sessions, counselling, nicotine replacement therapy). Counselling was the only intervention component to have promising evidence for use with Arabic-speaking participants and one had mixed evidence (written information). Question 2: What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? Two of the 49 studies were Level I (L1) evidence, 13 L2, seven L3, 25 L4 and two studies’ level of evidence was unable to be determined. Eighteen intervention components were assessed with most interventions involving 3-4 components (range 1-6). Education sessions (32 studies), written information (23 studies) and patient navigation (10 studies) were the most common components. Seven of the 18 cancer screening intervention components had promising evidence to support their use with Vietnamese-speaking participants (education sessions, written information, patient navigation, visual information, peer/community health worker, counselling, and peer experience). The component, opportunity to be screened (e.g. mailed or handed a bowel screening test), had aggregated evidence regarding its use with Vietnamese-speaking participants. Seven intervention components (education session, written information, visual information, peer/community health worker, opportunity to be screened, counselling, and branded merchandise) also had promising evidence to support their use with Chinese-speaking participants whilst two components had mixed (patient navigation) or aggregated (media campaign) evidence. One intervention component for use with Arabic-speaking participants had promising evidence to support its use (opportunity to be screened) and eight intervention components had mixed or aggregated support (education sessions, written information, patient navigation, visual information, peer/community health worker, peer experience, media campaign, and anatomical models). Gaps in the evidence There were four noteworthy gaps in the evidence: 1. No systematic review was captured for Q1, and only two studies were randomised controlled trials. Much of the evidence is therefore based on lower level study designs, with risk of bias. 2. Many studies provided inadequate detail regarding their intervention design which impacts both the quality appraisal and how mixed finding results can be interpreted. 3. Several intervention components were found to have supportive evidence available only at the aggregate level. Further research is warranted to determine the interventions effectiveness with the individual CALD participant group only. 4. The evidence regarding the effectiveness of certain intervention components were either unknown (no studies) or insufficient (only one study) across CALD groups. This was the predominately the case for Arabic-speaking participants for both Q1 and Q2, and for Vietnamese-speaking participants for Q1. Further research is therefore warranted. Applicability Most of the intervention components included in this review are applicable for use in the Australian context, and NSW specifically. However, intervention components assessed as having insufficient, mixed, or no evidence require further research. Cancer screening and tobacco cessation interventions targeting Chinese-speaking participants were more common and therefore showed more evidence of effectiveness for the intervention components explored. There was support for cancer screening intervention components targeting Vietnamese-speaking participants but not for tobacco cessation interventions. There were few interventions implemented for Arabic-speaking participants that addressed tobacco cessation and screening adherence. Much of the evidence for Vietnamese and Arabic-speaking participants was further limited by studies co-recruiting multiple CALD groups and reporting aggregate results. Conclusion There is sound evidence for use of a range of intervention components to address tobacco cessation and cancer screening adherence among Chinese-speaking populations, and cancer screening adherence among Vietnamese-speaking populations. Evidence is lacking regarding the effectiveness of tobacco cessation interventions with Vietnamese- and Arabic-speaking participants, and cancer screening interventions for Arabic-speaking participants. More research is required to determine whether components considered effective for use in one CALD group are applicable to other CALD populations.

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Teacher Professional Development Case Studies: K-12, TVET, and Tertiary Education. Asian Development Bank, July 2021. http://dx.doi.org/10.22617/spr210293.

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Quality teaching and learning are vital to meet the increasingly complex needs of students as they prepare for further education and work in the 21st century. This publication provides insights on how to create sustainable and high quality teacher capacity development systems in primary and secondary education, technical and vocational education and training, and higher education programs. It showcases 13 case studies from around the world as examples of teacher professional development programs that support, improve, and harness teaching capabilities and expertise. The publication also discusses government initiatives and other factors that can contribute to quality teaching.

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