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This paper reflects on the experiences of the three authors who participated in the CROSSLIFE study program. CROSSLIFE was a European Union supported experimental program for vocational education and training (VET) professionals enrolled in post-graduate programs at the member universities: Monash, Tampere (Finland), London Institute of Education, Malta, Zurich and Copenhagen. The eighteen-month program involved participation in three workshops in London, Finland and Malta. One aim of the workshops was to support the development of the skills, knowledge and capacities needed for crosscultural communication and collaboration in teaching, learning and work in a globally interconnected world (Seddon, 2008). A range of cross-cultural issues arose when members of the Monash home-group, from different backgrounds, organisations, cultures and disciplines, collaborated on a common task with flexible guidelines in preparation for the Malta workshop. The task was to employ diverse ways to present local issues raised by selected 'readings' on how pedagogical practices travel globally. Following the work of Kraus and Sultana (2008), the intention of this presentation is to explore 'the complex and challenging processes that come into play in cross-cultural and inter-disciplinary settings' from the perspective of experienced VET practitioners undertaking an academic apprenticeship. The issues addressed include the challenges in establishing a 'community of practice', identification and negotiation of boundaries, shared spaces and understandings, development of capacities for cross cultural communication and collaboration across local and national boundaries through various mediums, competence building through mentoring relationships with other students and academics and collegial and peer support. Show less

This study investigates the experiences of adults returning to study mathematics in an adult learning environment. Current government policy aims to increase school retention rates, and the proportion of low socio-economic status school leavers who successfully make the transition to higher education (Skills Victoria, 2010a). The Technical and Further Education (TAFE) system in Australia has a long history of providing adults who experienced school as problematic, with a 'second chance' to complete their general education in a post-school setting. This study seeks to improve understanding of how these policy goals might be achieved, and to contribute to pedagogical debates on how we meet the needs of learners who have experienced social, economic and educational barriers (Kell, 2010). The study explores the factors that influence persistence and non-persistence of second chance learners who chose to study a Year 12 Mathematics subject at the Victorian Certificate of Education level (VCE) at a suburban TAFE Institute.

Year 12 Mathematics presents a significant hurdle for students who may have had a disrupted education, yet is needed for progression into many study and career paths. This study used qualitative semi-structured interviews to gather insight into educational experiences of the three participants who were all enrolled in Year 12 Mathematical Methods. Two students were early school leavers; the third was a school completer returning to study to pursue an alternate career path after ten years in the workforce. The study highlights how the interaction of affective, cognitive and conative factors can influence a student's successful reengagement with a 'hard' Year 12 Mathematics subject.

The outcomes of this study, while small scale, are important for a few reasons. The study contributes to the under-researched field of adults returning to study mathematics at senior secondary level. Students with a clear sense of agency, who have developed a strategic approach to learning, are able to overcome significant deficits of prior knowledge and successfully complete an academic Year 12 subject. Teachers in both secondary school and TAFE need to make the link between effort and learning explicit for students at all levels. The study also has implications for the recent punitive education policies of the Australian State and Commonwealth governments. Time is a critical factor in the development of an incremental mindset, and the associated sense of agency, needed to enable second chance learners to successfully reengage with school mathematics. For some adults this process may take years.

Excerpts from published abstract.

This thesis was submitted in partial fulfilment of the requirements for the degree of Master of Education by Research, Monash University, September 2011. Show less