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This paper suggests that, since professional occupations are now required to accommodate diverse new entrants, the professions must reexamine traditional approaches to continuing professional education(CPE). New models of professional development that are more culturally informed are needed. A brief critical review of the literature limited to the healthcare professions of nursing, dental hygiene, dietetics and radiology is offered. Four research propositions dealing with emancipatory knowledge are described. The authors suggest that there are major hurdles to overcome in constructing CPE programs that will support socialisation and lead to critical thinking and ultimately to practice.

The complete volume, with papers from sections 1-5 listed, is indexed at TD/TNC 71.26; the complete volume, with papers from section 6-10 listed, is indexed at TD/TNC 71.27; selected individual papers are indexed from TD/TNC 71.28 to TD/TNC 71.75. Show less

A challenge for historians of education is to explain the ways in which the development of education has been a gendered process. The literature tends to focus on primary and secondary schools; the role played by religious orders; the experiences of female teachers; ideological influences on curriculum; and the preparation of young girls for their role in society. Few historians, however, have examined vocational education and the impact of its 'social efficiency' orientation on girls. The literature that exists tends to treat both systems separately, and little effort has been made to compare the impact of both systems on girls' opportunities within the society in which they lived. This omission in the literature is significant as such a comparison facilitates insights regarding state policies and priorities for the education of girls, the impact of social class, and national and local circumstances. This article compares both systems of education in Ireland and their impact on girls during the period 1930-1960.

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'Adults learning' is published 10 times a year and provides a forum for debate on all issues affecting adult learning in the UK. This issue includes the following articles: 'Ways into work' by Linda Morrice (p. 12-14) which describes a project designed to assist highly-qualified refugees in finding employment where their skills can be utilised; 'Building bridges' by Diana Farrelly (p. 20-21) which discusses how a lifelong learning initiative has helped address a city's conflict and division through widening participation and promoting peace; 'Anger, analysis and creative thinking' by Ann Hodgson and Ken Spours (p. 22-23) which comments on recent reactions to the 14-19 White Paper (indexed at TD/IRD 88.163), and analyses how Mike Tomlinson's proposed reforms might be implemented; 'Never knowingly outflanked on the right' by Alan Tuckett (p. 23) which emphasises the need to overcome the academic-vocational divide in Britain, and suggests the implementation of an overarching qualifications framework that values all learning undertaken by young people; 'Scattered souls' by Paul Stanistreet (p. 24-25) which outlines the work of the London Irish Centre, and its increasing focus on the learning and support needs of an ageing community; 'The wider benefits of accreditation' by Linda Dicks and David Taylor (p. 26-27) which comments on the benefits of accreditation in strengthening adult and community learning; 'Valuing difference?' by Kate Watters (p. 28) which reports on the progress of adult and community learning providers in ensuring equality of opportunity and access to learning. Show less

This chapter considers training through the medium of vocational education in the school location, and considers how the formal education system currently impacts on the informal sector, and how in the future it might have greater influence. The 1980s saw a changing perspective towards education in many Organisation for Economic Co-operation and Development (OECD) countries. A realisation developed that education must be more relevant to the modern world of work. Concerns about the lack of articulation between school and work have been a common theme of debates about educational reform in all countries where there has been a substantial amount of youth employment. Traditionally, the concern has been with how the education system could better prepare students for employment. This chapter considers the arguments regarding 'strong' versions of vocational schooling and pre-vocational models, which refers to heavy specialisation in the vocational in quite separate schools and streams, and 'weak' versions of vocational schooling and pre-vocational models, referring to the orientation to the vocational as part of general education. The authors also consider what is a relatively new trend in developing countries, enterprise education which has emerged in OECD countries as a response to specific problems. The authors examine the relevance of this initiative in the very different cultural contexts of the developing world. In addition, they briefly look at some of the key dimensions of education that might have a direct or indirect bearing on self-employment, including career guidance, examinations, teacher attitudes, materials and decentralisation strategies. Some of the areas discussed concern vocational education, arguments against vocationalism, pre-vocational education, education with production, agriculture in schools and enterprise education. This chapter also explores the kinds of structures that need to be in place in national education systems so that reforms that relate to the informal sector can succeed.

This publication is indexed at TD/TNC 62.213. Show less

Teach for Australia is an ambitious non-profit organisation working to confront educational disadvantage through the two key levers that impact student outcomes: teacher quality and leadership. The need for action is clear from the evidence. Too many young people are being left behind based on background, not merit. Australia’s student outcomes are declining while other nations are racing ahead. Our vision is of an Australia where all children, regardless of background, attain an excellent education. We seek to change the lives of children by doing two things: creating highly effective teachers and leaders within schools and fostering leadership to drive change and innovation in the education system. This report is organised into six chapters outlining the way Teach For Australia's model works and describing our achievements to date along six areas of intended impact: Rigorously recruit Australia's top talent into teaching; Partner with schools serving low socioeconomic communities; Develop highly effective teachers as leaders; Improve student and school outcomes; Build a pipeline of leaders within schools; and Drive change and innovation in the education system.

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This Note builds on research covering the three countries with the highest concentration of Syrian refugees displaced since 2011: Turkey, Jordan, and Lebanon. It is intended to inform policymakers and practitioners on the barriers that Syrian refugees, especially women, face in securing work to earn a livelihood. This Note highlights initiatives designed to address those barriers, but does not enumerate all of them. While not specifically addressing internally-displaced persons (IDPs) within Syria, this Note could serve as a blueprint for examining and addressing many of the same barriers women face in Syria.

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The aims of this paper are to describe some tools which can be used to help Participation and Equity Programme (PEP) lecturers and students discover what they understand by the term ‘student participation’ and whether this understanding increases through involvement in a PEP course. It does not address the problem of how to improve students understanding, nor is it concerned with measurement of actual student participation in class.

Excerpt from published abstract reprinted by permission of the copyright owner. Show less

Closing the Gap aims to improve the lives of Aboriginal and Torres Strait Islander Australians by ensuring we work in partnership with First Nations Australians to deliver change. The National Agreement on Closing the Gap [available in VOCEDplus at TD/TNC 141.244], signed by the Hon. Annastacia Palaszczuk MP, Premier and Minister for Trade, was launched on 30 July 2020 by the Prime Minister, Minister Ken Wyatt and Ms Pat Turner, lead convener of the Coalition of Peaks. This is the first time a National Agreement has been developed and negotiated in genuine partnership with Aboriginal and Torres Strait Islander peoples. The Agreement recognises that a shift in how we develop and implement government policies and programs is required for significant improvements in Aboriginal and Torres Strait Islander peoples' life outcomes to be achieved.

Queensland is home to the nation's second-largest Aboriginal and Torres Strait Islander population. The Queensland Government is working in partnership with Aboriginal and Torres Strait Islander peoples through their representatives, at the national, state and local level, to ensure a focus on achieving long-term social and economic outcomes for Queensland's First Nations peoples. Underpinned by the Path to Treaty and Local Thriving Communities reforms, the Queensland Government is committed to reframing the relationship with Aboriginal and Torres Strait Islander Queenslanders, working to address historical and ongoing economic and social injustices, and recognising First Nations peoples' sovereignty and right to self-determination.

Queensland's 2021 Closing the Gap Implementation Plan and Attachment documents how the Queensland Government is working to address the Priority Reforms and socio-economic Targets in the National Agreement, and how our progress will be evaluated. The Implementation Plan reflects the Queensland context, and what we have heard from Aboriginal and Torres Strait Islander peoples about their ambitions for their lives and communities. The Plan documents the ongoing significant structural reforms the government is implementing to change how we share decision-making with Aboriginal and Torres Strait Islander peoples. The socio-economic targets include: Outcome 5: Aboriginal and Torres Strait Islander students achieve their full learning potential; Outcome 6: Aboriginal and Torres Strait Islander students reach their full potential through further education pathways; and Outcome 7: Aboriginal and Torres Strait Islander youth are engaged in employment or education.

Edited excerpts from publication and publisher's website. Show less

This article examines two groups of Bedouin women who studied in different cultural spaces. The first group, due to a lack of high schools in the Negev (during the 1970s), were obliged to leave the village to study and reside in boarding schools in the central and northern regions of Israel. These women returned to their society of origin after the completion of their academic studies. The second group went to Jewish universities in a town near their homes (Beersheba), attending daily and returning home each night to patriarchal control. The article examines the experience of these pioneers in higher education as a form of cultural transition and internal immigration, with an emphasis on the unique characteristics of each of the two groups. Going out to gain higher education is seen in Bedouin society as a form of immigration, and the first educated women therefore became a type of immigrant.

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In June 2000 the Equity and Diversity Unit of the University of New South Wales (UNSW) commissioned a discussion paper to revive the debate on the costs of providing adequate support for students with disabilities in higher education. More specifically, the task was to draw together: the evidence of need for funding for students with disabilities within the university sector; the policy, political and financial issues identified by earlier and current debates on the topic; lessons from national and international best practice; a range of possible funding models with associated costs; and the key questions to be addressed in advancing the debate on funding for students with disabilities in the university sector.

The discussion paper would then be used in wide consultation within the sector and with other stakeholders, and subsequently form the basis of a submission to the Federal Government for additional funding.

Edited excerpts from publication. Show less