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This chapter outlines how Ohio developed a comprehensive, guaranteed transfer system that connects colleges and universities, high schools, adult career centers, and the workplace. Ohio's story confirms the importance of clearly defined pathways, faculty-determined course equivalency, cutting-edge technology, and effective, determined leadership.

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Clinical experience is a core element of undergraduate nursing education and students consistently report that clinical placement plays a large part in their decisions to pursue careers in nursing beyond graduation (Shih and Chuang, 2008). Despite this, real-world experiences do not automatically translate to positive learning experiences, or to the development of well-rounded beginning professionals. This is the final report of a project that aimed to build the leadership capacity of clinical supervisors in the nursing discipline by developing, implementing and systematically embedding a leadership model in the structure and practice of student supervision. Queensland University of Technology worked in partnership with three major Queensland metropolitan hospitals (Mater Health Services, Royal Brisbane and Women's Hospital and the Prince Charles Hospital) to develop a framework and professional development program incorporating leadership and clinical supervision. The Leadership in Clinical Education (LaCE) program consisted of two structured workshops complemented by individual personal development projects undertaken by participants. A website providing access to a wide variety of information and other learning resources was developed.

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The Australian Council for Adult Literacy (ACAL) 24th Annual National Literacy Conference was held in Surfers Paradise, Gold Coast, Queensland from 1-3 November 2001 and hosted by the Queensland Council for Adult Literacy. The conference theme was '2001, a literacy odyssey' and it invited presentations that: critiqued past policies and practices to identify possible ways forward; identified new and emerging literacies and issues which had implications for policy and practice; exemplified detailed current practices that work; provided for participants to have a voice.

This volume contains the following papers: The challenges (and rewards) of team-teaching and how you do it: lessons from the Course in Applied Vocational Study Skills / Susan Bates; Learning with old way/new way: old habits no longer die hard / Paul Baxter; The pedagogical possibilities of on-line learning? / Fred Beven; Educational diagnostics for adults with learning disabilities / Alexandra Connolly and Michael Kirk-Smith; Every vocational trainer is a literacy teacher / Margaret Darveniza; The Triple C project: putting the teacher back into training packages / Cathy Down; Literacy classes, reading and employment prospects / Patrick Griffin; Representing learning: government and union support of workplace language and literacy in the UK / Chris Holland; In-Sites: Canadian research on workplace literacy / Judy Hunter; Learning to be numerate / Betty Johnston; All we have lost is a name: the rise and fall of the NSW Adult Literacy Information Office (ALIO) / Betty Johnston and Sheilagh Kelly; Models of moderation: relevance for current VET assessment practices / Ann Kelly; Problems of literacy in the Japanese education system and its effects on EFL / Dora Koops; An analysis of beginner level reading books for adult literacy learners in South Africa / Elda Lyster; Phonics and the adult learner: a case study at Toowoomba City Council / Gail Mackin; Day trippers journal: developing a program specific assessment kit / Denise Mapleston and Helen Foley; 'Youth at risk': is technology an answer? / Jenny McGuirk; A sociological perspective of the provision of education, employment and training equity in remote Gulf communities / Jude McHugh; Adult literacy training - Border/Kei: South Africa / Adele Moodly; Learning strategies: the secret algorithms of learning / Irena Morgan-Williams; Adult community education in South Australia: supporting the development of learning communities / Jan Peterson; First line management discourse: the ideal and reality / Zoe Reid; Where to from here?: an analysis of federal funding policies and their impact on postgraduate enrolments in Adult Literacy/TESOL programs in 2000 / Christine Riddell; Building a learning organisation: a case of one civil construction company / Jean Searle; Educators as workers and learners: practitioner-research that (un)settles knowing / Sue Shore; Keeping the literacy critical / Lorraine Sushames and Catherine Leung; Measurement and volunteer literacy programs / Barry Whelan; Flexible learning - is it only for highly literate students? / Cheryl Wiltshire; Computer literacy made easy and accessible to all / Ruth Wright; Strategies to re-engage 'at risk' young people into education / Victor Ziegler, Vanessa D'Souza and Michael Kohn.

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The purpose of this research was to review an aspect of the evaluation process by sharing the responses of a recent client survey from almost 7000 stakeholders of the Arkansas' education service cooperative. The objectives of this study were to determine the degree of use and level of client satisfaction of professional development programs offered by this entity. The study also sought to identify suggestions for improving or expanding services and it contrasts the limitations of an audit by survey versus an extensive evaluation. Results from a mixed methodology approach indicated moderate to high levels of satisfaction in two program areas and moderate to high levels of dissatisfaction in a third program area. Responses to quasi-statistical content analysis revealed specific rationale concerning dissatisfaction in technology support and four professional development areas.

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More and more employers are seeking for all rounded employees who are flexible, adaptable, understanding, self motivated, empowered critical thinkers willing to contribute positively to their organisations. This book explains how faculty professional development can accomplish this purpose with specific reference to problem-based learning (PBL). It may be used as a text for training teacher educators in tertiary institutions. Show less

Agricultural education plays a fundamental role in developing the future generation of young farmers. Over the past number of years, agriculture has undergone significant change with regard to production and consideration for the landscape and the environment within which farming communities reside. Conversely, education has experienced paradigm shifts relating to education programme delivery, instructional techniques, and the role of the teacher within the educational context. The purpose of this thesis is to explore the professional development needs of the agricultural educators involved in the delivery of vocational agricultural education and training programmes to the future generation of young farmers. Much research has been conducted regarding learners' needs, the importance of vocational education and training programmes, and the learner experience within the vocational education and training sphere, however, little is known about the teachers' experience in the delivery of such programmes. In addressing this intellectual gap, the thesis employs a mixed methods research paradigm consisting of three distinct research phases. The first phase employs an explanatory sequential mixed methods research design process to identify the specific professional development needs of the agricultural teaching population within the vocational education and training sector. The second phase furthers conceptual understanding of agricultural teacher professional development needs through the use of an exploratory sequential mixed methods research design to develop a professional development tool appropriate to the needs of the agricultural teaching population. Finally, the third research phase contributes a nuanced understanding of the primary and secondary motivators influencing young peoples' further educational choice through the use of an in-depth exploratory research design. Findings from each phase in the data collection process are documented in the form of academic peer-reviewed paper publications developed based on findings within this thesis. In conclusion, this thesis contributes to theoretical and conceptual understandings of the study phenomenon relating to agricultural teacher professional development needs. The influence of policy, both nationally and internationally, are considered throughout the thesis given the effect of young farmer intervention on agricultural education programmes and the recruitment of agricultural teachers within the vocational education and training context.

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The Australian Learning and Teaching Fellows' network (ALTF) was established in 2011 with support from the Australian Government Office for Learning and Teaching. Between 2011 and 2019, 115 Australian Fellows were affiliated with the ALTF, undertaking strategic programs of change that have influenced educational theory and practice to benefit the student experience. They have promoted sector-wide collaboration between academics across every university in Australia and many others internationally. The ALTF legacy report provides links to the Fellows' work, extending its impact and influence in connecting people and practice.

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This Guide provides information about, and examples of, good practice in teaching and learning for vocational education and training (VET) providers. It was commissioned by the Department of Education and Training (DET) and developed by drawing on the wide and varied experiences of VET practitioners working in the government-subsidised training market in Victoria. The Victorian Government's agenda for a strong TAFE and training system, Skills First, includes a strong commitment to high quality training. It is intended that this Guide will assist training providers in their ongoing practice and support their objectives to consistently strengthen and improve their teaching, learning and assessment practice.

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America's K-12 public education system has experienced tremendous historical growth in employment, according to the US Department of Education's National Center for Education Statistics. Between fiscal year (FY) 1950 and FY 2009, the number of K-12 public school students in the United States increased by 96 per cent while the number of full-time equivalent (FTE) school employees grew 386 per cent. Public schools grew staffing at a rate four times faster than the increase in students over that time period. Of those personnel, teachers' numbers increased 252 per cent while administrators and other staff experienced growth of 702 per cent, more than seven times the increase in students. This report analyzes the rise in public school personnel relative to the increase in students since FY 1992. Analyses are provided for the nation as a whole and for each state.

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This reflection paper offers a systematic overview of the current debate on how the impact of the pandemic has been valued for digital and online learning practices and adaptations. As the pandemic has forced the established understanding of education and learning towards rapid digitalization, this reflection focuses on the post-COVID-19 [Coronavirus Disease 2019] pandemic period and asks what kinds of propositions are indispensable, so that the deployed digital transformation of teaching and learning can endure in the future. In other words, will higher education return to known concepts and methods of primarily analogous teaching and learning in the post-pandemic period, or will the digital transformation last beyond the pandemic? Finally, who will benefit from continuing the digital transformation in higher education and who will be disadvantaged?

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