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Students in secondary school often find mathematics abstract and irrelevant, frequently questioning its usefulness and purpose. The discourse around STEM education has encouraged secondary teachers to attempt connecting mathematics with other STEM disciplines, most commonly with science. By making connections between content and skills through applications, it is anticipated that secondary school students will engage more in class that may result in improved mathematics achievement. This paper explores the rationale for making connections with science, examines the impact on student achievement in mathematics from previous research and discusses challenges for schools and teachers.

This paper considers three aspects of vocational education and training's (VET) contribution to the labour market: the relationship between their training and the occupations VET graduates work in; the extent to which the qualified proportion of the workforce has increased; and the link between VET and skills acquisition. Finally, some thoughts are aired on the implications of the economic slowdown for vocational education and training. (Contains 10 tables, 3 figures, and 4 footnotes.) [This paper formed the basis of presentations made to the Melbourne Institute's public policy forum of 25 March 2009 and the Australian Financial Review conference, "Taking skills to the world," 7 April 2009. This work has been produced by the National Centre for Vocational Education Research (NCVER) on behalf of the Australian Government and state and territory governments with funding provided through the Australian Department of Education, Employment and Workplace Relations.]

The Australian economy is in transition. Its future prosperity will depend on greater economic diversification and on innovation and entrepreneurship, hallmarks of Industry 4.0. This has implications for skills development for future workers and for those needing to move into new jobs or roles. It also has a direct impact on apprenticeships--an enduring and well-respected feature of Australia's skill-development landscape. It is concerning then that overall apprenticeship commencements and completions have been declining. What impact does Industry 4.0 have on the future of Australian apprenticeships? This paper was presented to the 4th KRIVET International Apprenticeships conference in Seoul, Korea, 28th September, 2017, and explores the challenges and constraints in the capacity of the Australian system of apprenticeships to respond adequately to Industry 4.0. It also covers directions in government policy, and the opportunities to create change found within industries and the training system itself.

This publication is comprised of 12 position papers from the National Equity Workshop held at the University of Technology Sidney (Australia) at which participants summarized their positions on the way equity should be understood, their views on the strengths and weaknesses of current vocational education and training (VET) policy, and what they saw as the priorities for future research. The papers are prefaced with a summary of the conclusions of the workshop--strengths of current research, weaknesses, and new directions--and participant biographies. The papers are: "Using Statistical Methodologies to Interrogate Large Data-Bases" (Katrina Ball); "Managing Diversity" (Kate Barnett); "Aborginal and Torres Strait Islander Strategic Policy and Research Priorities for VET, 1999" (Tony Dreise); "Equity Outcomes" (Tom Dumbrell); "Equity and VET: An Antilogous Project? A Personal Story of Equity Work in VET" (Elaine Butler); "Regrouping Equity" (Barry Golding, Veronica Volkoff); "Equity: VET for the Good of the Nation" (Ian Falk); "An Overview of Current Equity Research in the National Program" (Jennifer Gibb); "Locality and Community Agency in VET Research" (John McIntyre); "Equity for Training and Employment: Research Questions from a Policy Perspective" (Marion Norton); "Position Paper" (Rachel Robertson); and "Some Observations on Equity in VET" (Kaye Schofield). (YLB)

This paper reports on a study of choices about the use of a computer algebra system (CAS) or pen-and-paper (p&p) by a class of seven Year 11 Mathematical Methods (CAS) students as they completed a calculus worksheet. Factors that influenced students' choices are highlighted by comparing and contrasting the use of CAS and p&p between students. Teacher expectation of students' use of CAS and p&p reveals that, even in a small class, the students' use of CAS and p&p sometimes differed from what was expected. The analysis here indicates that there are a variety of factors that influence students' decisions, including speed of calculation and accuracy of p&p work.

This paper was presented at the Australian Federation of Travel Agents Industry Leaders & Educators Engagement Symposium held in Sydney on February 12, 2015. With industry sustainability becoming a strong concern, even within growth sectors, this paper identifies issues to be considered in ensuring that the education and training system can respond to emerging skills demand in the travel, tourism and hospitality industry. There are a number of means by which this can be achieved, the most vital possibly being improving young people's perceptions of the industry's career options. For this industry to be viewed as a career of choice, one that holds diverse and rewarding career pathways, particular attention needs to be paid to the promotion of these aspects. Skill development that pays attention to current and future industry requirements is also essential, including upskilling existing workers and developing the information and communication technology skills the industry needs. Stronger partnerships between training providers, business and industry peak bodies are highlighted as essential catalysts for the realisation of these next steps. Appended is: A statistical profile of the travel, tourism and hospitality industry.

The 24th National Vocational Education and Training Research Conference, colloquially known as "No Frills", was held in July 2015.The conference highlighted research across three major themes:(1) youth: engaging, inspiring and supporting students to realise their potential; (2) pathways: transitioning through education and training into the workforce; and (3) skills: working with industry and employers to improve education and training. The presentations provided delegates with diverse insights from government, academic and employer perspectives on the key issues confronting the vocational education and training (VET) sector. A select few speakers at the conference were also offered the opportunity to have their papers peer-reviewed, and these five refereed papers have been compiled to make up this book of conference proceedings. The papers examine: the diversity of VET providers and the needs of students; initiatives designed to improve the capabilities of VET practitioners; how skills contribute to innovation, and the implications of this in terms of return on investment; the impact of VET students transitioning directly into second year university and how these students can best be supported; and the learning preferences of VET students (specifically enrolled nurses), how they differ by comparison with university students and the consequent implications. The hope is that these papers will provide an insight into the array of topics presented at the "No Frills" conferences and generate interest in attending future conferences. Contents include: (1) Profiling the institutional diversity of VET providers in Australia, across four broad dimensions (Peter Bentley, Leo Goedegebuure and Ruth Schubert); (2) Understanding the needs of VET students articulating to second-year university (Mark Symmons, Paul Kremer, and Alvin Rendell); (3) Learning preferences of Enrolled Nursing students: Educational preparation and training for workplace readiness (Kalpana Raghunathan, Sonia Allen, and Elisabeth Jacob); (4) Improving VET teachers' skills and their approach to professional learning (Anne Dening); and (5) Skills needed for innovation: A review (Michael Walsh). [Individual papers contain references. This conference was cohosted by the University of Western Sydney, TAFE: Western Sydney Institute, WSI, and TAFE: South Western Sydney Institute.]

Nineteen papers concerning various aspects of distance education and distance education research are presented in this document. The papers are: (1) "Introduction, Celebrating Difference in Research in Distance Education" (Terry Evans); (2) "Discourse or Discord? A Dilemma of Distance Education" (Philip Juler); (3) "Reconceptualising Distance Education" (Garry Gillard); (4) "Constructivist Epistemology and Its Implications for Contemporary Research in Distance Learning" (Olugbemiro Jegede); (5) "Distance Education: Researching Formations" (David Harris); (6) "Revealing Links: Post-Fordism, Postmodernism and Distance Education" (Mick Campion); (7) "Privileging Others and Otherness in Research in Distance Education" (Richard Guy); (8) "Openness in Distance and Higher Education as the Social Control of People with Disabilities: An Australian Policy Analysis" (Christopher Newell and Judi Walker); (9) "Theorising Adult Change and Development through Research in Distance Education" (Alistair Morgan); (10) "Life Course Analysis and Research in Distance Education" (Nick C. Farnes); (11) "A Method for Assessing Student Use of Study Notes" (Stephen Relf and Terry Geddes); (12) "Research in Teleconferencing: Proximics and Student Participation" (Mohammed Razha Rashid, Omar Majid, Abdul Rahim Ibrahim, and Mohammed Ridzuan Nordin); (13) "Student Attendance and Costs of On-Campus Commitments for Distance Education Students" (Eve Cuskelly and John Dekkers); (14) "Computers as Distance Education Research Tools" (Lin Thompson); (15) "Language Learning for Off-Campus Students" (James Butare-Kiyovu); (16) "Creative Conflict Theory and Postgraduate Research in Distance Education" (Ernst Ralf Hintz); (17) "Distance Education: Targeting the Primary Producer and Computer Technology" (Robin Pilcher and Ross Wilson); (18) "Alternatives to Residential Schools: Empowering Students To Succeed at Home" (John Eiseman and Mary Jane Mahony); and (19) "Reflections on Team Research in Distance Education" (David Kember, Tammy Lai, David Murphy, Irene Siaw, Julianne Wong, and K. S. Yuen). (Contains 247 references.) (SLD)

The pulp and paper making industry is looking for new main raw material based on its physical, chemical and morphological characteristics. Currently in this industry, bagasse is the most useful raw material in pulp and paper industry. The objective of this study is to determine its suitability for pulping. Acacia auriculiformis is a fast-growing tree normally found in Indonesia and Australia. Acacia auriculiformis leaf contains of cellulose, hemi-cellulose and lignin. The range of lignin content in Acacia auriculiformis is 19%-20%. The hemi-cellulose and lignin contents was removed by soda-pulping process using different concentrations as followed; 3%, 5%, 10%, 15% and 20%. In order to determine the optimum pulping conditions for Acacia auriculiformis craft paper, several tests were conducted such as apparent density, tear test, tensile strength test and moisture absorption. It was found that the Acacia auriculiformis fibre treated with 3% sodium hydroxide (NaOH) solutions gave good tear test of the paper. For apparent density test, the best concentration of NaOH used for treating Acacia auriculiformis pulping is at 15%. From the study, the optimum concentration of NaOH in treating Acacia auriculiformis fibre is at 5% for best result in tensile strength. Hence, from the overall tests, 5% concentration of NaOH is the optimum value. From the findings, Acacia auriculiformis fibre has a potential to be used in paper making and food packaging industry. [ABSTRACT FROM AUTHOR]

From 2011-2013 the VCAA conducted a trial aligning the use of computers in curriculum, pedagogy and assessment culminating in a group of 62 volunteer students sitting their end of Year 12 technology-active Mathematical Methods (CAS) Examination 2 as a computer-based examination. This paper reports on statistical modelling undertaken to compare the distribution of results for this group with the standard cohort, and any differences in student response between the two groups at the item level.

Educational institutions in Australia face complex challenges in providing inclusive learning experiences for a growing number of North African refugee students. This paper explores the school experiences of five North African refugee students who volunteered to participate in semi-structured interviews in 2012. A qualitative intrinsic case study approach was employed to investigate participant experiences with their Australian peers. This included peer influence on defining social norms and the articulation of race, religion and social differences. Foucault's theories of discourse, the subject, disciplinary practices and normalisation, have been utilised as tools to drive the exploration of students' experiences. Participants encountered 'difference' in the Australian schooling context that affected their ability to connect to the social discourse and the disciplinary systems of school. Participants indicated that their knowledge of themselves, and others, had developed from a point of 'difference' and isolation, to ways of 'seeing' the characteristics of the 'Australian' student and the diversity within their 'white' peers and teachers. Exploring this discursive negotiation illuminates the taken-for-granted ways these students come to know the role of student, friend and school in facilitating membership and belonging.

For the twenty-eighth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Orlando, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 2 contains over 100 papers dealing with instruction and training issues. (Individual papers contain references, figures, and tables.) [For Volume 1, see ED499958.]

This publication contains two papers on the implications of school decentralization for teacher education, student achievement, and democracy. The first paper, "Devolution in Education Systems: Implications for Teacher Professional Development and Pupil Performance" (Geoff Whitty), explores the way education reform movements for decentralization have developed generally by looking at how reforms have worked in England with some cross references to experiences in New Zealand and the United States. In doing so it reviews several studies and discusses the context in which reforms were installed. The conclusion notes that the overall benefits are not yet apparent and that reforms seem to intensify the links between educational and social inequality. The paper also notes that these reforms were part of a larger Thatcherite political project that must have influenced their effects. The second paper, "Decentralisation and Democracy" (Terri Seddon), argues that current educational reform is limited by its neglect of the interdependencies of development, democracy, and education; and that the character of decentralization is the key issue for debate. In three sections the paper comments on contemporary educational reform in Australia, discusses the consequences of decentralization for democracy, and suggests a way to reframe the problem of education reform to recognize the interdependency of development and democracy. (Contains 53 references.) (JB)

This paper outlines the need for a more substantial and publicly available base of information and analysis of initial teacher education in Australia, so that the school teaching profession, school authorities, and the Commonwealth can join with teacher educators in developing optimal programs, policies, and strategy. The paper then describes a project to gather information from all initial teacher education programs in Australia and to collect in-depth information about key programs which best exemplify particular approaches or innovations. Information to be collected will address course philosophy and objectives, course structure, content, pedagogy and sites of learning, assessment methods and criteria; and partnerships and collaboration in course development and/or delivery. Appended to the paper is a response sheet for workshop participants to indicate their perceptions of areas in which data collection, analysis, and dissemination are needed. (Contains 11 references.) (JDD)

This paper provides a synthesis of the literature on the role of benchmarking, with a focus on its use in the public sector. Benchmarking is discussed in the context of quality systems, of which it is an important component. The paper describes the basic types of benchmarking, pertinent research about its application in the public sector, the purposes of performance indicators, and the types of information such indicators provide. Finally, a benchmarking framework used by the New South Wales Department of School Education in its quality-assurance program is described. Benchmarking provides the conceptual framework that integrates best practice and performance indicators, a vital component of the quality-assurance system. One figure and two tables are included. (LMI)

This conference proceedings compiles a representative sample of the papers presented at the Institute of Early Childhood in July 2001, one in a series of conferences examining the challenges which the schools of Reggio Emilia, Italy present the early childhood profession in Australia. The conference focused on the interpretation of experiences and interactions in the life of early childhood settings. The papers are: (1) "Rejoicing in Subjectivity: An Overview Based on a Personal Interpretation of the Schools for Young Children in the City of Reggio Emilia" (Jan Milikan), presenting one educator's interpretations of the early childhood programs in Reggio Emilia and discussing children's potentials, projects, collaboration, and documentation; (2) "Constructing Ourselves: A Search for Interpretation in a Diverse United States Setting" (Shareen Abramson), stressing the positive and negative aspects of the tensions associated with experiencing ideals from Reggio Emilia in schools in California; (3) "Unpacking the Gaze: Shifting Lenses" (Janet Robertson), challenging the gaze practitioners use to see children and interpret theory, particularly with relation to work with toddlers; (4) "Diversity Silenced" (Alma Fleet), considering possible interpretations of diversity through Australian pedagogical documentation; and (5) "Dialogue with Reggio: What Are Some Possibilities for Primary Schools?" (Lesley Studans), offering a personal journey to assist people considering implications of the ideas from Reggio Emilia in formal schooling environments. Most papers contain references. (KB)

This report on a symposium is comprised of four short papers on the Beginning Principals Study in Victoria, Australia. The first paper (by Jenny Baker) chronicles the struggles of a beginning principal at a small suburban school. The government school is in a high socioeconomic area and is close to several prestigious private schools. Enrollment at the school was declining, and it had no permanent principal for several years. The second paper (by Geoff Beeson) presents the background and research design of the Beginning Principals Study. The study used interviews and surveys to examine leadership and decision making as well as the worklife, professional concerns, and development of the principalship for first timers. The third paper (by Margaret Mallia) reviews many of the findings of the Beginning Principals Study, Phase 1. Common among many of the first-time principals included in the study were feelings of isolation and a lack of preparedness in industrial and community relations. Other subjects included administrative structure, financial management, staff and relationships, industrial issues, and staff relationships. The fourth paper (by Robin Matthews) presents the design for the second phase of the study and professional-development issues. The first phase of the study revealed that the new principals' professional-development needs were not being met. (Contains 27 references.) (JPT)

This paper examines the structure and governance of higher education in Australia, including the federal and state roles, the functions of formal governing bodies, and finance. The paper also examines the organization of studies (bachelors through doctorate), the school admission process, the student financial aid scheme known as AUSTUDY, and the appointment process for faculty. It is revealed that Australian schools are provided most of their funds for teaching and research through the federal government. The Unified National System (UNS) accepts as members those institutions the federal government intends to support financially. UNS institutions decreased from 43 in 1991 to 35 in 1992 following amalgamations. Institutions receive appropximately 75% of their operating funding from federal government sources, and can compete for other funds from the federal government for research projects or special purposes. The Higher Education Contribution Scheme (HECS) has been developed as the mechanism through which Australian students contribute to the costs of their higher education. Statistical data are provided on: sources of funding; students by HECS status; students by level of course; and staff by contract type, function, and gender. (GLR)

A study used the standardized Group Embedded Figures Test to assess field dependence-field independence among groups of vocational education teachers of varied ages and teaching backgrounds. The sample consisted of 170 volunteers who were vocational education teachers and trainers in the process of completing the requirements for either a diploma or a bachelor's degree at a university in Australia. Overall, it was found that the sample was "moderately" field independent. There was a significant between-group course effect but none attributable either to gender or to stage of course. Earlier research has shown that more field-independent teachers as compared to more field-dependent teachers tend to do or be the following: (1) perceive objects as separate from their fields; (2) more easily abstract an item from the field and solve new problems presented and organized in different contexts; (3) be less dependent on authority and depend more on their own values and standards; (4) be oriented towards "active striving"; (5) appear more distant and aloof; (6) be more socially detached but have deeper analytical skills; and (7) prefer occupations where they can work alone. The study determined that a degree of field independence is an important consideration in vocational learning because people who are more analytic appear to be able to more effectively use their differentiation and analytical skills in problem solving. The study posits that while in the short term there is a positive benefit of a match between teacher and learner field dependence-field independence, learning styles may be able to be modified. Therefore, it may be more advantageous to learners to experience both field-dependent and field-independent teachers and thereby learn to become more flexible in their learning approaches. (Contains 20 references.) (KC)

This document contains 43 papers from a conference on researching inclusion. The following are among the papers included: "Include Me Out: Critique and Contradiction in Thinking about Social Exclusion and Lifelong Learning" (Paul Armstrong); "The Linking of Work and Education To Enable Social Inclusion" (Dave Beck); "Including Citizenship in the Adult Curriculum" (Roseanne Benn); "Researching 'Inclusion': Reality and Rhetoric; It's All in the Curriculum Approach" (Darol Cavanagh); "Flexibility and Inclusion in Lifelong Learning: Working the Discourses in Further Education" (Julia Clarke, Richard Edwards); "Researching Inclusion: The Development of Adult Education for Women" (Janet Coles); "Peripheral Vision: Staff Development and Part-Time Tutors in Adult Education" (Derek Cox);"Valuing Exclusive Educational Provision for Disabled Adults" (Mark Dale); "Without and Within: Inclusion, Identity and Continuing Education in a New Wales" (Ian Davidson, Brec'hed Piette); "Adding Life to Your Years: Transformative Learning for Older People at the Irish Museum of Modern Art" (Ted Fleming); "The Network Society and Lifelong Learning--The Work of Manuel Castells and Theories of Adult Education" (Nick Frost); "An Inclusive MBA? Researching Curriculum Design and Delivery" (Roger Hall, Caroline Rowland); "Including the Excluding Image: Researching and Teaching Cultural Images of Adult Educators" (Ann Harris, Christine Jarvis); "Re-Visioning the Boundaries of Learning Theory in the Assessment of Prior Experiential Learning (APEL)" (Judy Harris); "Reducing Exclusion--Introducing Choice: The Introduction of Distance Learning into Taught Courses" (Christine Hibbert); "Accountability, Audit and Exclusion in Further and Higher Education" (Phil Hodkinson, Martin Bloomer); "Voices from the Community: The Challenge of Creating a Culturally Relevant Curriculum and Inclusive Learning Environment" (Ann-Marie Houghton, Helen Ali); "Opening Pathways to Inclusion: The Importance of Non-Accredited Learning in the Lives of Students in the Local Authority Sector" (Ann Jackson, Belinda Whitwell); "Education in a Uniting Society?" (Nick Small); "'We're Not the Only Ones Learning Here'--An Investigation of Co-Tutoring and the Dynamics of Power within a Class of Adult Dyslexics" (Barbara Taylor); and "Including Mezirow's Concept of Perspective Transformation in the Study of Adult Education" (Miho Tokiwa-Fuse). Many papers contain substantial bibliographies. (MN)

These 12 papers represent different perspectives concerning internationalization of vocational education and training (VET) in Europe. The papers are: (1) "Internationalisation of Vocational Training in Europe" (Margrethe Vestager); (2) "International Employees Plead for Education and Assistance in Adjusting to Living in Foreign Cultures" (Jean R. McFarland); (3) "Globalisation and Internationalisation: Two Conflicting Discourses? Towards a Multilingual, Ethically Reflective Intercultural Competence" (Karen Risager); (4) "Trends in the Internationalisation of Qualifications" (Tim Oates); (5) "Internationalisation--What Are the Possibilities?" (Jorn Sogaard); (6) "Education and Training in Times of Globalization" (Michael Brater); (7) "The International Challenge for VET" (Kim Moller); (8) "Qualification Development of Internationally Active Skilled Workers--From Mobility of Labour to 'Virtual Mobility'" (Peter Wordelmann); (9) "Trainer Exchanges: A Staff Development Opportunity" (Marilyn Young); (10) "Internationalisation as a Challenge for Vocational Colleges in Europe" (Ronald Monch); (11) "The Internationalisation of VET: The Australian Experience" (Tony Crooks); and (12) "All of Us Must Have a Dream..." (Riccardo Petrella, interviewed by Norbert Wollschlaeger). Each paper contains references. (YLB)

This paper describes resource allocation in Australian universities including the broader context of national restructuring and a case study of one university's attempt to restructure resource allocation within the university. The 1987 restructuring of the Australian system from a binary system to a unified national system and the associated development of a funding mechanism focused on performance based funding, competition of institutions for funds, and diversification of funding sources are explained. The case study shows how one university utilized a Resource Allocation Working Party to review allocation of financial resources to organizational units. The Working Party identified principles for establishing best practices in resource allocation, identified criteria for assessing alternative resource allocation models, and developed its own resource allocation model. The model gives priority to the basic university functions of teaching and research, sets aside a proportion of its operating grants for minor works and equipment acquisitions, and allocates funds for university wide fixed costs. Forces affecting resource allocation at Australian universities which promise to have a future impact include the decreased real level of funding and the increased need to diversify funding away from government sources. Appended is a graphic illustration of the model developed by the case study university. (DB)

This collection contains 13 selected papers presented at the 1992 conference of the International Association of School Librarianship. Titles are as follows: (1) "The Difference of Literature: Writing for the Future of Young Adults" (Aidan Chambers); (2) "Managing School Library Change" (Peggy Heeks); (3) "The Power of Information Literacy: Unity of Education and Resources for the 21st Century" (Ross J. Todd, Liz Lamb, and Celeste McNicholas); (4) "The Concept of the Virtual School Library" (Margaret Butterworth); (5) "Lobbying for Effective Resources Based Learning: An Australian Experience" (Fay Nicholson); (6) "Getting To Know You: Fiction as a Tool To Create a World of Mutual Understanding and Respect" (Gunilla Janlert); (7) "Irish Literature in Austria" (Gerda Faerber); (8)"Books and Media for All South African Children in the 21st Century?" (Sandra Olen); (9) "Opening Shutters and Letting in the Light? Contemporary Irish Writing for Children" (Robert Dunbar); (10) "Postmodernism in Youth Literature: A Road away from the Reader?" (Kari Skjonsberg); (11) "Literature and Literacy: The Real Book Approach to Children Learning To Read" (Beatrice Wortley); (12) "The Role of Children's Books in a Multicultural Society" (Pierre G. F. Overduin); and (13) "The Provision of Public Library Services in the Irish Language' (Criostoir Mag Fhearaigh). Most of the papers include references. (MES)

This discussion paper is from the Adult Learners Week National Seminar on Lifelong Learning Policy (Canberra, Australia, September 1999) that identified a number of ideas about how to foster national policy development on lifelong learning. It consists of three sections. Part 1 contains "A National Lifelong Learning Policy for Australia?" (Tony Brown), an introduction to lifelong learning policy with a list of questions to focus future discussion; two discussion starters, "Is Lifelong Learning Critical, Desirable, or Just a Good Idea?" (Philip C. Candy) and "A Vision for the Future of Australian Education and Training" (Moira Scollay), each with a list of questions to focus future discussions; and "Discussion and Recommendations of the Seminar Working Groups." Part 2 provides these examples of statements on lifelong learning from Australia and around the world: "Key Issues and Characteristics of Lifelong Learning" (National Board of Employment, Education, and Training, Australia); "Five Key Dimensions of Lifelong Learning in a Learning Society" (Peter Kearns); "Why We Need Lifelong Learning" (Australian National Training Authority [ANTA]); "The Attributes of a Lifelong Learning Policy Framework" (ANTA); "Lifelong Learning for All" (Donald J. Johnston); "Aims and Ambitions for Lifelong Learning" (G8 Summit Koln Charter, Germany); "The Learning Age: Towards a Europe of Knowledge" (Paul Belanger); "Learning to Succeed: A New Framework for Post-16 Learning" (United Kingdom policy document summary); "Lifelong Learning Summit" (Al Gore); and "Launch of Manpower 21 Plan" (Singapore government policy document). Part 3 has these appendixes: seminar program, seminar participants, and references. (Contains 31 references.) (YLB)

Place value is a foundational competency for primary school mathematics and for this reason we have sought to investigate what the recent and current academic conversations are around this important concept. In this paper we present a survey of literature presented in the Australasian, European and Southern African contexts through a review of purposively selected conference proceedings and journals to establish what the conversations have been about the teaching and learning of place value in these research communities from 2013 to 2022.

In Australia the Federal Government plays a dominant role in higher education funding. Changes to the role and structure of the higher education system in 1988 aligned the universities more closely with national economic goals and sent the message to institutions that they were expected to adopt a more managerial mode of operation in order to contribute to achievement of the goals. In 1991, a system-wide quality assurance program was developed in which a national committee makes judgments about the outcomes and quality assurance processes of universities and places them in "quality" groupings which attract various levels of "reward" funding. Analysis of the impact of this program on institutional governance and on institutional roles and relationships with government reveals that several factors have strengthened central managerial power at the expense of disciplinary and collegial power. These factors include the wide scope of the evaluation program, the strong institutional-level focus, the limited timescale of the process, and the importance of performance indicators and of external stakeholder judgments. Power has also shifted from institutions to the Federal government, as institutions are pressured to conform to the government's vision of higher education's role in order to receive good assessments and subsequent funding rewards. (JDD)

These 12 papers reflect the range of issues and perspectives discussed at a forum that addressed three main topics: what a feminist critical literacy pedagogy is; a gender perspective of policy, organizations, and teachers' work; and concepts and practices of equity and inclusivity. The papers are as follows: "Questioning 'Progressive' Pedagogies" (Alison Lee); "Towards a Feminist Critical Numeracy Pedagogy" (Betty Johnston); "A Letter to Conference Participants" (Tricia Bowen); "'Once Upon a Time...': An Examination of Some Picture Books in the Light of a Feminist Critical Literacy Pedagogy" (Terri Morley-Warner); "Policy, Organisation, and Teachers' Work" (Jill Sanguinetti); "The Struggle for Critical Literacy and Feminist Reform: Some Axioms and Observations" (Nicole Gliding);"The Reconstruction of Women's Work in Adult Education" (Jennifer Angwin); "Bilingual NESB [Non-English Speaking Background] Women: An Untapped Resource" (Marta Rado); "Concepts and Practices of Inclusivity: Centring White Ethnicity in Literacy Practice" (Sue Shore); "A Crisis of Identity: Developing Strategies for Gender Inclusive Literacy Practices" (Jeanne Solity); "Talking on the Outer Edge" (Merilyn Childs); and "Postscript: Notes for a Film" (Delia Bradshaw). The forum program is appended. (YLB)

This first of three volumes of the 1992 Australian Council for Adult Literacy (ACAL) Conference Papers includes 10 papers from the plenary and keynote sessions. The theme of "When Basic Skills and Information Processing Just Aren't Enough: Rethinking Reading in New Times" (Allan Luke) is the moral and political consequences of ways of reading. "Therapeutic Relief to the Psycho-Sexual Congested Conference Delegate...at a Price" (Mary Hartmann) is a tongue-in-cheek invitation to the speaker's clinics for literacy professionals who are feeling the pressure of their jobs. "Literacy Practices and the Construction of Personhood" (Brian Street) focuses on the implications for pedagogy of approaching literacy and the construction of personhood from an anthropological viewpoint."Assembling Reading and Writing: How Institutions Construct Literate Competencies" (Peter Freebody) provides examples of the developing perspective of literacy practices socially and institutionally embedded. "Being Numerate: Whose Right? Who's Left?" (Sue Willis) explores the continuing demands that levels of numeracy must be raised and the argument that mathematics is deeply implicated in social inequality. "Address to the ACAL Forum" (Paul Brock) reviews adult English language and literacy provision currently offered by the community-based education sector. "From Now to the Year 2000" (Ann Whyte) considers developments in adult and community education. "Community Literacy" (Kay Schofield) addresses community provision of literacy training. "'New Times' and Literacies that Matter" (Colin Lankshear) uses a sociological analysis of current economic and social trends within developed countries to review the main forms of literacy requirements. "Removing Cultural Barriers to Numeracy" (Alan Bishop) looks at numeracy as culturally based and socially situated knowledge. (YLB)

This third of three volumes of the 1992 Australian Council for Adult Literacy (ACAL) Conference Papers is a special edition of "Literacy and Numeracy Exchange." It includes nine papers from workshops with a more local New South Wales focus. "Literacy, Language, and Numeracy in the Workplace in the Context of Industry Restructuring" (Ursula Nowicki, Ken McLeod) raises some important points about workplace basic education programs, the nature of these programs, and development of a "flexible training program for consultative committees.""Competency Based Training (CBT) and Adult Basic Education Practitioners" (Merilyn Childs) takes a clear and precise look at CBT and asks what it is, how it affects us, and what it means for students. "The Why, What, When, and How of Teaching Maths in a 'Reading and Writing Class'" (Lorene Barin) discusses why numeracy and literacy should be taught, what is being taught in numeracy, when numeracy and literacy should be taught, and how to teach numeracy. "The Upside-Down Approach to Helping Adults with Spelling Difficulties" (Pam Moore) offers 10 strategies and suggestions for writing activities. "Economic Rationalism and Its Implications for Adult Education in Australia" (Rita Brademan) challenges the reader to investigate inherent contradictions in present policy directions. "'Every Which Way But...!' The Stereotyping and the Reality of Clients, Teachers, and Education in a Correction Centre" (Rosemary McDonald, Michael O'Hara) addresses the practical issues of how to deal with incarcerated students. "Negotiating within the Curriculum" (Christine Bolton) looks at one way curriculum has been negotiated within the Certificate of Adult Basic Education course. "The Right to Literacy: The Role of the Public Library" (Margaret Whittaker) chronicles developments within public libraries. "Pre-Release Basic Education Program for Aboriginal Prisoners" (Kinga Macpherson) describes the development, implementation, and evaluation of a program that addresses issues relating to the needs of Aborigines upon their release from jail. (YLB)

This annual publication contains 43 research papers on a variety of issues related to science education. Topics include the following: mature-age students; teacher professional development; spreadsheets and science instruction; the Learning in Science Project and putting it into practice; science discipline knowledge in primary teacher education; science, technology, and society; gender differences in choosing school subjects; history of science education; quality of teacher education; science attitudes; socially constructed learning; and conceptual development. Other papers concern such areas as report writing; history of science; the nature of science; investigation skills; pseudo-scientific and paranormal beliefs; language in science; concept mapping; constructivism; metaphors; textbooks; children's interests; Aboriginal science; and science and television. (PR)

Questions about work and learning have arisen from the growing emphasis on learning throughout life and beyond formal educational settings. Technical and further education and technological universities are seen as being in crisis, partly as a consequence of the emergence of new knowledge discourses that have disturbed traditional ideas about what counts as knowledge. The trend for national systems of education to embark on policies of vocationalization may not be new, but the rationale is--linking systems of education into the economy. Work is becoming the epistemological organizer of the contemporary university and usurping the position formerly held by disciplines and fields of study. Work-based learning (WBL) challenges the adequacy and utility of the organization, production, and transmission of knowledge as it has been practiced in modern educational institutions. WBL awards formalize workplace learning, subjecting it to educational processing of various kinds, particularly through intensively negotiated curriculum and assessment practices. Vocational teachers use the discourses of working knowledge to construct a legitimate occupational identity different from that of teachers in other disciplines. For workplace educators (called facilitators) and production line workers, their identity is how to "be" and "do" in a context of new discourses and new knowledge. (Contains 14 references.) (YLB)

Papers from the 19th Adult Literacy Conference convened by the Australian Council for Adult Literacy include: "A Little to the Right on Writing" (Brendan Bartlett, Margaret Fletcher); "Deconstructing the 'Australian Language and Literacy Policy'" (Helen Beazley); "Comparing Content-Centered and Learner-Centered Approaches in School Mathematics: Picking Up the Pieces in Numeracy with Adults" (Jennie Bickmore-Brand); "Developing Workplaces as Learning Environments: Towards a Learning Curriculum" (Stephen Billett); "Last CALL for All: Before IT (Information Technology) Races down the Superhighway" (Paula Burns); "Using Key Competencies to Solve the Equation" (Ralph Catts); "Quality and Competency Based Education and Training" (Clive Chappell); "Managing the Competency Based, Multi-level, Literacy Classroom: What Works" (Jean Clarke); "Fractions, Decimals and Adult Learners" (Tom J. Cooper, Shelley Dole); "Computing as Literacy--The Computing Practices of Language and Literacy Teachers" (Chris Corbell); "Chickens, Eggs and 'Access': Untangling Competence and Capability through a Re-examination of Skills, Knowledge, Values, Non-formal and Formal Learning in Agriculture" (Ian Falk, Sue Kilpatrick); "Challenges Facing Training" (William Hall); "Office Discourses: Which Attributes Are Given Authority in Institutional Classrooms?" (Ann Kelly); "Flexible Delivery: One Practitioner's Point of View--What Has to Change When You Go Flexible?" (Anne Kiley); "Aboriginal and Torres Strait Islander Adult Education Histories and Their Relationship to the Development of Academic Writing Skills" (Bill Langlands); "A New Work Order: Some Implications for Being Literate in a Global Economy" (Colin Lankshear); "Assessing Front-line Management the Identification of Personal Constructs in the Workplace" (Irena Morgan-Williams); "The Role of Volunteer Tutors in the History of Adult Literacy in Queensland" (Jean Searle); "Parents and Literacy (PAL)" (Julie Spreadbury); and "Choosing Change through Literacy" (Kath White). (MN)

This book contains selected refereed papers from the 21st Annual Conference of the Australasian Science Education Research Association. The papers are as follows: "A Learning Model for Science Education: Developing Teaching Strategies" (Appleton); "Researching Balance between Cognition and Affect in Science Teaching" (Baird et al.); "Toward a Gender-sensitive Model of Science Teacher Education for Women Primary and Early Childhood Teachers" (Bearlin); "Learning in Science Project (Teacher Development): The Framework" (Bell, Kirkwood, & Pearson); "The Pupil as Philosopher" (Carr & Kirkwood); "New Data and Prior Belief: The Two Faces of Scientific Reasoning" (Dawson & Rowell); "The Influence of Gender, Ethnicity and Rurality Upon Perceptions of Science" (Dunne & Rennie);"Rediscovering Ignorance" (Edwards); "Practicalizing Piaget at the ASEP Guidelines Conference 1970" (Fawns); "The Quality of Teacher Education Programs" (Fensham & West); "Learning Environment, Learning Styles and Conceptual Understanding" (Ferrer); "Misconceptions and Light" (Fetherstonhaugh); "Scaffolding Conceptual Change in Early Childhood" (Fleer); "The Technology-Science Relationship: Some Curriculum Implications" (Gardner); "Year 12 students' Attainment of Scientific Investigation Skills" (Hackling & Garnett); "Outcomes of the Primary and Early Childhood Science and Technology Education Project at the University of Canberra" (Hardy, Bearlin, & Kirkwood); "Australian Studies: A Vehicle for Scientific and Technological Literacy?" (Jane); "Developing a Taxonomy of Science Concepts Based on a Scale of Empirical Distance" (Jones); "'Expert' and 'Novice' Subjects' Approaches to Genetic Problem Solving in a Computer-Based Setting" (Kinnear & Simmons); "The Constructivist Paradox: Teachers' Knowledge and Constructivist Science Teaching" (Louden & Wallace); "Diagram Information and Its Organisation in Memory: Exploring the Role of Skill and Experience" (Lowe); "Research into the Environment of Science Laboratory Classes in Australian Schools" (McRobbie, Giddings, & Fraser); "Development of Student Inquiry Skills in a Computerised Classroom Environment" (Maor); "History, Philosophy and Science Teaching; Current British, American and Australian Developments" (Mathews); "Focus Folklore: Reflections of Focus Teachers on the Sci-Tec In-service Project" (Napper & Crawford);"Science Education Research in Papua New Guinea 1978-1990" (Palmer); "Aboriginal Studies and the Science Curriculum: Affective Outcomes from a Curriculum Intervention (Ritchie & Butler); "Effects of Background and Classroom Characteristics on the Science Achievement of 10-year-old Students" (Rosier); "A Research Method Using Microcomputers To Assess Conceptual Understanding and Problem Solving" (Simmons & Kinnear); "Integration of Technology in the School Curriculum" (Treagust); "'What's Your Science Teacher Like?': Using Students To Appraise Teaching and Teachers" (Walsh); "Chemistry Concepts and Group Cognitive Structure: A Study of Undergraduate Nursing Students" (Wilson); "How Confident Are Primary School Teachers in Teaching Science?" (Yates & Goodrum); "The Investigation of School Effects on Student Achievement in Science: A Multilevel Analysis of Educational Data" (Young); and "Evaluation of a Course Designed To Teach Physics to Students in Physiotherapy" (Zadnik et al.). (PR)

The papers in these proceedings include a number of themes such as enduring and progressive social change, good practice and positive outcomes, and strategies of survival, resistance and subversion. They are: "Achievement, Personal Development, and Positive Outcomes" (Viv Anderson); "Raising Standards" (Paul Armstrong); "Multicultural Education for Adults" (Burjor Avari); " Four Congratulations and a Caveat" (Roseanne Benn); "Issues in the Supervision of Dissertation Research Conducted by Continuing Education and Training Professionals in South East Asia towards a Masters Degree of the University of Sheffield" (Geoff Chivers); "Continuing Education and the Public Understanding of Science" (Martin Counihan); "Silver Lining" (Eileen Daggett); "Conversing Internationally" (Chris Duke); "A Study of the Competence Levels of the Heads of Adult Education in Turkey" (Ahmet Duman); "Vision, Provision, and Television" (Darrel Dymock); "Women's Studies and Adult Education" (Jane Elliott); "Living with Competence" (Paul Garland); "Where Has Schon Led Us?" (Mary Gobbi); "Using a Self-Selected Support Group as a Strategy for Survival" (Christine Hibbert, Antoinette Middling, Frances Scourfield); "Journey through the Looking Glass" (Cheryl Hunt); "Multiplying Visions and Using Similitudes'" (Christine Jarvis); "Experimental Archaeology in Education" (David Johnston); "We're Still Here" (Rennie Johnston); "Holding Up the Mirror" (William Jones); "Participative Environmental Research and the Role of Continuing Education" (David Knight); "Making a Mark" (Carol Lee-Mak, Janice Malcolm); "The Creative Management of Biography" (Danny Mashengele); "From Distance Learning to Computer Supported Cooperative Learning" (David McConnell); "Autobiography in an Academic Context" (Margaret Millar et al.); "Exchanging Places, Trading Learning" (Nod Miller, Miriam Zukas); "Fiftysomething" (Penny Muter, Peter Watson); "Happiness Is a Thing Called Subversion" (Kirit Patel); "Vision, Policy, or Accident?" (Keith Percy); "Discourse and Culture" (Julia Preece); "Democracy and Personal Empowerment" (Ian Roffe, Carolyn Inglis); "German Adult Education in East Germany after Unification" (Marion Sporing); "Starting with Self" (Alistair Thomson); "Telling the Story of the Self/Deconstructing the Self of the Story" (Robin Usher); "Two Cheers for Special Needs Provision in Adult Education" (Peter Watson); "Re-Visioning the Self" (Linden West); "Using Vocational Competences To Develop an Alternative Framework for Modern Language Teaching" (John Wilson, A. Ibarz); "NVQs [National Vocational Qualifications] and Individuals" (Jonathan Winterton, Ruth Winterton); and "Coming of Age" (Alexandra Withnall). (YLB)

Higher education is increasingly recognised as being critical to social and economic prosperity. It is also a policy area where the Commonwealth could significantly increase its impact. This could be achieved without major cost, by working through activities already in place, and persuading member governments to make stronger use of these brands and mechanisms. This paper focuses on four key areas selected by the the 19th Conference of Commonwealth Education Ministers (19CCEM) Steering Committee: (1) Costs and access; (2) Links with employment; (3) Securing the next generation of academics; and (4) Student and staff mobility. These were chosen because of their importance, relevance to conference themes, and synergy with existing Commonwealth-related initiatives. In each case, the brief summary of issues is intended to stimulate debate on whether, and how, the Commonwealth could play a greater role. [This paper was prepared for the Conference of Commonwealth Education Ministers (19CCEM) (19th, Bahamas, Jun 22-26, 2015).]

Selected papers are as follows: "Member Perceptions of the Association for International Agricultural & Extension Education" (Eaton et al.); "Historical Review of U.S. Involvement in International Agricultural Education between World War II and Enactment of Title XII" (Thuemmel, Meaders); "Educational Needs of International Graduate Students as Perceived by Graduate Faculty" (Miller, Ng); "Rethinking the Landscape" (Beilin); "Personal Networks and Agricultural Extension" (Armonia); "Extension Staff Development Program" (Trail, Malindi); "Learning Styles of Extension Personnel and the Implications for Designing Inservice Computer Training Programs" (Park, Gamon); "Agricultural Education and Global Sustainability" (Vahoviak, Etling); "Importance of Extension Education in the Post Harvest Activities of Soybean in Nigeria" (Osho); "Perceptions Regarding Agricultural Extension Education in Swaziland" (Dube, Martin); "Philosophy, Mission, and Focus of Agricultural Extension in Africa, Asia, and Latin America" (Mohamed et al.); "Educational Needs for Enhancing Non-Farm Activities and Entrepreneurship" (Singh, Comer); "Assessment of the Use of Contact Farmers in Training and Visit Extension System in Nigeria" (Omotayo, Arokoyo); "Village Extension Workers (VEWs), Agricultural Extension Officers, and Contact Farmers Perceptions of VEW Visits under the Training and Visit (T&V) System" (Radhakrishna, Yoder); "Expert Identification of Inservice Training Needs of Field Agents Working in T&V Systems of Extension" (Alawy, Safrit); "Creating a Stronger Model for International Youth Exchange" (Etling); "Perceptions Held by Secondary School Agricultural Educators in Iowa Regarding Adding a Global Perspective to the Agriculture Curriculum" (Perez-Morales, Miller); "Development of Vocational Agriculture in Swaziland" (Mndebele, Crunkilton); "Extension Serving Women Farmers" (Morrone); "Nonformal Education for Empowerment" (Nti, Etling); "Factors Influencing Rural Women Cassava Processors' Intended Participation in an Agricultural Extension Education Program" (Ojomo, McCaslin); "Cooperative Efforts for Agricultural Extension and Rural Development" (Brewer, Meaders); "Need for U.S. and International Collaborative Rural Leadership Education for the 21st Century" (Dhanakumar et al.); "University's Role in Agricultural Development" (Cristovao, Koehnen); "Educational Needs of International Graduate Students of Extension Education" (Mohamed et al.); "Review and Synthesis of Extension Problems in Africa and Asia" (Ukaga et al.); "Development of Rural Youths through Farmers' Training and Education" (Auta, Akpoko); and "Mobilizing Rural Youths for a Career in Farming" (Arokoyo, Omotayo). (YLB)

The chapters in this book, developed from presentations made at the Annual Conference of the Australian College of Education in Canberra, explore the theme of a sustainable society and the role of education. In the first part, five writers explore the meaning of "sustainable society." Sir Ninian Stephen, Ian Lowe, and Janet Hunt argue that sustainable development is the most important item of the political agenda and that education's crucial task is to alert the collective national consciousness. Mandawuy Yunipingu and Miriam-Rose Ungunmerr-Baumann elaborate by drawing on past lessons that offer a message of hope. In part 2, Cherry Collins and Josefa Sobski examine the role of education in shaping attitudes and modelling good environmental practice. Prominent Australian educators--Susan Ryan, Frances Christie, and Barry Dwyer--move from the present to the future in the third part. All contributors agree that education for a sustainable society is a major responsibility for schools, TAFE colleges, universities, and all educators. (LMI)