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In this paper I use a story to introduce the idea of stories in adult educational practice. Telling stories seems to be as old as human culture. MacIntyre referred to humans as 'story-telling animals' (1981: 201). The secret is the ways in which this storytelling capacity can be used in a holistic humanistic pedagogy. Education, the process of assisting others to learn, can be pursued by seeking to pass on information (propositional pedagogy); by showing how to do something (skilling pedagogy) and by inviting learners to become different (transformative pedagogy). Many actual educational exchanges involve learners in more than one kind of learning where the educational event has elements of information and skills transfer, often combined at least tacitly with an invitation to become different. In this paper I suggest that the telling of stories that capture the imagination and move the heart is a powerful pedagogy in inviting learning not so much to do with gaining new information, although this can often happen, nor transferring skills, which again can also occur, but with a deeper transformative form of learning, which is really more about learners changing their identity, their way of seeing and acting upon the world. [ABSTRACT FROM AUTHOR]

The overarching aim of this paper is to 'talk up' learning in the Australian neighbourhood centre sector, realising this aim is premised on a need to understand neighbourhood centres themselves. Hence, the paper tentatively offers a mapping of the sector by first asking: 'What is a neighbourhood centre?'. Next, the paper provides an introductory scoping of learning in centres in an effort to invite further consideration. Two important conclusions are made. The first is that centres' capacity for continual re-shaping, while retaining some very particular values, marks them in ways that differ from organisations for which adult education is the primary purpose. The second is that the range of learning possibilities in centres is far-reaching, and makes significant and valuable contributions to individuals and communities, and ultimately to the Australian nation. [ABSTRACT FROM AUTHOR]

This paper describes the origin and development of the Australian Society of Hypnosis Ltd from its inception in 1971, as the Australian Society of Clinical and Experimental Hypnosis with a handful of members in four States, to its high point in the mid nineteen eighties when the membership was more than 1200 and the gradual decline in numbers since that time. Various aspects of the Society are discussed, including its goals and objectives, financial structure, educational and training programs, along with legal and political considerations which have influenced its development. Reasons for the decline in membership numbers are addressed and some suggestions for future growth are discussed. [ABSTRACT FROM AUTHOR]

This paper discusses the power of local and experiential knowledge, civic engagement and social transformation on rural third age women's learning. My passion for learning reflects the methodological stance of heuristic inquiry, which requires the researcher to have a passionate interest in the phenomena under investigation and in this case, includes my tacit knowledge as a third age learner, a former farming partner and a long term resident of the region. Our two informal conversations about their midlife learning gave the six purposively selected women aged 58-70 the opportunity to reflect on their learning autobiographies as co-researchers. In their midlife, the women had the freedom and determination to change directions and the generative passions to remain useful, to give something back to their communities and to make them a better place for their retirement years and future generations. They emerged from the relative obscurity of the backrooms, kitchens and traditional supportive roles as farmer's wives and mothers to become community activists, leaders and change agents who transformed their small service communities into thriving, vibrant, 'can do' societies better able to cope with the political, social, economic and environmental changes prevailing in regional Australia since the 1990s. They built new networks within the community and with the wider world and used their local knowledge and personal experiences to develop appropriate strategies for community renewal, which exposed them to diverse experiences, new knowledge and different ways of doing things. Unexpectedly they flourished and experienced personal development, growth and a transformation of the self as a blooming and fruition with the maturation of their potential. [ABSTRACT FROM AUTHOR]

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The formal recognition of prior learning (RPL) has long been lauded and even, one might suggest, doggedly pursued as a tool of social justice and equity within education sectors across the world (Harris, 1999; Wheelahan, Miller & Newton, 2002; Castle & Attwood, 2001; Cleary et al., 2002). It can accredit skills and knowledges that have evolved from diverse, informal learning experiences and cultural locations and is thought to be 'a powerful tool for bringing people into the learning system' who have otherwise become disengaged (Hargreaves, 2006: 2). Many strategies have been identified to increase access to RPL in Australia, including targeted promotion, reduction of bureaucratic procedures, and creative evidence-gathering and assessment techniques. But the fruits of these efforts are not sufficiently realised in increased social inclusion. The data indicate that, while RPL is on the increase in some quarters, there is still limited uptake by traditionally marginalised learners, such that more RPL overall does not necessarily lead to better outcomes for equity groups (Misko, Beddie & Smith, 2007). After more than a decade of focused attention, I believe this situation demands broader, less instrumental thinking, in favour of a more relational analysis of the meaning of recognition assessment and a different conceptualisation of RPL overall. In this paper I draw on qualitative research in progress to explore the meaning of RPL to candidates and the significance of the candidate-assessor relationship as a site of negotiated meaning and identity construction (Hamer, 2010). Looking through the lens of a philosophy of recognition (Honneth, 1995) and postmodern understandings of the discursive production of the self (Chappell et al., 2003; Benhabib, 1992), I ask questions about the nature and effects of the assessment relationship. I invite considerations of this relationship as an intersubjective exchange within a wider, more fundamental 'struggle for recognition' as part of human self-actualisation (Honneth, 1995). I will use emerging data to illustrate the meaning and effects of RPL within this theoretical framework and propose a reconceptualisation of recognition assessment that aims to enhance our efforts towards access and equity goals. [ABSTRACT FROM AUTHOR]

Environmental groups seek to educate and change people, yet there is little discussion and debate about the various theories and practices they use. One has only to think about the big, national environment groups like Australian Conservation Foundation, Wilderness Society, Greenpeace, Friends of the Earth and World Wildlife Foundation to note that they go about their educational and change practices in distinct ways. And then there are new groups like Climate Action, GetUp and Climate Camp who are seeking to educate and change people in more contemporary ways. We think that adult educators could play a helpful role in fostering more critical and participant-directed interrogation among environmental groups about aspects of their practices that focus on change and education. In this paper, we report on focus groups, case studies and a literature review we conducted for a coalition of three environmental non-government organisations and a state government agency to do just that. [ABSTRACT FROM AUTHOR]

This paper explores some of the challenges that are involved in facilitating transformative learning. It presents a framework for practice that considers transformative learning from the perspective of the facilitator. These ideas were developed through a doctoral study in which adult educators were interviewed about their experiences in facilitating transformative learning. The framework comprises four components: confirming and interrupting current frames of reference, working with triggers for transformative learning, acknowledging a time of retreat or dormancy, and developing the new perspective. Using the four components of this framework for practice, I outline a series of questions for reflection. Through detailed reflection on aspects of program design and the interactions in the learning group, we can further our knowledge about the transformative aspects of our programs. [ABSTRACT FROM AUTHOR]

Informal learning has often been seen as formal learning's 'poor cousin'. Our paper explores and discusses new and different ways of thinking about defining, valuing and researching the breadth and importance of informal learning in diverse national and cultural contexts. This includes a consideration of the power relations that can act to devalue informal learning. It is underpinned by a recognition that not only do a relatively small proportion of adults currently engage in formal learning, but those who do tend already to be dedicated and successful lifelong learners. It leads to a discussion about how informal learning might be framed as part of the solution to adult exclusion, seen to be aggravated by unnecessary adult educational hierarchies, accreditation, assessment and formality. [ABSTRACT FROM AUTHOR]

Paramedic practice is rapidly changing due to the ongoing pressures on health care systems. Paramedics are increasingly being integrated into primary health care roles, initiating interventions on scene and autonomously making clinical judgements based on operational guidelines. Evolving professional standards have resulted in the advancement of clinical skills, degree-based education and paramedic registration. This expanding professional profile of paramedics in the civilian health system is not being reflected in defence career options. New roles for paramedics in the Australian Defence Force (ADF) could be based on Physician Assistant and Emergency Care Practitioner roles implemented in the United States and United Kingdom respectively. While this would require organisational change, it does not replace the need for medics or medical and nursing officers. Ultimately, the aim is to find a best-fit role that recognises paramedic education, skill and experience to the equivalence of other health services roles. [ABSTRACT FROM AUTHOR]

An essay is presented on the developments in the academic sector in Australia as of August 2014. It also cites the EndNote citation and documentation program, the importance of careful academic literary analyses, and the advances in the mode of communication like the internet and mobile telephony. It also examines economic, religious, and social developments worldwide.

An essay is presented on the developments in higher education, particularly in Australia. It examines the commercialization of education as seen in the case of a nineteenth century Australian historian, who was told to list his/her fundable initiative under 'Safeguarding Australia.' It cites the moves by Australian universities to compete for both internal and external students.

The article contends that Australian Prime Minister Julia Gillard has a very limited understanding of education. According to the author, Gillard's education crusade eradicates any commitment to a culture of public education. Australia's education crusade is reportedly leading towards the U.S. approach where testing is consequential for teachers and students instead of a diagnostic aid. The author believes the education systems work best through cooperation, not competition.

The article describes the criticisms hurled against the Australian Curriculum, a national curriculum being enforced by Australia's Minister for School Education, Peter Garrett. For one, New South Wales' (NSW) Minister for Education Verity Firth finds that the proposed curriculum does not define the balance between what is nationally common and what is locally applicable. It also points out that the proposed curriculum's template of subjects does not take into consideration the needs of each grade level.