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Enterprising students who understand the work environment are considered more employable. It is accepted that higher-education has a responsibility to produce career-ready-graduates. Practicum experience provides a critical role in this preparation. This study describes the development and implementation of the WIL instrument and WIL experience to assess the perceived skill development of students (n=19). This research utilized three data capture points: (1) employability skills cluster matrix-self-assessment tool (ESCM-SAT); (2) industry feedback from supervisors to develop a deeper understanding of the value of WIL; (3) students used the Gibbs reflective cycle (Gibbs 1988). There were improvements in all skills clusters, main gains were in career management (p<0.01). Supervisor feedback gave direction for improvement for; communication, preparation and organization skills. Student reflection suggests career management skills were strengthened, confidence increased, as did their value of academics. The ESCM-SAT, industry feedback and student reflection were deemed a suitable combination to measure the WIL experiences from a student perspective.

This study assessed the quantity and quality of food consumed by Australian Capital Territory and Perth women living in poverty from July to October 2017. Sixty-six women, recruited through charitable food organizations, participated in one-on-one interviews and 24-hr dietary recall. Overall, diet quality was poor. Daily energy intakes ranged between 96 kJ-11450 kJ. 75% of women consumed below the minimum energy requirement for their age. Daily serve recommendations and Estimated Average Requirements for calcium, iron and potassium were not met. Urgent action is needed from government, health, food, and community sectors to address the ongoing challenges faced by women experiencing food insecurity. [ABSTRACT FROM AUTHOR]

This article reports on a desktop evidence review of Australian public universities work-integrated learning policies and procedures. The review examined the availability and accessibility of these documents to prospective students with disability, as well as their inclusivity and quality, against three dimensions developed from analysis of equity best practice literature. The findings reveal an inconsistent approach by Australian universities to inclusive work-integrated learning for students with disability. The variability in availability and accessibility of inclusive work-integrated learning materials implies course and university decision-making for future university students with disability may be difficult. Quality concerns included a limited reference to relevant standards, transparent terminology and research evidence in available materials, as well as expired policies and procedures, outdated language and disability theory, and a lack of evidence of industry collaboration. Recommendations from these findings support the development of equitable WIL practices with students with disability across Australian universities. [ABSTRACT FROM AUTHOR]

Students with disability experience numerous challenges when engaging in Work-Integrated Learning (WIL). Successful WIL requires stakeholder collaboration to provide an equitable and relevant WIL experience. Stakeholder disparity around disclosure, accommodations, poor attitudes, and behaviours result in negative WIL experiences for students with disability. Understanding stakeholder preparedness and capabilities, in particular host organisations, is key to providing equitable WIL opportunities. Searches of five electronic databases (CINAHL, PubMed, Embase/Scopus, A + Education Informit and Web of Science) were conducted. Twenty-one peer-reviewed articles published between 2005 and 2022 were included in the review. Four themes were identified: Disclosure of the disability; University staff and WIL supervisor attitudes and training; Surviving WIL and Adjusting WIL to the individual. Embedding a strengths-based approach to WIL through strong relationships between student, host organisation and university will produce safe environments that are essential for high quality and fit for purpose WIL experiences for students with disability. [ABSTRACT FROM AUTHOR]

This qualitative study explores the barriers to food security for vulnerable women from the perspective of charity managers within the Australian Capital Territory (ACT) Region. Interviews were conducted with six charity managers. Analysis of charity's perspectives identified nine themes across two overarching areas: barriers to charity providing food security services (charity accessibility, inter-charity support and charity reliance on donations) and barriers to women attaining food security (income, accommodation type, transport, women's attitudes and beliefs, stigma/trust and food literacy). Understanding the barriers to women's food security is essential in addressing the underlying social and economic issues creating food insecurity. [ABSTRACT FROM AUTHOR]

This qualitative case study explores food insecurity, provision and quality within three food relief organizations that provide meals in metropolitan Australia. Interviews were conducted with a manager, staff member, and volunteer from each food relief organization (n = 9). Observational data were gathered over five days to record food preparation, service, and client/staff relationships. Four themes emerged from interview data: 1) donations and budget restrictions, 2) food provision and access, 3) food quality, and 4) food as a tool for dietary and social support. Although food relief organizations experience many challenges to addressing individual's food security, food was a conduit for initial contact, building trust, and facilitating client access to support services. [ABSTRACT FROM AUTHOR]

Aim: Food security is defined by four dimensions: food availability, access, utilisation and stability. Resettled refugees face unique struggles securing these dimensions and, thus, food security when moving to a new country. This systematic review aimed to identify the challenges Australian refugees experience in achieving the four dimensions of food security. Methods: The Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) guidelines were followed; the SPIDER tool was used to determine eligibility criteria. Three databases were searched using terms relating to food in/security and refugees from 2000 to 20 May 2017. Results: Seven articles were retained for analysis. Studies were categorised against the four dimensions, with four studies identifying challenges against all dimensions. Challenges contributing to high levels of food insecurity in each dimension included: availability and cost of traditional foods, difficulty in accessing preferred food outlets, limited food knowledge and preparation skills and food stability due to low income and social support. Conclusions: Food insecurity adversely impacts refugee health and integration. Methodical research framed by the four dimensions of food security is imperative to address challenges to securing food security in refugee groups and assisting in the development of sustainable interventions. [ABSTRACT FROM AUTHOR]

Food literacy is seen as a key component in improving the increasing levels of food insecurity. While responsibility for providing training falls on the charitable service organizations, they may not have the capacity to adequately reach those in need. This paper proposes a tertiary education - (university or higher education) led model to support the food literacy training needs of the food charity sector. A cross-sectional study comprised of online surveys and discussions investigated food services offered by Western Australia (WA) and Australian Capital Territory (ACT) agencies, food literacy training needs for staff, volunteers and clients, and challenges to delivering food literacy training programs. Purposive sampling was used, and ACT and WA charitable service originations (survey: ACT n = 23, WA n = 32; interviews: ACT n = 3, WA n = 2) were invited to participate. Findings suggest organizations had limited financial and human resources to address the gap in food literacy training. Nutrition, food budgeting, and food safety education was delivered to paid staff only with limited capacity for knowledge transfer to clients. The Food Literacy Action Logic Model, underpinned by a tertiary education engagement strategy, is proposed to support and build capacity for organizations to address training gaps and extend the reach of food literacy to this under-resourced sector., Competing Interests: The authors declare no conflict of interest.