Becoming media literate? Media Education in Slovenia after Ten Years

The system of education in Slovenia includes pre-school education; primary education; secondary education (vocational education, technical education, general education [grammar schools]); higher education (university [undergraduate and postgraduate education] and professional type). In this course students develop the ability to analyze and evaluate media messages and to identify for themselves issues of concern, as well as... to discuss, understand, explain and with production through cooperation with student's media their own communication (ZaIa, age 34, media education professor at University of Maribor).

Major issues and solutions to applied climate education in Australia

In the past decade, Australian agriculture has evolved considerably. During this period, climate variability has been of considerable concern, compounded recently by the threat of climate change. Applied climate education has attempted to keep up-to-date with these developments. Understanding the issues and solutions to applied climate education is a challenge confronting agriculture in Australia. This paper reports on the major issues and solutions to applied climate education in Australia as identified in the literature.

Global engineering education: Australia and the Bologna process

This paper presents a critical comparison of major changes in engineering education in both Australia and Europe. European engineering programs are currently being reshaped by the Bologna process, representing a move towards quality assurance in higher education and the mutual recognition of degrees among universities across Europe. Engineering education in Australia underwent a transformation after the 1996 review of engineering education1. The paper discusses the recent European developments in order to give up-to-date information on this fast changing and sometimes obscure process. The comparison draws on the implications of the Bologna Process on the German engineering education system as an example. It concludes with issues of particular interest, which can help to inform the international discussion on how to meet today’s challenges for engineering education. These issues include ways of achieving diversityamong engineering programs, means of enabling student and staff mobility, and the preparation of engineering students for professional practic e through engineering education. As a result, the benefits of outcomes based approaches in education are discussed. This leads to an outlook for further research into the broader attributes required by future professional engineers. © 2005, Australasian Association for Engineering Education