Management of flexible learning in vocational education and training

This research shows that, to function effectively in a changing environment that includes the convergence of online learning and e-business, managers in the vocational education and training sector need an increasingly sophisticated conceptual framework and set of business skills that appropriately draw on contemporary business management theory and practice.

Higher education and the labour market in Oman

This study aimed to investigate whether there is a mismatch between higher education and the labour market in Oman, the types of this mismatch that exist, and the reasons for this mismatch as they appeared from statistics and interviewees' responses ( the higher education providers, principals from the public sector, and employers from the private sector)

The governance of specialist nursing education and professional practice

Researching the governance frameworks supporting specialist nursing education and practice attests to deficiencies with the frameworks, and incongruence between expectations of academics, regulators and the profession for performance outcomes. The thesis argues for an evidence based governance infrastructure for national application and establishment of functional cross sectoral partnerships.

Role of school principals within a context of changes in the management of Victorian education 1982-1992

Change occured rapidly and was far reaching in Victoria's educational system in the 1980's and early 1990s. The Labour Party for the first time in 27 years formed a government in 1982. The Educational Minister sought input from many of the groups within the education community and the resulting Ministerial Papers set scence for change. Principles of Victorian Schools were now required to operate within a climate of participative democrary and this brought changes to the way ion which they had been used to operating. As more and more changes took place there were some changes of direction which affected the context within which affected the context within which principals principals operated. How did this affect the role of of the principals? What were the changes in their practices and organisation of work?

Workplace education and training : are TAFE teachers prepared for their evolving roles?

The implications of the research are that many TAFE teachers are ill-equipped to perform the roles, that, in the future, may well be expected of them. The reasons for teachers not being competent in a number of areas appear to include a lack of investment in human capital, a lack of adequate teacher training and a lack of relevant staff development contributing to many having neither the knowledge nor the skills to fulfil their evolving roles.

Futures for teachers? Unravelling global agencies development agendas in education and training and lifelong learning

This 20-page paper was presented in June 2001 at an invitational conference hosted by the Education Policy Research Group at Keele University. The theme of the conference was “travelling policy/local spaces: globalisation, identities and education policy in Europe“. Linked from the events page at http://www.keele.ac.uk/depts/ed/events/conf papers.htm, this document is one of 22 papers from the conference that are presented in full text. The paper is organised in three sections, firstly examining the local impact of the application of a global development agenda on educational practices in Victoria, Australia, then analysing policy texts issued by the OECD, Unesco, and the Word Bank, and finally interpreting the data in the light of interagency politics and the authors‘ reading of the global-local dynamics of the educational restructuring in Victoria.

Vulnerability, trade, financial flows and state failure in small island developing states

Small Island Developing States (SIDS) are very different to other developing countries. Relative to GDP they have the highest levels of foreign trade and aid receipts of all developing countries. Remittances from abroad are a far more important source of income for SIDS, and some depend very heavily on export revenues. The quality of governance varies tremendously among SIDS, they are over-represented among countries classified as fragile states and many are prone to state failure. These and other factors combine to make SIDS highly vulnerable to external economic shocks. Achieving development in SIDS is as a consequence an especially complex task that requires an understanding of the roles played by aid, trade, remittances and governance in these countries. This paper looks at these issues, along with providing various stylised facts about SIDS. In so doing it serves as a background and broad contextual setting for the papers that follow in this Special Issue on 'Fragility and Development in Small Island Developing States'.

Rural markets and school choice

This thesis examines how families and schools in a rural Victorian setting engage with education markets and policies of school choice. Focusing on federal funding and state conveyancing policies, the study employs policy sociology and social geographies perspectives to examine policy effects on social relations and the implications for equity.

Values in science, environmental education and teacher education

The aim of this chapter is to establish values as a key component of science and environmental education, consistent with the troika framework, and to explore the implications of this for teacher education. In the chapter, we review research that has increasingly placed values at the centre of the process of learning science, and central also in framing students' responses to school science. We then present findings from three projects that explore the relationship of values to teaching and learning science: first, an exploration of the pedagogies of effective teachers of science; second,an environmental education project in which students explore science and sustainability ideas in the context of a community exchange program in Mexico and Alaska; and, third, a teachcr education initiative focused on place-based education. In the chapter, we argue that learning science and engaging with the environment entails pedagogies that link conceptual learning, values and community.