Education revolution or just plain revolting? Aboriginal prisoner education in Western Australia

The current Australian Federal government has voiced a commitment to an 'education revolution' and set targets for 'closing the gap' in education attainment for Aboriginal people. Unfortunately, this revolution appears to have bypassed prison education altogether with no mention of it in the publicly available policy documents. This is regrettable given the large numbers of Aboriginal people in custody and begs the question 'Are our incarcerated Indigenous citizens going to be excluded from any potential benefit of the 'revolution'?'

Professional experience in new times: issues and responses to a changing education landscape

This paper discusses policy and practice relevant to teacher education and professional experience programs in Australia, aiming to assist not only reading our past and present, but also offering strategic direction with respect to the challenges and opportunities that are emerging within the Australian context. A meta-analysis of current major trends in Australian educational reform and the implications of an 'education revolution' for professional experience are discussed. The paper maps and examines broadly key education agendas of 'productivity, participation and quality'. In relation to these agendas, significant policy trends are identified under the headings of partnerships, preparation and professional learning, and the implications of each for the field of teacher education and professional experience are explored. Some comparisons with similar reforms that have occurred in Scotland and England are offered to provide insights and alternative directions for those working in the field. Finally, a range of possibilities and suggestions, along with cautionary tales of locally based professional experience practices, are provided.

Surviving the maelstrom : teacher educator in the 21st century

A plethora of reports, research papers and commentaries have focused on teacher education in Australia, its quality, status and ability to adequately prepare teachers for the 21st century. There is however, little research on the worklives of teacher educators, in particular Australian teacher educators. That which does exist tends to focus on new teacher educators (how to best prepare and induct them) and experienced and senior teacher educators (personal reflections and narratives) (see for example, Acker, 1997; Cochran-Smith, 2002; Murray & Male, 2005). What is missing from this research field is an exploration of the contemporary contexts that shape the worklives of Australian teacher educators, and in particular how these contexts influence the work of teacher educators in between these two demographic groups. How post-induction early-mid career teacher educators (re)negotiate their professional identities in view of the changing role of ‘the teacher educator’ in the 21st century is therefore, an under-researched area of study. This paper provides a brief overview of the existent research on teacher educators and highlights areas in need of further examination. Two particular contexts shaping the work of Australian teacher educators are examined: the standards movement, and marketisation and the rise of new mangerialism as are the ramifications of these on the teacher education landscape. How these have impacted on how teacher educators perceive themselves and are perceived by others is subsequently explored as are the implications of these changing contexts on the work of teacher educators in the 21st century. To discuss these issues I draw on my experiences in teacher education and highlight the challenges and opportunities available for teacher educators as we try to ‘survive the maelstrom’. This paper is significant given the federal government’s commitment to social inclusion and an ‘Education Revolution” (ACDE, 2008). Education academics are critical to advancing the [Government’s] complex agendas around innovation, productivity and inclusion (ACDE, 2008, p1). In the next 15 years, over half of the currently working teacher education academics will retire. There is therefore a need to not only attract new and talented people into the teacher education workforce, but to retain those early-mid career academics who have entered teacher education, and are like me, finding it hard to “survive the maelstrom”.

My school, my market

Australia’s Education Revolution, launched in 2008, emphasised equity as a key reason for reforms. It identified ‘pockets of disadvantage’ as one of the main problems that needed to be addressed through its reforms. Through a series of translations, the problem of ‘pockets of disadvantage’ was converted to one of a lack of information, a lack of comparable metrics and the absence of an informed public, leading to a number of solutions such as the development of a national assessment scheme and the My School website. In this paper, using the theoretical and methodological resources of actor-network theory, I argue that these translations were also, simultaneously, the processes by which the Australian education space was further ‘marketised’. These marketisation processes involved homogenisation, whereby schools were rendered comparable through the development of common evaluation and common metrics; the development of informational resources that enabled parents to function as economic agents and exert ‘market forces’; and coordinating the activities of the actors through the My School website. The paper concludes with a discussion of how such descriptive analyses might serve as critique.

A comparative analysis of international education satisfaction using servqual

University education, the world over, has undergone significant transformation and reform with respect to higher education systems meeting the growing role of information and communication revolution, and the demand for knowledge, which represent the new challenges of globalisation. These challenges are seen as threats as well as opportunities for higher education systems around the world. The driving force of globalisation is competition and the international education market has become fiercely competitive with different marketing strategies being implemented by educational institutions to attract the growing number of students seeking higher education. The objective of this paper is to examine the relationship between the SERVQUAL constructs proposed by Parasuraman et al (1988 & 1985) and the country of origin and satisfaction among four cohorts of Asian international postgraduate students studying in Australian universities. Country of origin is recognized as an important predictor of satisfaction and choice in the international education environment. The data used in this study is derived from a mail survey conducted among international postgraduate students from China, India, Indonesia and Thailand studying in five universities in Victoria, Australia. An adapted version of the SERVQUAL instrument was used to collect the data and was designed to measure the gap between student responses on expectations and perceptions of the university as a study destination on a seven point bi-polar scale. The responses were sought on 36 statements representing aspects of the operations and services of the university under desired (ideal) expectations of choice and post-choice perceptions. Scales were developed to investigate the relationship between the SERVQUAL constructs of reliability, responsiveness, assurance, empathy and tangibles and the country of origin and were shown to be reliable. Using ANOVA and MANOVA techniques, the study found significant differences between country of origin and the SERVQUAL constructs and discusses strategic implications and opportunities for higher
educational institutions

Vocational education and training at a distance : transformation to flexible delivery

This chapter will explore the position that distance education has held in the past in Australian vocational education and training (VET) and how that position has developed and transformed over the past couple of decades. It is argued here that after a period of VET provision through distance education that was largely based around an earlier centralised model, VET was early to recognise the potential that new technologies in distance education had for VET learners and learning. Concurrently there was recognition of the substantial limitations a centralised model of distance education posed for new demands on VET. Economic imperatives also contributed to what became a revolution in VET and its delivery to learners.
The chapter identifies these developments and the factors that have contributed to them, and tracks the transition of Australian VET distance education as it transformed away from centralised distance education provision towards its more recent forms of locally provided flexible delivery and blended learning.

Is this revolution being televised?

The thesis is a preliminary philosophical investigation into the effects of televisual screens in the lives of contemporary adolescents. It concludes and warns that for a growing cohort of these adolescents their behaviour/desires/lifestyles are being overdetermined in a deleterious manner by the effects of spending inordinate hours at these screens.

The diffusion of policy in contexts of practice : flexible delivery in Australian vocational education and training

Significant changes have occurred over the last decade within the Australian Vocational Education and Training (VET) system. Not least amongst these has been a shift from a predominantly traditional face-to-face classroom model of programme delivery to more flexible models informed by the needs of clients. To lead this revolution, in 1991 the Australian Commonwealth and State Ministers for Training established the Flexible Delivery Working Party. A series of reports followed that sought to develop a policy framework, including a definition of flexible delivery, and its principles and characteristics. Despite these efforts, project funding and national staff development initiatives, several difficulties have been experienced in the ‘take-up’ of flexible delivery; problems that we argue are related to how the dissemination of innovative practice is conceived. Specifically, the literature and research on the diffusion of innovations points to the efficacy of informal social networks ‘in which individuals adopt the new idea as a result of talking with other individuals who have already adopted it’ (Valente, 1995, p. ix). Following a discussion of these issues, the article concludes by arguing the need for research of innovative practice transfer within VET in Australia, using qualitative case study in order to develop an in-depth and rich description of the process, and facilitate greater understanding of how it works in practice.

Perpetual revolution : people and state in socialist Cuba

This thesis examines the definition of “Revolution” in Cuba, exploring the political and social system that is associated with what people in Cuba call “the Revolution”, and placing special emphasis on people’s daily experiences of such systems. Through an analysis of organic movements of urban agriculture, alternative therapies emerging within the framework of a state-centred biomedical health system, and emigration this thesis aims to understand the lived experience of the Cuban Revolution

Genetics and public health - evolution, or revolution?

During the 19th and early 20th century, public health and genetics shared common ground through similar approaches to health promotion in the population. By the mid-20th century there was a division between public health and genetics, with eugenicists estranged and clinical genetics focused on single gene disorders, usually only relevant to small numbers of people. Now through a common interest in the aetiology of complex diseases such as heart disease and cancer, there is a need for people working in public health and genetics to collaborate. This is not a comfortable convergence for many, particularly those in public health. Nine main concerns are reviewed: fear of eugenics; genetic reductionism; predictive power of genes; non-modifiable risk factors; rights of individuals compared with populations; resource allocation; commercial imperative; discrimination; and understanding and education. This paper aims to contribute to the thinking and discussion about an evolutionary, multidisciplinary approach to understanding, preventing, and treating complex diseases.

'Smart' technologies in early years literacy education: a meta-narrative of paradigmatic tensions in iPad use in an Australian preparatory classroom

With the revolution that has taken place in the functionality and uptake of portable networked ‘smart’ technologies, educators are looking to see what potential applications such technologies might have for school education. This article reports on a study into the use of portable personal computing devices in the early years of schooling. Specifically, it focuses on emerging patterns of use of Apple iPads in an Australian Preparatory (first year of compulsory schooling) classroom across the first year of implementation of these devices. We draw on student and teacher interviews and classroom observation data to provide a research meta-narrative of the intentions, practices and reflections of a ‘first year out’ teacher, and to discuss points of tension found in the contested space of early years literacy education, which are highlighted when potentially transformative technologies meet institutionalized literacy education practices. Our findings suggest that the broader policy and curriculum context of early years literacy education, and institutionalized practices found in this space, are potentially at odds with teacher-held intentions to transform learning through technology use, particularly with respect to tensions between print-based traditions and new digital literacies, and those between standards-based classroom curricular and more emancipatory agendas.

Is this an ipad revolution or mobile learning revolution? A global perspective across countries : " iWorld, iLearn"

 This evolution of mobile technologies and application integration in education across the world has provided a shift to a new learning environment via various mobile platforms.Educational institutions globally are missing to identify specific mobile technologies initiatives and strategies as a method to evaluate these mobile technologies and to expose both students and teachers to the potential it engenders.This panel will undertake a cross country comparison among culturally diverse countries: Turkey,UAE,USA,Lebanon,Iceland,Israel,Japan,Germany.Questions will be raised such as:Why some countries are branding mobile learning and their integration of these technologies has been made device specific, app specific and operating system specific?Is this the right approach?The digital gap between countries will be discussed?Availability access, barriers and limitations for some countries are described.We will try to figure out similarities,differences and challenges among these countries.

Summer is a good time for informal education

Students look forward to summer because usually it means a break from formal and non-formal education. Formal education refers to education in formal educational institutions, such as pre-schools, primary, secondary and tertiary educational institutions and other registered training organisations. Non-formal education refers to organised educational activity outside the established formal system, that is intended to deliver a defined set of learning objectives to an identifiable group of learners (Chemistry in Australia, October 2014, page 33). Informal education refers to all learning outside the formal non-formal educational system; informal education is often associated with life-long learning as it can include reading non-fiction books and scholarly articles, viewing documentaries and other informal professional development. Informal education can also include travel to other countries and climates. Social constructivist theory maintains that learning occurs in social settings; conversely, most learners are limited by their cultural experiences. For example, Australian students have little first-hand experience of sublimation, but this is commonly observed in very cold climates when frost, ice or snow apparently “disappears” as it sublimes to water vapour, without passing through the liquid state. A favourite summertime activity is to go to the movies, especially in air-conditioned cinemas on a hot day or night. Watching movies are a form of virtual travel, and many educators make use of movies to illustrate chemistry concepts. Some movie producers want a sense of authenticity and work hard to get the details right, even though those details might be incidental to the main plot. For example, in Centurion, Roman soldiers fail in their rescue attempt, and are taunted by the Picts for stupidity -- they would have succeeded if they had only realised that metal become brittle in the cold. Another favourite example comes from The Lord of the Rings: The Two Towers, when Bilbo, Samwise and Gollum are crossing the Dead Marshes and see lights that appear to float over the Marshes. These wills-o-the-wisp have been known for centuries, and was the subject of a debate between George Washington and his officers. Washington and Thomas Paine, “the Father of the American Revolution”, believed that the lights were due to a flammable gas released from the marsh, while Washington’s officers believed that the lights were due to a flammable liquid on the surface of the marsh. On Guy Fawkes Night, 5 November, 1783, the Washington-Paine experiment showed that when mud at the bottom of a river was disturbed, bubbles of flammable gas rose to the surface of the water. (Unknown to Washington and Paine, Alessandro Volta had performed a similar experiment in 1776.) A problem with informal education is that it is often unguided. Students may find it difficult to discern the difference between scientific reality and an artistic distortion of reality in novels and movies. Educators have an important role here. If we only teach facts and concepts, learners will be dependent on a teacher. If however, we foster students’ curiosity and ability to exercise judgement, they will be able to learn for themselves, not just during the summer, but also in every season of every year.