Globalisation and reflexivity: some challenges for research into quality education mediated by ICTs

Globalisation can be characterised, Giddens (1994) suggests, as a process of 'intensified reflexivity' that creates the conditions for 'a world of clever people'. Information and Communication Technologies (ICTs) are fundamental to globalisation and they have also been incorporated into the new educational technologies deployed by educators to (re)create 'a world of clever people'. Together, education and the ICTs are strong forces for globalisation where both curriculum and pedagogy shape the knowledge and values of the rising generation of 'clever people'. This chapter posits some research issues and questions that might be usefully pursued in transnational collaborative research or are germane to its conduct and contexts. These matters include: the place of ICTs in research work; the challenge of globally inclusive curricula and the impact of English as the global language; and ICTs decentring the research centre.

IFIP TC3/WG3.6 : Quality education @ a distance : IFIP TC3/WG3.6 Working Conference on Quality Education @ a Distance, February 3-6, 2003, Geelong, Australia

This work considers several aspects of providing quality education at a distance - quality of systems that support online learning, quality support infrastructure, quality of technical access and support, materials distribution. Issues in each of these areas are considered.

Flexible learning for quality in higher education

This keynote presentation is in two related parts. The first deals deal with the issue of the background, context and issues concerned with the emergence of flexible learning and flexible delivery in education, especially in higher education and its interrelationships with the background, context and issues concerned with the emergence of' quality' in higher education. The second explores the issues concerned with the use of online media to facilitate quality flexible learning in higher education.

These presentations draw on authors teaching and research in these fields. In particular they draw on their work on the interrelationships between educational technology, interaction and dialogue in the development of 'quality' education. It is shown that, at institutional and individual levels, decisions are made to implement flexible and online forms of education that have significant curricula and pedagogical implications, not only for those institutions and individuals (teachers), but most importantly for the learners and their contexts. The rhetoric that advocates the implementation of flexible learning and online education may well be grounded in positive ideas for change, but the institutional and individual consequences the costs and benefits- are not always clearly understood from the outset.

The recent developments in information and communication technologies have enabled many institutions to provide courses flexibly using online learning. Maintaining quality in course provision, online teaching and support infrastructure has proved an important issue in higher education, as provision of technology alone is only a small part of ensuring quality in flexible learning. The possibilities of higher education without borders means that such issues of online quality be addressed and these presentations wiII draw on experiences from both international and Deakin University perspective.

Increasing national capability for quality higher education the case of the Sultanate of Oman

This paper explores a number of quality enhancement initiatives being implemented in a developing country, the Sultanate of Oman, to increase the national capability for quality higher education. Oman is a young country with a youthful and rapidly growing population. A brief description of the relatively short history of Oman’s national systems for secondary and postsecondary education is provided. This highlights the challenges for quality education resulting from a strategy of importing postsecondary education from a variety of countries, and delivering the programs through a largely privatized sector.

The paper then describes the outcomes of an initial needs analysis that led to the development of a National Quality Plan. Some of the strategies in this plan for improving and increasing capability are considered, most particularly the establishment of a practitioner‐oriented Oman Quality Network, and the design and implementation of a National Quality Training Program. These two strategies attempt to address common obstacles to capability, namely a paradigm that entrenches compliance and helplessness, and only early awareness of effective quality enhancement and quality assurance principles and methods.

Evaluation results are presented that comment on progress thus far, and suggest critical success factors. These include building legitimacy and trust to overcome barriers to sharing information in a competitive privatized environment. They also include the establishment of peer to peer mechanisms that build confidence and create sustainability over time, as imported or external expertise gives way to local capability and expertise.

The modus operandi of special education: teachers' ability to analyse student needs and apply it to classroom planning

The contemporary debate about quality education for children with disabilities and impairments has continued to focus on mainstream schools, and, more recently, the emphasis on inclusion considers the reproduction of exclusionary practice within school structures. While the socio-cultural construction of disability is recognised as disabling, this paper argues that a constructive approach to policy implementation can be accomplished by drawing on 'insider' information constructed by teachers involved in inclusive practice.

Has quality management run its course? Views from the field

The aim of this paper is to assess and reflect on, through the perspectives of Australian Quality practitioners, the current status of quality management; whether there had been any significant and recent shift in their roles and responsibilities; and if there had been any improvement in the extent to which their development and training needs were being fulfilled. This paper sets out to identify the roles, responsibilities, and training and development needs of Australian quality managers and what impact these may be having on the current 'quality agenda' of organisations in Australia. In light of these findings this paper focuses on the HR people aspects of QM implementation (e.g. development of a quality culture; learning, training and development; leadership and management commitment and support) and the significance of these aspects for sustainable QM implementation. Recent literature On QM implementation and the findings of three previously conducted surveys (Waddell 1998; Waddell and Mallen 2001; and Stewart and Waddell 2003) have been integrated with the findings of this research.

Placing teachers? Sustaining rural schooling through place-consciousness in teacher education

This paper explores two seemingly disparate areas of social inquiry: teacher education and the sustainability of rural communities in Australia. It suggests that these may be usefully understood in close connection with each other, and that healthy rural communities may be supported via reform of the ways in which teacher education prepares graduates for teaching in rural schools. In making this argument we claim that consideration and consciousness of place are important for all teacher education curricula, not merely that on offer in rural and regional centers. We call for metropolitan-based teacher education institutions to consider curriculum practices that take a more active role in fostering healthy and productive rural communities through place-conscious approaches to pedagogy (Gruenewald, 2003). At the center of this call is a concern to ensure the provision of high-quality education for children in rural families and the need for well-trained teachers who are personally and professionally equipped to address the educational needs of their communities.

Inclusive policy action : exploring the realities and knowledge of teachers implementing inclusive education

Inclusive Policy Action recognizes the complexity of inclusive policy for teachers. However, the author presents a strong view that a constructive approach for future action can be accomplished by drawing on teachers' own accounts of the significant characteristics contributing to effective inclusion. Accordingly, teachers' work is recognized as a vital contributing factor to successful inclusion, despite the often over-powering emphasis on additional funding. For this reason the finer structures of changed pedagogy, the development of teacher knowledge and the vision of quality education for all students are explored using teachers' own voice to theorize and analyze the actuality of successful inclusive practice. The emergent characteristics relate to the importance of communicative infrastructures promoting knowledge within learning communities rather than political directives associated with inclusive education policy. These characteristics draw attention to the need to reconsider and revalue the knowledge and expertise generated by education policy actors, namely the teachers and school administrators involved in institutional planning and practice.

Principals' perceptions of the use of total quality management concepts for school improvement in Mauritius : leading or misleading?

As a small island country, Mauritius is relying on its human capital and innovative hi-tech industry to ensure future economic viability in the global market. As such, Mauritian education authorities are seeking ways to raise educational standards. One idea being canvassed is that Total Quality Management (TQM) could provide the framework for Mauritian school leaders to deliver imperatives for change and improvement and to achieve the aim of ‘world- class quality education.’ This paper reports the findings of a research into Mauritian principals’ current practices in line with TQM tenets and their perceptions about the usefulness or otherwise of ideas implicit in TQM. The findings indicate that whilst principals agree with current progressive notions and thinking compatible with the TQM philosophy, they have not fully translated them into their practice. The paper identifies challenges and opportunities worthy of discussion for school improvement in twenty-first century Mauritius with its high-tech, world-class ambitions.

Striving for educational equity and ‘world-class quality’ schools in Mauritius in global times

Concerns that the education system in Mauritius has not been adequately preparing students for work and life, and unsatisfactory academic achievement in schools, have fuelled the government’s drive to improve the quality of schools. These concerns exist within education structures that systematically segregate students into ‘star’ schools and less desirable schools that curtail the education experience of the majority of Mauritian children. Within this context, Mauritian education authorities have attempted various educational reforms aiming at ‘World Class Quality Education’ so as to contribute to an efficient and dynamic workforce and to meet the needs of an increasingly competitive, knowledge-based and globalised economy. Reflecting the Mauritian government’s ‘quality’ agenda and its focus on the work of school leaders, this article reports the findings of research exploring Mauritian principals’ views about the usefulness or otherwise of Total Quality Management (TQM) principles in raising educational standards. It focuses specifically on whether and how principals are addressing the mounting challenges brought about by globalisation. The findings indicate that, despite the government’s efforts at reforms, the education system detracts from ambitions to adequately prepare all Mauritian children for work and life in a globalised and networked world. The article argues that school leaders need to take proactive responsibility for ensuring that all Mauritian children have access to an education system that cultivates their participation as active citizens of the global community.

International vocational education and training - the migration and learning mix

International VET students have divergent, shifting and in some cases multiple purposes for undertaking their VET courses. Students' motives may be instrumental and/or intrinsic and can include obtaining permanent residency, accumulating skills that can secure good employment, gaining a foothold that leads to higher education, and/or personal transformation. Moreover, students' study purposes and imagining of acquired values are neither fixed nor unitary. They can be shaped and reshaped by their families and personal aspirations and by the social world and the learning environment with which they interact. We argue that, whatever a student's study purpose, s/he needs to engage in a learning practice and should be provided with a high quality education. Indeed, we insist this remains the case even if students enroll only in order to gain the qualifications needed to migrate. The paper details the association between migration and learning, and argues that the four variations emerging from the empirical data of this study that centre on migration and skills' accumulation better explain this association than does the 'international VET students simply want to migrate' perspective. We conclude with a discussion of why the stereotype that holds VET international students are mere 'PR hunters' is unjust and constitutes a threat to the international VET sector.

TESOL professional standards in the "Asian century": dilemmas facing Australian TESOL teacher education

Australian teacher education programmes that prepare teachers of English to speakers of other languages (TESOL) are confronting the nexus of two facets of globalization: transformations in the Asian region, captured in the notion of the "Asian century", and shifting conceptions of professionalism in TESOL in non-compulsory education. In booming Asian economies, English language learning is integral to the demand for high-quality education. This has produced increases in TESOL Teacher Education Programme (TTEP) enrolments of both domestic Australian students and international students from Asia. Growth in demand for TTEPs has necessitated that they cater to student diversity, and the intended contexts of practice. This demand has coincided with a concurrent movement towards professional standards for TESOL that, we argue, confronts complexities around quality, accountability, and professional identity and achieving conceptual and contextual coherence. Drawing on discourses of managerialism and performativity, this paper explores tensions between increased student demands for TTEPs, professional standards discourses which are part of the global policy discourses on teacher quality, and the achievement of programmatic conceptual and contextual coherence from the perspective of Australian TTEPs.

The association between socio-economic position and diet quality in Australian adults

Objective: We aimed to investigate the association between multiple measures of socio-economic position (SEP) and diet quality, using a diet quality index representing current national dietary guidelines, in the Australian adult population. Design: Cross-sectional study. Linear regression analyses were used to estimate the association between indicators of SEP (educational attainment, level of income and area-level disadvantage) and diet quality (measured using the Dietary Guideline Index (DGI)) in the total sample and stratified by sex and age (≤55 years and >55 years). Setting: A large randomly selected sample of the Australian adult population. Subjects: Australian adults (n 9296; aged ≥25 years) from the Australian Diabetes, Obesity and Lifestyle Study. Results: A higher level of educational attainment and income and a lower level of area-level disadvantage were significantly associated with a higher DGI score, across the gradient of SEP. The association between indicators of SEP and DGI score was consistently stronger among those aged ≤55 years compared with their older counterparts. The most disadvantaged group had a DGI score between 2 and 5 units lower (depending on the marker of SEP) compared with the group with the least disadvantage. Conclusions: A higher level of SEP was consistently associated with a higher level of diet quality for all indicators of SEP examined. In order to reduce socio-economic inequalities in diet quality, healthy eating initiatives need to act across the gradient of socio-economic disadvantage with a proportionate focus on those with greater socio-economic disadvantage.

What do they think when we stack them in? A comparative analysis of student perceptions relating to large and small marketing subjects

University education is in a period of flux with emphasis being focused on quality education, competition for students both local and international as well as changes in governmental financial support and direction. It is with this scenario as a backdrop, that universities in an endeavour to obtain economies of scale offer subjects with large student enrolments. This study investigates marketing students’ perception of and participation in marketing subjects relating to teaching quality, staff availability and support, and individual student involvement in marketing education with large enrolments compared to subjects with small enrolments. This research builds on the investigations of effects of class size by Cuseo (2004) and Binney et al (2004). The study used a multi-method approach. Data from a sample of 621 students was analysed using Factor analysis, MANOVA and ANOVA. Students indicated that there was little difference in the quality of learning obtained in small or large classes. Of interest from a marketing perspective, however, is the perception by students that they are more likely to obtain practical assistance and support from tutors in smaller classes. Student perceptions generally show no major differences between large and small classes in relation to subject selection, ability to learn and lecture  attendance. Students expressed a preference for the opportunity to choose from a number of lecture streams available in subjects with large enrolments. Of interest, however is the student belief that they are less likely to actively participate in large lectures than in small lecture environments.