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  Subjects -> EDUCATION (Total: 2060 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (25 journals)
    - EDUCATION (1746 journals)
    - HIGHER EDUCATION (132 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (33 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (36 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1746 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 2)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 2)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 2)
About Campus     Hybrid Journal   (Followers: 6)
Academic Medicine     Hybrid Journal   (Followers: 62)
Academic Psychiatry     Full-text available via subscription   (Followers: 26)
Academic Questions     Hybrid Journal   (Followers: 8)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 60)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 54)
Accounting & Finance     Hybrid Journal   (Followers: 55)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 21)
Açıköğretim Uygulamaları ve Araştırmaları Dergisi     Open Access  
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 6)
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access  
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 62)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 40)
Action Research     Hybrid Journal   (Followers: 46)
Active Learning in Higher Education     Hybrid Journal   (Followers: 287)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 13)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administration & Society     Hybrid Journal   (Followers: 13)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 181)
Adult Education Quarterly     Hybrid Journal   (Followers: 162)
Advanced Education     Open Access   (Followers: 10)
Advances in Building Education     Open Access   (Followers: 3)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 29)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 8)
AERA Open     Open Access   (Followers: 8)
Africa Education Review     Partially Free   (Followers: 25)
African Journal of Chemical Education     Open Access   (Followers: 3)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 4)
AGORA Magazine     Open Access  
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 2)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Ainedidaktiikka     Open Access  
Akadémiai Értesítö     Full-text available via subscription  
Aksiologiya : Jurnal Pengabdian Kepada Masyarakat     Open Access  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Mudarris : Journal of Education     Open Access  
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Alan Eğitimi Araştırmaları Dergisi     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 16)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 167)
American Journal of Business Education     Open Access   (Followers: 12)
American Journal of Distance Education     Hybrid Journal   (Followers: 34)
American Journal of Education     Full-text available via subscription   (Followers: 200)
American Journal of Educational Research     Open Access   (Followers: 63)
American Journal of Health Education     Hybrid Journal   (Followers: 31)
American Journal of Physics     Full-text available via subscription   (Followers: 53)
American String Teacher     Full-text available via subscription   (Followers: 1)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access  
Anadolu Journal Of Educational Sciences International     Open Access  
Anadolu University Journal of Education Faculty     Open Access  
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 3)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 10)
Annals of Modern Education     Full-text available via subscription   (Followers: 4)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Apex : New Zealand Journal of Gifted Children     Open Access   (Followers: 1)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 17)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 23)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 37)
Arts Education Policy Review     Hybrid Journal   (Followers: 5)
Artseduca : Revista electrónica de educación en las ARTES     Open Access  
ASHE Higher Education Reports     Hybrid Journal   (Followers: 16)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 21)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 13)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 25)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 14)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 4)
ASp     Open Access   (Followers: 3)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 153)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 43)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 19)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 6)
Australasian Journal of Special Education     Full-text available via subscription   (Followers: 8)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 7)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 8)
Australian Educational Computing     Open Access   (Followers: 1)
Australian Educational Researcher     Hybrid Journal   (Followers: 26)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 16)
Australian Journal of Career Development     Hybrid Journal   (Followers: 3)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 36)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 8)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 10)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 5)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 4)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 458)
Australian Journal of Teacher Education     Open Access   (Followers: 22)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 6)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 4)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 287)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BC TEAL Journal     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 8)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Berkeley Review of Education     Open Access   (Followers: 6)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 5)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 44)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 10)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 194)
British Journal of Educational Studies     Hybrid Journal   (Followers: 158)
British Journal of Educational Technology     Hybrid Journal   (Followers: 150)
British Journal of Music Education     Hybrid Journal   (Followers: 24)
British Journal of Religious Education     Hybrid Journal   (Followers: 9)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 54)
British Journal of Special Education     Hybrid Journal   (Followers: 48)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 12)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Buletin Fisika     Open Access  
Bulletin of the Council for Research in Music Education     Full-text available via subscription   (Followers: 6)
Business, Management and Education     Open Access   (Followers: 17)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno de Educação     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access   (Followers: 1)
Cadmo     Full-text available via subscription   (Followers: 1)
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Cakrawala Pendidikan     Open Access  
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 97)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 15)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 8)
Canadian Journal of Higher Education     Open Access   (Followers: 25)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 17)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 10)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 19)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 8)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 16)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 4)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription   (Followers: 2)
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 9)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 3)

        1 2 3 4 5 6 7 8 | Last

Journal Cover
Australian Journal of Adult Learning
Journal Prestige (SJR): 0.297
Number of Followers: 16  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 1443-1394
Published by RMIT Publishing Homepage  [398 journals]
  • Volume 57 Issue 2 - A reflection on continuing professional education
           research
    • Abstract: Brennan, Barrie
      This paper has arisen from my research on the first study of the story of Continuing Professional Education in Australia and the publication of my UNE PhD thesis by Springer, 'Continuing Professional Education in Australia. A Tale of Missed Opportunities'. I will continue to work with the professional associations on their profession's CPE and the development of CPD. However, this paper is focused on issues that have arisen from the introduction of Australia's national registration regime for select health-related professions.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 57 Issue 2 - From formal to non-formal education, learning and
           knowledge [Book Review]
    • Abstract: Jenkins, Gayle
      Review(s) of: From formal to non-formal education, learning and knowledge, by Igor Z. Zagar and Polona Kelava (Editors) (2014).

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 57 Issue 2 - Notes for intending contributors
    • PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 57 Issue 2 - 'The trails to get there': Experiences of attaining
           higher education for Igorot Indigenous peoples in the Philippines
    • Abstract: Adonis, Digna; Couch, Jen
      The title of this paper alludes to the hours of walking on mountain paths, which one of the authors, growing up in an Igorot Indigenous community in post-colonial Philippines undertook to go to school. This is an apt symbol of the sheer effort it can take to overcome physical, social, cultural and psychological barriers to access, persevere with and complete, higher education. This article explores the hardships of attaining higher education and the effects of education on the Igorot community. The article shares the experiences of Igorot leaders and how they have used their higher education learning to work for the promotion of maintenance of their Igorot culture.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 57 Issue 2 - Experiences of bridging program students at a regional
           satellite campus
    • Abstract: Elsom, Sandra; Greenaway, Ruth; Marshman, Margaret
      The benefits of higher education to individuals and to society are acknowledged both in Australia and internationally. Increased access to higher education means that greatly diverse students are beginning their tertiary learning journey. We investigate the experiences of a group of non-traditional students undertaking a tertiary preparation program at a regional university, based at a satellite campus in a low socio-economic area. Bourdieu's conceptual tools are used to frame the significance that symbolic capital has on the experience of students. Using phenomenography, the experiences of nine students were recorded and interpreted. Interviews were used to identify which aspects of the university experience they considered were the most important. Students' motivation, social networks, staff-student interactions and the various challenges were among the most important experiences mentioned. These combined to create three analogous categories, stairway, doorway and hallway (SDH). The students' experiences in the program may be likened to a stairway that must be climbed; a doorway that must be passed through; or a hallway that offers opportunities for exploration along the journey. The SDH model is a useful way to categorise students, to identify their experiences and develop strategies to support them.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 57 Issue 2 - Adult offenders' perceptions of rehabilitation
           programs in Africa
    • Abstract: Ngozwana, Nomazulu
      This article reflects on adult offenders' perceptions of rehabilitation programs in Africa. It also evaluates whether offenders are consulted when planning rehabilitation programs. Adult education principles were used as a lens to understand offenders' perceptions of rehabilitation programs. Using an interpretive paradigm and qualitative approach, individual interviews, observations and focus group meetings were held with offenders and other participants who were chosen through purposive and snowball sampling. Qualitative data analysis was used to generate the themes from the data. The findings revealed that rehabilitation programs are ineffective and imposed on offenders. Furthermore the data revealed that offenders see themselves as hard-labour while participating in rehabilitation programs. This has an implication for offenders' rehabilitation and reintegration into their societies as transformed citizens.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 57 Issue 2 - Gender differences in online participation: Examining
           a history and a mathematics open foundation online course
    • Abstract: Morante, Annette; Djenidi, Valerie; Clark, Helene; West, Susan
      With enrolment and completion rates in the University of Newcastle's online Open Foundation enabling program being considerably higher for women than for men, this case study investigates the engagement of male and female students in two different subject areas. History and Mathematics students' online behaviour is examined to identify whether they differ and if there is a correlation between time spent online and student results. Is low-level, or no online interaction a problem or does it differ for the two genders, and the two subjects' It is generally accepted that women engage more but does this lead to higher results for them' Students do not always appreciate how different the world of online learning is, and, in addition, some experience difficulties in understanding how to use Blackboard effectively. By examining students' online engagement we seek to identify the behaviours that lead to retention of students and ultimately to their successful completion of the program.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 57 Issue 2 - Bringing together learning from two worlds: Lessons
           from a gender-inclusive community education approach with smallholder
           farmers in Papua New Guinea
    • Abstract: Pamphilon, Barbara; Mikhailovich, Katja
      Smallholder farmers are the backbone of food production in Papua New Guinea (PNG). Due to an increasing need to pay for schooling and health costs, many farming families are seeking ways to move from semi-subsistence farming to activities that generate more income. The long tradition of agricultural training in PNG to support the development of farmers has focused on technology transfer and on the production of cash crops. This form of farmer education has primarily benefited men, who typically control cash crop production. It has often excluded women, whose significant engagement in it is precluded by their low literacy, low education, family responsibilities and daily work on subsistence crops. This article examines the lessons learned from a project that facilitated village-level community education workshops that sought to bring male and female heads of families together in a culturally appropriate way in order to encourage more gender-equitable planning and farming practices. Through the development and capacity building of local training teams, the project developed a critical and place-based pedagogy underpinned by gender-inclusive and asset-based community development principles.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 57 Issue 2 - From the editor's desk
    • Abstract: Brown, Tony
      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 57 Issue 1 - Integrated non-formal education and training programs
           and centre linkages for adult employment in South Africa
    • Abstract: Mayombe, Celestin
      This article outlines the results of a qualitative study, which investigated the adult non-formal education and training (NFET) centre linkages with external role-players in providing post-training support for the employment of graduates. The concern that informed this article is that adults who face long-term unemployment remain unemployed after completing the NFET programs in South Africa. The article reports on an empirical study conducted to investigate what constitutes NFET enabling environments for employment. The findings reveal that managers did not create adequate linkages that could enable graduates to access needed post-training support, community resources, public goods and services. The author concludes that without linking the NFET programs to external stakeholders, graduates will continue to find it difficult to be employed or to start small businesses which perpetuates unemployment and chronic poverty in South Africa.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 57 Issue 1 - On the borders of Pedagogy: Implementing a critical
           pedagogy for students on the Thai Burma border
    • Abstract: Couch, Jen
      This article uses an auto-ethnographic approach to explore the reflections and insights that occurred during my teaching of a subject in adolescent development on the Thai Burma border. This paper adopts a relatively descriptive style to a personal reflection of teaching on the border and how it transformed the way I teach and made me look at the pedagogy that underpins my teaching practice. I found a lack of congruence between the pedagogical theories that are espoused and how I could apply these to a border setting. Therefore, the purpose of this article is to explore some of the ways I began to develop a Thai Burma classroom praxis that drew on the theoretical underpinnings of a humanising critical pedagogy.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 57 Issue 1 - Analysis of an organisation: A University of the third
           age (U3A), Mornington, Victoria
    • Abstract: Small, Michael
      The purpose of this paper is two fold: to look at Mornington U3A in organisational terms and then look at U3AM as a loosely coupled system. One outcome of the study would be to undertake further analyses of U3As in Victoria to determine the levels of bureaucracy under which each operates. Questions to be asked: are U3As in Victoria operating as bureaucracies and so need to be loosened up' Or are they run as organisational anarchies and need to be tightened up'

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 57 Issue 1 - These walls speak volumes: A history of mechanics'
           institutes in Victoria [Book Review]
    • Abstract: Townsend, Rob
      Review(s) of: These walls speak volumes: A history of mechanics' institutes in Victoria, by Pam Baragwanath and Ken James, Self-published, Ringwood North, Vic. 2015.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 57 Issue 1 - Notes for intending contributors
    • PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 57 Issue 1 - Just another student survey': - Point-of-contact
           survey feedback enhances the student experience and lets researchers
           gather data
    • Abstract: Lake, Warren; Boyd, William; Boyd, Wendy; Hellmundt, Suzi
      When student surveys are conducted within university environments, one outcome of feedback to the researcher is that it provides insight into the potential ways that curriculum can be modified and how content can be better delivered. However, the benefit to the current students undertaking the survey is not always evident. By modifying Biggs' revised two-factor study process questionnaire (R-SPQ-2F), we have provided students with immediate point-of-contact feedback that encourages students to consider their own cognitive processes. The main purpose of the modified tool is to provide immediate benefit to the student, whilst retaining the functionality of the survey for the researcher. Two versions of the survey were presented to students, a feedback version and non-feedback version, with results indicating that the participants of the feedback version had a significantly higher opinion that the survey helped them to be a better learner. In general, the importance students place on feedback, regardless of the version of the survey completed, was evident in the study. The point-of-contact survey model implemented in this study has successfully allowed a tool that was once exclusively researcher focused to be oriented towards current students, introducing an additional layer of feedback, which directly benefits the current student, whilst retaining its usefulness as a diagnostic research tool.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 57 Issue 1 - Second chance education: Barriers, supports and
           engagement strategies
    • Abstract: Savelsberg, Harry; Pignata, Silvia; Weckert, Pauline
      Second chance education programs are now a well-established presence in institutions seeking to provide access and equity pathways for socio-economically disadvantaged groups. This paper focusses on the strategies used to support positive engagement in second chance equity programs, drawing upon evaluation research data from four TAFE sponsored programs. Interviews were held with service providers involved in the programs' development and delivery, and focus groups were held to gather information from program participants. The findings highlight the complex and often multiple barriers facing participants and the importance of delivering programs with sustained and tailored approaches. While tangible educational and/or employment outcomes were delivered, it was the associated social and personal development that made these programs especially successful. Hence, there is a need for equity programs to be holistic, scaffolded, and tailored to practical and vocational pathways.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 57 Issue 1 - Insights into attrition from university-based enabling
           programs
    • Abstract: Bookallil, Cheryl; Harreveld, Bobby
      High attrition rates from university-based enabling programs continue to be the subject of much research and administrative effort. Understanding the factors behind decisions to withdraw from such programs is difficult since those who do not successfully complete an enabling program may not readily agree to participate in research into their motivations for enrolling, and reasons for withdrawal, leaving them silent in the literature. Students who are relatively successful with enabling study have 'insider' perceptions to share concerning the motivations of their fellow students, and the barriers some face. They can provide unique insights into factors behind the intractable problem of high attrition from enabling programs and the low rates of articulation into university study.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 57 Issue 1 - Call for expression of interest - editor of the
           Australian journal of adult earning
    • PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 57 Issue 1 - Australian Council for adult literacy - 2017 National
           conference
    • PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 57 Issue 1 - Second chance learning in neighbourhood houses
    • Abstract: Ollis, Tracey; Starr, Karen; Ryan, Cheryl; Angwin, Jennifer; Harrison, Ursula
      Neighbourhood Houses in Victoria are significant sites of formal and informal education for adult learners. Intrinsically connected to local communities they play an important role in decreasing social isolation and building social inclusion. The focus of this research is on adult learners and adult learning that engages with 'second chance' learners who participate in adult learning programs in the Barwon and South West regions of Victoria. The greater Geelong region is characterised by declining car automotive and textile manufacturing industries and emerging new industries such as hospitality and tourism. The data from the research participants in the study include career changers, long term and recently unemployed, newly arrived and migrant communities, young people and older adults. This paper focuses on the learning practices of second chance learners who frequently have negative perceptions of themselves as unsuccessful learners, but are transformed through their learning experiences in Neighbourhood Houses. We argue the unique social space of the Neighbourhood House, the support and guidance offered by staff and teachers, the unique pedagogy and small group learning experiences, allows adult learners to reconstruct a new identity of themselves as successful learners.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 57 Issue 1 - From the Editor's desk
    • Abstract: Brown, Tony
      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 3 - The meanings of learning as described by polish
           migrant bloggers
    • Abstract: Popow, Monika
      This paper addresses the meanings given to learning by Polish migrant bloggers. It presents the result of an analysis of ten blogs, written by Poles living abroad. The blogs under analysis were chosen on the basis of random sample. The analysed material was categorised by recurring themes, which included: learning in Poland, language acquisition, formal education, learning about the new culture, discovering the social norms of the host society and seeing immigration as an all-round learning experience. Four types of meanings given by authors were distinguished: migration as learning experience, learning as effort which deserves a reward, learning as a change, and learning as adapting to multiculturalism. The meanings were analysed according to the principles of critical discourse analysis. The paper discusses how the meanings given by authors are linked to a broad socio-cultural context. It analyses also the impact of learning into identity creation processes.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 3 - A farmer becomes a social pedagogue: A psycho-societal
           approach
    • Abstract: Mellon, Karsten
      In Denmark various non-traditional students are mature-age students who already have some kind of a vocational background. When applying to do a professional degree, most of them fall outside the traditional admission requirements, which is why individual assessment of applicants is necessary for bachelor programmes. This article examines the case of a woman named Amy, a mature, non-traditional university college student who becomes a social pedagogue. Because of severe allergies, Amy had to quit her job as a farmer and began to study to become a social pedagogue. Becoming a social pedagogue is a tremendously complex process that involves taking on a new professional identity and acquiring new skills. In order to ascertain the extent of this complexity, this article uses a psycho-societal approach derived from a Danish/German life history research approach. This article offers a brief presentation of the theoretical and methodological framework applied before analysing the process Amy undergoes to become a social pedagogue. The analysis demonstrates that this type of significant career change is demanding and, for Amy, filled with feelings of ambivalence and defensiveness.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 3 - Call for papers for AJAL special issue (November 2017)
           getting of Wisdom - learning in later life
    • PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 3 - AJAL reviewers in 2016
    • PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 3 - From the editor's desk
    • Abstract: Brown, Tony
      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 3 - Group work oral participation: Examining Korean
           students' adjustment process in a US university
    • Abstract: Kim, Jung Yin
      This study examines, from a sociocultural perspective, the factors that explain why a group of seven Korean students attending an undergraduate business program in a US university are initially labelled as silent participants when first engaging in group work, and how these factors impacted the students' overall adjustment process. Data came from in-depth interviews and group work observations. 'Discourse system' is used to categorise how they adapt over the course of a semester, with changes in expressing ideas, holding ground, and self-autonomy. The study showed that while various factors, including the students' English language proficiency, differences in sociocultural values and educational practices, and group work environment were intertwined and informed their group work adjustment process, differences in sociocultural values and educational practices played the most important role in their adjustment process. Regardless of their length of stay in the US, gender, and individual differences, all of the students felt challenged in the initial stages of participation in group work. The findings suggest pedagogical implications for promoting oral participation of Asian international students, especially Korean students, when they first commence in group work.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 3 - Contemporary constructivist practices in higher
           education settings and academic motivational factors
    • Abstract: Alt, Dorit
      This study was aimed at assessing the relationships between college students' pre-entry factors, self-efficacy and motivation for learning, and the perceived constructivist learning in traditional lecture-based courses and seminars (SM). The study included 411 undergraduate third-year college students. Several scales were administered to the participants: The Constructivist Learning in Higher Education Settings scale (CLHES) aimed at measuring students' perceptions of occurrences of contemporary constructivist practices in learning environments, along three dimensions: constructive activity, teacher-student interaction and social activity; the Academic Motivation Scale - College (CEGEP); and the Motivated Strategies for Learning Questionnaire (MSLQ). Regression analysis main results showed that the constructive activity and teacher- student interaction factors were positively correlated. The teacher- student interaction variable was highly effective in enhancing intrinsic motivation for learning which in turn, contributed primarily to academic self-efficacy. The motivational factors were not solely affected by the learning environment perception but were also informed, to some extent, by several pre-entry factors.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 3 - Emotional highs in adult experiential learning
    • Abstract: Zeivots, Sandris
      Despite knowing that positive emotional experiences tend to be beneficial for adult learning, our incomplete understanding of the emotional system rarely allows us to incorporate emotion adequately in real learning situations. The experience of emotional highs, as observed in adult experiential learning courses, has been selected as the phenomenon of the study. This paper is concerned with developing a more sophisticated understanding of the phenomenon by studying the lived experience of emotional highs. Hermeneutic phenomenology has been selected as a suitable approach. This approach examines the lived state of emotional highs as well as recognises how adult learners make sense of these experiences. The lived experiences of 15 Australian adult learners were examined. Learners participated in one of three 4-8 day adult experiential learning courses, including two Outward Bound courses. The courses were held half indoors and half outdoors. Learners reflected and made sense of their lived experience through surveys and semi-structured interviews. As a result, a sophisticated definition of emotional highs is proposed.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 3 - Notes for intending contributors
    • PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 3 - Beyond economic interests: Critical perspectives on
           adult literacy and numeracy in a globalised world [Book Review]
    • Abstract: Castleton, Geraldine
      Review(s) of: Beyond economic interests: Critical perspectives on adult literacy and numeracy in a globalised world, by Keiko Yasukawa and Stephen Black (eds.), Sense Publishers, The Netherlands, 2016, 237 pages.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 3 - Is society capable of learning': Beyond a
           metaphysical foundation
    • Abstract: Su, Ya-hui
      There is an assumption that any contemporary society should become a learning society to maintain stability in the face of change. Although proponents and policymakers take for granted that a society has the ability to learn, can this idea be defended' There is a problem in determining exactly what is meant by a learning society that learns. One response concerning whether a society has the ability to learn is negative, arguing that society lacks agency. In this article, I argue that society has the ability to learn by demonstrating how the negative position is untenable; I also show how the positive position is possible when the idea that a society has the ability to learn assumes a new meaning based on the view that a society is composed of individuals. I present Habermas' view that society can be a learning mechanism on its own, yet I argue that social agency has a distinctive character on its own but not a distinctive character on its own behalf. We need not build a metaphysical foundation, which claims that society can be a learning mechanism on its own in a way that extends beyond the efforts of individuals to construct a self-image.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 3 - Reasons for the slow completion of Masters and
           Doctoral degrees by adult learners in a South African township
    • Abstract: Motseke, Masilonyana
      The aim of the study was to investigate the reasons why adult learners took longer than required to complete their Master's and Doctoral degrees. A questionnaire and focus group interviews were used to collect data. Twenty adult learners who registered for the Master's and Doctoral degrees at one township campus of a university were targeted, and 16 responded. All 16 participants lived in the townships, and obtained their primary, secondary and tertiary education from the township schools. It was found that the lack of computer skills, poor research skills, inadequate access to the internet, stress, supervision problems, as well as employer's workload contributed enormously to the adult learners' inability to complete their studies within the prescribed period. The study also highlighted the impact of apartheid education on adult learners at postgraduate level. The apartheid education system, which was characterised by poor education provision, played a major role in the slow completion of Masters and Doctoral degrees by the African adult learners. It is recommended that African adult learners who enroll for Masters or Doctoral degrees should do training in research approaches, computer skills, information search and stress management prior to their study. The study duration for both the Masters and Doctoral degrees also need to be reviewed, especially for adult learners or students who obtained their education from the township schools.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 2 - Call for papers for AJAL special issue (November 2017)
           getting of Wisdom - learning in later life
    • PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 2 - From the Editor's Desk
    • Abstract: Brown, Tony
      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 2 - University Transition Challenges for first year
           domestic CALD students from refugee backgrounds: A case study from an
           Australian Regional University
    • Abstract: Kong, Eric; Harmsworth, Sarah; Rajaeian, Mohammad Mehdi; Parkes, Geoffrey; Bishop, Sue; AlMansouri, Bassim; Lawrence, Jill
      Culturally and linguistically diverse (CALD) is used broadly and inclusively to describe communities with diverse language, ethnic background, nationality, dress, traditions, food, societal structures, art and religion characteristics. Domestic CALD people are either refugees or voluntary migrants and have obtained permanent residency or citizenship. This paper identifies the key issues, challenges and needs of first year domestic CALD students from refugee backgrounds at a multi-campus regional university in Queensland, Australia. The term refugee background is used in the paper as the students are no longer refugees having successfully transitioned from refugee status to being permanent residents. Qualitative data was collected through one-on-one semi-structured interviews and focus groups with domestic CALD students from refugee backgrounds, and from key informants including teaching, administrative, and senior management staff members. Other than language and differences in education styles, this cohort of students faced other challenges, particularly in a regional setting, including socio-cultural issues, technology issues, family and health challenges and limited staff awareness of refugee needs. The findings provide insights into how Australian regional university policy makers could develop effective strategies, practices, procedures and policies to support CALD students from refugee backgrounds and to improve their retention and progression.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 2 - Opportunity through online learning: Experiences of
           first-in-family students in online open-entry higher education Cathy
           Stone, Sarah O'Shea, Josephine May, Janine Delahunty and Zoe Partington
    • Abstract: Stone, Cathy; O'Shea, Sarah; May, Josephine; Delahunty, Janine; Partington, Zoe
      Online learning has an important place in widening access and participation in higher education for diverse student cohorts. One cohort taking up online study in increasing numbers is that of mature-age, first-in-family students. First-in-family is defined as those who are the first in their immediate family, including parents, siblings, partners and children, to undertake university studies. This paper looks at the experience of 87 first-in-family students, for whom the opportunity to study open-entry, online undergraduate units through Open Universities Australia made it possible for them to embark on a university education. Using a qualitative methodology, in-depth interviews and surveys were conducted with these students as part of a wider study into first-in-family students (O'Shea, May and Stone, 2015). Findings include the important role that opportunity plays in providing the impetus for study, as well as the importance of support and encouragement from family, friends, colleagues and institutions in being able to continue the journey.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 2 - Staying power: The effect of pathway into university
           on student achievement and attrition
    • Abstract: Chesters, Jenny; Watson, Louise
      The expansion of the higher education sector in Australia opened up new pathways into university increasing the diversity of the student population. For non-traditional students, those who did not successfully complete secondary school, barriers to gaining entry into university have been dismantled, however, previous research suggests that non-traditional students are more likely than traditional students to drop out of higher education. This paper analyses administrative data for a cohort of first year undergraduate students attending an Australian university to examine the association between pathway to university and student retention and academic progression. Our findings show that after controlling for grade point average, students who completed an enabling course on campus prior to commencing their undergraduate program were less likely than students admitted on the basis of completing secondary school to discontinue their university studies. This suggests that enabling programs provided on campus may assist students who do not meet the minimum requirements for university entrance to complete a university degree.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 2 - 'OnTrack' to university: Understanding mechanisms of
           student retention in an Australian pre-university enabling program
    • Abstract: Lisciandro, Joanne G; Gibbs, Gael
      University-based enabling programs have become an important pathway to university for non-traditional students. There is increasing interest in understanding the mechanisms that facilitate retention and success of enabling pathway students, with the aim of developing effective strategies for maximising opportunities for university access and participation. The current study focuses on an Australian enabling program that has achieved and sustained high retention rates, with three-quarters of its 2115 students that enrolled during the last seven years (2008 - 2014) retained until the end of the program. Further, 90 per cent of retained students were successful in receiving an offer to university; and 94 per cent of students that received an offer subsequently enrolled in an undergraduate course. Multivariate regression analysis revealed that demographic and prior educational factors explained little about student retention in the program. The main reasons cited for withdrawal were medical or emotional issues, and family problems or responsibilities. Overall, this data suggests that-both pre-program conduct and in-program practices may enhance student retention outcomes. Specifically, practices that support the development of strong peer and tutor-student relationships, and that foster community connections, are thought to provide a significant and positive influence on student retention in enabling programs.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 2 - Popular Culture as Pedagogy: Research in the field of
           adult education
    • Abstract: Speldewinde, Chris
      Popular Culture as Pedagogy: Research in the field of adult education, by Kaela Jubas, Nancy Taber and Tony Brown (Eds.) (2015) Rotterdam: Sense Publishers, ISBN978-94-6300-272-1 paperback, ($32.00), vii+160 pages, index.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 2 - Transformative learning challenges in a context of
           trauma and fear: An educator's story
    • Abstract: John, Vaughn M
      After more than three decades of development, transformative learning theory is currently a major theory of adult learning. It has also attracted substantial critique, leading to further development, application and differentiation. Recent contributions to this vast scholarship show a quest for a more unified theory.

      This article examines transformative learning theory via a case study of an adult education project in rural KwaZulu-Natal, South Africa. Drawing on life and pedagogical experiences of an educator, it focusses on aspects of the theory subjected to critique and raises questions about attempts to foster transformative learning in oppressive contexts involving trauma and fear. The article calls for greater attention to the life and experiences of the educator in the learning process while responding to calls for theoretical examination in more diverse contexts. It thus illustrates how more varied, situated accounts of transformative learning attempts may challenge and improve our understandings of adult learning encounters.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 2 - The juxtaposition of STEPS to the undergraduate arena:
           The lived experience of transitioning into undergraduate study
    • Abstract: James, Trixie
      Australia wide, universities are offering tertiary education to the broader socio-economic cohort; however, alongside this educational reform, there is a concern that students who have been away from the formal education context for many years may not cope with the rigors of university. Consequently, prior to and conditional to admission to undergraduate studies, many universities have placed a greater emphasis on pre-skilling such students through pre-university programs known interchangeably as Enabling, Preparatory, Transition or Access programs. The research findings reported on in this article explore the lived experiences of eight first year undergraduate students, who upon the completion of an Enabling program, successfully articulated into and completed the first year of their university degree. Using a theoretical framework of social-efficacy (Bandura, 1997) and the application of existential phenomenology, commonalities in these experiences of the participants emerged. Four key themes were: (i) a sense of preparedness, (ii) fear of the unknown, (iii) university as an anchor, and (iv) a sense of certainty and rightness. In combination, the degree of self-efficacy demonstrated by each of the eight students can be said to have contributed to the successful completion of their first year of undergraduate studies.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 1 - From the editor's desk
    • Abstract: Brown, Tony
      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 1 - Opening the learning process: The potential role of
           feature film in teaching employment relations
    • Abstract: Lafferty, George
      This paper explores the potential of feature film to encourage more inclusive, participatory and open learning in the area of employment relations. Evaluations of student responses in a single postgraduate course over a five-year period revealed how feature film could encourage participatory learning processes in which students re-examined their initial perspectives on a series of employment relations topics and debates. Over time, the course became increasingly characterised by a pluralism in which all participants became more open to a range of different views, including those of students from diverse political, cultural and religious backgrounds. Of particular note was how the fictional situations depicted in feature films could expand the opportunities for participation and more complex, multidimensional approaches to learning. Following on from a discussion of how more open learning processes require a reconfigured conceptual framework, the paper concludes with some open-ended questions on the use of film in learning processes.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 1 - University-based enabling program outcomes: Comparing
           distance education and internal study
    • Abstract: Bookallil, Cheryl; Rolfe, John
      Enrolment in university enabling programs has expanded dramatically in the last decade as universities strive to increase enrolments, particularly of students from low socioeconomic backgrounds. Offering enabling study by distance education has been part of this expansion with the benefit of providing access to a wider enrolment base. The purpose of this study was to compare enabling program completions and articulations to undergraduate study as well as student academic performance between those students who undertook enabling by internal mode and those who opted for distance education. Archival data from the host university student records system was extracted covering the time period from 2001 to 2011. Statistical analysis found significant differences existed in both course completion and articulation for students enrolled in online learning versus face-to-face teaching. Analysis also revealed academic achievement in the enabling programs, as measured by Grade point Average (GPA), to be higher among internal students compared to distance students.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 1 - Unlocking the potential within: A preliminary study of
           individual and community outcomes from a university enabling program in
           rural Australia
    • Abstract: Johns, Susan; Crawford, Nicole; Hawkins, Cherie; Jarvis, Lynn; Harris, Mike; McCormack, David
      Many rural communities have a pool of mature-aged local people seeking a career change or better lifestyle, which inevitably involves reskilling or upskilling. These people have strong local ties and are committed to their community. University enabling programs provide a bridge to higher education. This longitudinal study explores the impact on rural mature-aged people of participation in a university enabling program, in terms of further study and employment outcomes. The benefits of enabling programs extend beyond individuals, to family and friends, and beyond. These broader benefits include an enhanced local skills base in key industry areas, and an increased awareness of the value of higher education within the community. Enabling programs are a powerful but under-valued tool in helping to unlock and harness the potential within rural communities, both in the medium and longer term.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 1 - Learning to swim using video modelling and video
           feedback within a self-management program
    • Abstract: Lao, So-An; Furlonger, Brett E; Moore, Dennis W; Busacca, Margherita
      Although many adults who cannot swim are primarily interested in learning by direct coaching there are options that have a focus on self-directed learning. As an alternative a self-management program combined with video modelling, video feedback and high quality and affordable video technology was used to assess its effectiveness to assisting an adult to develop and practice swimming skills. The participant was a 36 year-old non-swimmer who had previously attempted unsuccessfully to learn to swim on previous occasions. A single subject design with baseline, intervention and 12-month post-intervention phase were conducted. Dependent variables included a continuous 25-metre swimming distance goal using the freestyle stroke. After a 13-week intervention phase the continuous swimming distance had increased to 25 metres. For this adult participant, self-managed learning proved to be an effective way to learn to swim and greatly improved her confidence around deep water.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 1 - A survey on the influence of titles on the visitor's
           interpretation and learning in art galleries: An Iranian context
    • Abstract: Samanian, Kouros
      As previous studies suggest, titles of works of art have generally proven to be influential elements in reading and interpretation of the artworks. In the exhibition context, titles can be considered as a physical component of the museum or art gallery's space. According to the relatively new approaches, learning, being a subcategory of interpretation, occurs as a result of the dialogue between the personal background of the visitor and the context of museums. The present study takes shape on the ground of general studies on titles to account for titling role in the interpretation, hence the learning process of visitors. It also attempts to show whether the artistic background of visitors would influence the role they assign to titles in the process of interpretation. The results of this study can inform art galleries of how visitors regard titles and how titling can be a potential learning element. It may also suggest designing titling manuals to inform the artists of how titles can act as a medium between the artwork and audience. By following a survey method, 243 questionnaires were obtained from visitors of five painting exhibitions in the art galleries of Tehran. The data was analysed using SSPS software. The results suggested that interaction of visitors with titles can be categorised by two indicators of importance and functionality, both of which received high value by visitors to art galleries in Tehran. The most significant function of title for visitors was communicative function. Also, there was a significant, inverted relationship between the amount of artistic background and considering function and importance for titles.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 1 - Formative reflections of university recreation science
           students in South Africa as catalyst for an adapted service-learning
           program
    • Abstract: Goslin, Anneliese; van der Klashorst, Engela; Kluka, Darlene A; van Wyk, Johannes GU
      Community-university partnerships through service-learning have progressively developed as part of institutions of higher education's mission statements. This paper explores the qualitative reflections of 410 undergraduate students enrolled in an academic recreation science course on a first time service-learning experience in South Africa. The study asks the question: 'how can pre-service and formative reflections used in a social constructive approach impact on collaborative, in-depth learning'' Students were tasked to keep reflective journals to express concerns as pre-service-learning and formative reflections over a four week, twenty hour service-learning experience. The service-learning program aligned with the social constructivism principles of collaborative learning, which occurred under the guidance and supervision of a lecturer, was embedded in a realistic problem, required collaborative problem solving and collaboration with the community partner and involved self-direction and self-management of students. Both pre-service and formative reflection themes changed over the three year study period. Results suggested that the initial service-learning experience did not contribute to a positive attitude towards community engagement and did not contribute to skill development. Results of the study confirmed the value of reflection as a tool in service-learning and commensurate with the overall aim and purpose of service-learning in institutions of higher education.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 1 - Notes for intending contributors
    • PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 56 Issue 1 - Teaching in the VET sector in Australia [Book Review]
    • Abstract: Stehlik, Tom
      Review(s) of: Teaching in the VET sector in Australia, by Ros Brennan Kemmis and Liz Atkins (eds.), David Barlow Publishing, Australia, 2014, 159 pages.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 55 Issue 3 - From the guest editors' desk
    • Abstract: Charman, Karen; Ryan, Maureen
      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 55 Issue 3 - People who have reviewed for AJAL in 2015
    • Abstract: Brown, Tony
      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 55 Issue 3 - A space for memory
    • Abstract: Charman, Karen
      In this article I examine the possibilities of reparation in an era of privatisation and de-industrialisation. I examine the effect of a recent project Sunshine Memory Space, a space, designed to evoke memories of a de-industrialised urban Melbourne suburb Sunshine. This project offered the opportunity for the effects of industrial change to be publically represented, remembered and valued. I offer an analysis of the significance of relational localised curatorial work.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 55 Issue 3 - Reaching for the arts in unexpected places: Public
           pedagogy in the gardens
    • Abstract: Pelosi, Ligia
      What constitutes public pedagogy' The term is broad and can be applied in so many situations and settings to the learning that occurs outside of formal schooling. In this article, the author explores how a community event - a painting competition held in a Melbourne suburb's botanic gardens - constitutes public pedagogy. The event centres on appreciation of the gardens, and on fostering the arts in the community. Local schools and residents have shown their appreciation of the competition through increased participation over the past five years. However, there is much learning that is unexpected and far less tangible, which flourishes beneath the surface of the event. Capturing a collective memory of the suburb is one aspect of such learning that is historically significant. The author argues that the event can also be seen as activist in a political sense, through the way it has restored the arts to the community in a way that education in a neo-liberal climate is currently unable to do.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 55 Issue 3 - Visual communication design as a form of public
           pedagogy
    • Abstract: Kelly, Meghan
      This paper identifies visual communication design as a form of public pedagogy. Communication design practices aim to achieve the successful transmission of a message to a recipient in a visual mode. Understanding the theories and practices of visual communication design can assist in enhancing the reception of the communication, as these practices become a tool to increase the effectiveness of learning in a public space. To demonstrate this, I will use the example of museums as an informal place of public learning, and argue design, and in particular visual communication design strategies, are extremely important in the creation of successful learning. If participants are not engaged or entertained, their capacity for learning will diminish. Engagement depends on the representation of the information and the successful interpretation of that information by the visitor. Further, this paper will emphasise the vital role communication design plays in all forms of public pedagogy, not just within the museum context. However, non-designers create many public learning environments and although this paper argues the benefits of communication design to increasing the effectiveness of learning, it recognises the narrow opportunities of applying this knowledge.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 55 Issue 3 - Memories in motion: Learning, process, history and art
           in public space
    • Abstract: Qadri, Debbie
      This essay presents an art project as an example of two aspects of public pedagogy. The first, is that the project critically examined how history is made, and through art-making and installation it performed an alternative publishing of history. Secondly, the art project was utilised as both a process and outcome within public space, and through this contributed to raising awareness for both participants and audience about the politics of public space. Through both aspects the project shed light on acts of public pedagogy as a process of questioning our normal relationships with history and public space. Memories in Motion was a project where learning took place within a particular public space by moving through, documenting and researching it. This learning was generated into artworks, which were then taken and placed back into that space. These actions disrupt the normal conventions of learning about history and of public space, and shift the agency of telling history and using public space to the students.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 55 Issue 3 - "Come in and look around." Professional development of
           student teachers through public pedagogy in a library exhibition
    • Abstract: Hickling-Hudson, Anne; Hepple, Erika
      This paper describes a public pedagogy project embedded into The Global Teacher, a subject within the Bachelor of Education program for student teachers at an Australian university. The subject provides a global perspective on socio-political issues that shape education. In 2013, The Global Teacher introduced an approach that asked student teachers to create a museum-style exhibition depicting six global education themes. This exhibition was displayed in the State Library and the public were invited to engage with the installations and the student teachers who created them.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 55 Issue 3 - Protest music as adult education and learning for
           social change: A theorisation of a public pedagogy of protest music
    • Abstract: Haycock, John
      Since the 1960's, the transformative power of protest music has been shrouded in mythology. Sown by musical activists like Pete Seeger, who declared that protest music could "help to save the planet", the seeds of this myth have since taken deep root in the popular imagination. While the mythology surrounding the relationship between protest music and social change has become pervasive and persistent, it has mostly evaded critical interrogation and significant theorisation. By both using the notion as a theoretical lens and adding to scholarship in the field, this article uncovers understandings of the public pedagogical dimensions of protest music, as it takes place as a radical practice and critical form of contemporary mass culture. In doing this, this article provides a theorisation of public pedagogy as it encapsulates protest music, and those who are conceptualised as the critical and radical public pedagogues who produce this mass cultural form.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 55 Issue 3 - Notes for intending contributors
    • PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 55 Issue 3 - Problematizing public pedagogy [Book Review]
    • Abstract: Charman, Karen
      Review(s) of: Problematizing public pedagogy, by Jake Burdick, Jennifer A. Sandlin and Michael P. O'Malley (Eds.), Routledge, New York, 2014, 212 pages.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 55 Issue 3 - Remaking education from below: The Chilean student
           movement as public pedagogy
    • Abstract: Williams, Jo
      This article considers the Chilean student movement and its ten-year struggle for public education as an example of public pedagogy. Secondary and university students, along with the parents, teachers, workers and community members who have supported them, have engaged in the most sustained political activism seen in Chile since the democratic movement against the Pinochet military dictatorship between 1983 and 1989. The students have successfully forced a nationwide discussion on education, resulting not only in significant educational reform, but also a community rethinking of the relationship between education and social and economic inequality in a neoliberal context. Framed through Giroux's conceptual definition of public pedagogies and drawing on field research conducted throughout 2014 as well as existing literature and media sources, this article considers the role of the student movement in Chile in redefining the concept of 'public' and the implications for radical perspectives on learning and teaching.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 55 Issue 3 - Literacy mediation in neighbourhood houses
    • Abstract: Thompson, Sally
      Interactions between staff in Neighbourhood Houses, and the socially and educationally disadvantaged community members who visit Neighbourhood Houses, have been viewed through many lenses, including community development, social support, caring and compassion. This paper looks at Neighbourhood Houses as sites of pedagogical practice. More specifically, it explores the role of Neighbourhood House administrative staff as literacy mediators - as people who assist others with reading and writing.

      Literacy mediation has gained attention as part of a focus amongst New Literacy Studies researchers on the social uses of literacy. In this case study of four staff members working across two neighbourhood houses, I identify that literacy mediation in the neighbourhood houses is common, complex and growing in demand.

      A further area of focus of the paper is the invisibility of the literacy mediation in Neighbourhood Houses - to funding bodies, committees of management and even to other staff. It also identifies the role of emotional labour in both facilitating mediation but also as a contributing factor to the lack of recognition of informal literacy work in Neighbourhood Houses.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 55 Issue 3 - Older adult education: New public pedagogy in 21st
           century Taiwan
    • Abstract: Lee, Ya-Hui
      The lifelong learning concept of "never too late to learn" advocated by Confucius has gradually become rooted in the lives of Taiwanese adults and seniors. In response to the impact of population ageing and low fertility rates, numerous elementary schools, junior high schools, and universities have allocated resources and space to establish learning centers and learning camps for senior citizens, providing them with the opportunity to learn. Older adult education extends beyond the classroom and into society, forming a new public pedagogy in Taiwan. Its important elements include: (1) the changes in population structure and the rising number of older adults, (2) the government's formulation of older adult education policies based on learning enhancement, (3) the joint promotion of older adult education activities by numerous academic institutions, and (4) the theoretical bases of program design to help senior citizens achieve active ageing and popularise older adult education in communities. Future challenges to older adult learning becoming the new public pedagogy include (1) the public's skepticism concerning the necessity of older adult education and its efficiency, (2) the need to establish diverse sources of funding to ensure the sustainable development of older adult education, (3) the necessity to develop various program designs to satisfy senior citizens' needs due to the heterogeneity of senior citizens, and (4) the urgent necessity for research to confirm the effectiveness of older adult education.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 55 Issue 2 - Developing and using green skills for the transition
           to a low carbon economy
    • Abstract: Brown, Mike
      One of the strategies being advocated in response to climate change is the need to transition to a low carbon economy. Current projections show that within this transition, new jobs will be created, some eliminated and most others subjected to change. This article reports findings from interviews with a selection of twenty participants who are involved in the formation and/or deployment of green skills. The participants were asked about their perceptions of (1) how jobs are changing in the transition to a green economy (2) how are adult learners developing and using green skills, and (3) what are some of the main drivers and blockers to the development and use of green skills. The data are presented as vignettes from various positions of supply and demand within the emerging green economy. The findings of this study report that the organisations and the training providers are motivated to develop and/or deploy green jobs and green skills for a range of different reasons. These include the making of a favourable business case, environmental beliefs about conserving the finite resources of the planet and, for health and wellbeing reasons. Some blockers that have been identified are the initial capital outlay for any changes, and the need to address some inconsistencies that arise over time in the financial arrangements when trying to work out the business case. This has led the designers and contractors working in renewable energy to call for a level playing field with those who provide and utilise finite resources and non-renewable energy. Overall transition to a low carbon and green economy is shown to be supported and occurring with some limited success. However there is a need for further larger scale research into this area of skill formation and deployment.

      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 55 Issue 2 - From the editor's desk
    • Abstract: Brown, Tony
      PubDate: Wed, 5 Dec 2018 15:10:11 GMT
       
  • Volume 58 Issue 2 - Women and/or immigrants: A feminist reading on the
           marginalised adult learners in Korean lifelong learning policy and
           practice
    • Abstract: Lee, Romee; Kim, Jinhee
      This paper aims to analyse the policy and practice of lifelong learning (LLL), particularly adult education and learning (ALE) for women, immigrants, and women/immigrants in South Korea. An international as well as national policy document analysis was conducted to explore the impact of Korea's policy and practice of LLL for these groups of learners. Findings reveal that they are situated in the middle of gendered and/or racialised trends in ALE within an intensifying neoliberal context where learning is mainly utilised as a tool for employment in contemporary Korean society. Possible implications from the analysis were addressed to suggest policy updates and better practices.

      PubDate: Fri, 21 Sep 2018 21:15:05 GMT
       
  • Volume 58 Issue 2 - Women, adult literacy education and transformative
           bonds of care
    • Abstract: Duckworth, Vicky; Smith, Rob
      Drawing on a research project: 'FE in England - Transforming lives and communities' (sponsored by the University and College Union) to explore the intersection between women, literacy and adult education, this paper argues for the place of research in affirming localised understandings of education that cut across the grain of contemporary educational reform. In the context of the increasing dominance of a 'skills' discourse in education in the UK and reductions in funding targeted at adult education, this research project exposed how further education can still challenge and address hurt and often spoiled learning identities and counteract the objectification of the skills discourse through creating catalysing bridging bonds of care. The research data illustrate that further education offers organic transformative tools for consciousness-raising (Freire, 1995) and a caring space where hope can act as a change agent that fuels women learners' lives and teachers' practice.

      PubDate: Fri, 21 Sep 2018 21:15:05 GMT
       
  • Volume 58 Issue 2 - From the editor's desk
    • Abstract: Ollis, Tracey
      PubDate: Fri, 21 Sep 2018 21:15:05 GMT
       
  • Volume 58 Issue 2 - Transitioning from VET to HE in hospitality and
           tourism studies: VET grades as an indicator of performance in HE
    • Abstract: Richards, James; Dolphin, Andrew
      After reviewing research concerning student transition from Vocational Education and Training (VET) to Higher Education (HE), which mostly focussed on enablers, this paper examined the role of graded assessment within a competency based training (CBT) framework and its relationship to subsequent performance in HE studies. From this background, the key question was derived; is there a relationship between grades awarded under CBT and HE academic performance' The academic results of 34 students were reviewed for both VET and HE studies, and correlations analysed using the Spearman Rho calculator. A Likert style survey was used to gauge student perceptions as to their investment in assessment activities and the extent to which VET studies prepared them for HE. Results indicated that a positive correlation existed between performance in VET studies and those in HE. This correlation was supported in that most students reported that they did attempt to achieve the highest grades possible across both sectors. It was concluded that using VET grades as predictors of success in HE was valid for this cohort and that students believed that VET assisted in preparing them for HE studies. The findings add to the argument calling for retention and indeed refinement of grading within the CBT system.

      PubDate: Fri, 21 Sep 2018 21:15:05 GMT
       
  • Volume 58 Issue 2 - A new education pathway for postgraduate psychology
           students: Challenges and opportunities
    • Abstract: Reupert, Andrea; Davis, Melissa; Stewart, Sandra; Bridgman, Heather
      In Australia, the limited number of psychology postgraduate places, coupled with a high demand for mental health and psychological services underscores the need for new, innovative models of psychology training. The objectives of this paper are to describe the 5 + 1 internship pathway; why it was developed; the pedagogy employed and to stimulate debate regarding training models for Australia's future psychology workforce. Information outlined in this paper is drawn from the public domain and our collective experiences as fifth year coordinators and/or stakeholders in developing Australia's psychology workforce. The content of the fifth year program is applied and practical. Content is generalist as opposed to specialist, while pedagogical approaches employed are predominately experiential. The fifth year program lends itself to integration with other training models. Perceptions that the training is inferior to specialist programs need to be challenged. Online offerings are a priority to ensure training is available for students in rural and remote areas or seeking flexible modes of delivery.

      PubDate: Fri, 21 Sep 2018 21:15:05 GMT
       
  • Volume 58 Issue 2 - Critical reflection in the workplace and management
           competencies: In service of transformation'
    • Abstract: de Souza, Ricardo; Brunstein, Janette
      Critical reflection is understood as a valuable exercise for the creation of new meanings and behaviours. This article argues that if the focus of critical reflection is too concentrated on performance, its strength in the work environment is weakened, in other words, its potential for creating changes diminishes. This is based on an interpretive qualitative study that aims to understand the meaning that critical reflection assumes in the work environment and how it relates to managerial competence regarding professional conduct. Using narratives from the managers of a financial organisation, events involving disorienting workday dilemmas are presented, revealing moments of reflection. The actions set in motion by these reflections, and when these actions became competencies for negotiating conflicts between individual desires and the transformation of their context, are then discussed. Finally, a warning is offered about the risk of weakening the concept of critical reflection in the workplace, as it is sometimes treated merely from the performance point of view in the literature.

      PubDate: Fri, 21 Sep 2018 21:15:05 GMT
       
  • Volume 58 Issue 2 - It pays to prepare: The value of low-stakes tutorial
           preparation exercises to student performance
    • Abstract: Pearce, Christopher
      Engaging students in university classes is becoming an increasingly difficult challenge. One tool that can be utilised to enhance participation and engagement are low-stakes, low value, tutorial pre-preparation exercises. This exercise was trialled in the University of Technology Sydney Faculty of Law subject, Real Property over the course of 2017. This paper examines the results of the introduction of the task, in particular focussing upon the Expectancy Value Theory, and the relationship between a student's expectancy for success on the preparation task and the value attributed to that task. I found a strong correlation between student performance in that exercise and their subsequent performance on higher stakes assessments. Feedback demonstrates that this exercise increased engagement and performance in a course that had been perceived by the student body as challenging.

      PubDate: Fri, 21 Sep 2018 21:15:05 GMT
       
  • Volume 58 Issue 2 - Experience and education [Book Review]
    • Abstract: Schulz, Christine
      Review(s) of: Experience and education, by John Dewey, New York, Macmillan Company, 1938, 0-684-83828-1, 91pp.

      PubDate: Fri, 21 Sep 2018 21:15:05 GMT
       
  • Volume 58 Issue 1 - From the editor's desk
    • Abstract: Ollis, Tracey
      PubDate: Tue, 29 May 2018 07:18:46 GMT
       
  • Volume 58 Issue 1 - Enabling learners starts with knowing them: Student
           attitudes, aspiration and anxiety towards science and maths learning in an
           Australian pre-university enabling program
    • Abstract: Lisciandro, Joanne G; Jones, Angela; Geerlings, Peter
      Pre-university enabling programs provide an important pathway to university for under prepared and disadvantaged students. In order to adequately prepare students for their university journey, enabling educators need to understand and respond to the evolving needs of their learners; not only their academic disparity, but also their past learning experiences and perceptions towards particular subjects. In the current study, students entering an Australian enabling program, 'OnTrack', were surveyed on their attitudes, emotions and aspirations towards the study of science and mathematics. Responses were associated with student perceptions of their past science and maths learning experiences. There was incongruity between student expectations of what future study would entail and the realities of their degree choices and career aspirations. This study suggests the need for social and emotional learning and teacher training. Greater attention should be given to both student's affective needs and their understanding of future course content during their enabling education experience to redress negative emotional learning experiences and safeguard student expectations, satisfaction, and retention in the future.

      PubDate: Tue, 29 May 2018 07:18:46 GMT
       
  • Volume 58 Issue 1 - What should be considered when designing and
           developing a counselling course for adults from diverse professional and
           cultural backgrounds'
    • Abstract: Furlonger, Brett; Snell, Tristan; Di Mattia, Michael; Reupert, Andrea
      Increased demand for counselling services has escalated the need for quality counsellor education programs. Striving to achieve quality in course design is a process not often articulated publicly. To address this gap, the design and development of a counsellor education course is described and includes the sources of knowledge that influenced its design and the step-by-step development of the program. Challenges designers met are discussed, as well as the ways in which these challenges were met through collaborative problem solving.

      PubDate: Tue, 29 May 2018 07:18:46 GMT
       
  • Volume 58 Issue 1 - Informal workplace learning experiences of graduate
           student employees
    • Abstract: Unluhisarcikli, Ozlem
      Informal learning and how individuals learn in the workplace have gained increasing attention by researchers in recent years. In relation to other learning activities, informal learning constitutes a substantial part of an adult's life. This paper explores the informal workplace learning experiences of graduate student employees. Data was collected through in-depth semi-structured interviews with 14 PhD students who were employed at their universities. Thematic analysis was used to interpret the data. The findings revealed that graduate student employees learn at work by participating in various work practices, collaborating with colleagues and advisers, and meeting new challenges that provide learning opportunities. The challenges of a set task play a crucial role in learning and skill acquisition, and learning happens as a result of interaction between an individual, an activity and a context. The workplace also provides a social environment where people can grow in maturity and learn responsibility as well as skills. Learning is embodied in the everyday practices of work.

      PubDate: Tue, 29 May 2018 07:18:46 GMT
       
  • Volume 58 Issue 1 - Adult literacy and socio-cultural learning at Pina
           Pina Jarrinjaku (Yuendumu learning centre)
    • Abstract: Bauer, Ros
      The Whole of Community Engagement (WCE) initiative commenced in July 2014, led by the Office of Pro Vice Chancellor of Indigenous Leadership at Charles Darwin University (CDU). WCE aimed to build the aspiration, expectation and capacity of six remote and very remote Indigenous communities in the Northern Territory to participate and achieve in higher education. Using a place-based, Indigenous-led, community development approach, the initiative developed a model that could be applied by other Australian universities and agencies through engaging closely within Indigenous communities and promoting local level management, leadership, decision-making, research and action. The WCE included participatory action research and developmental evaluation approaches. Campus-based and remote Indigenous community-based staff worked together to identify educational needs, priorities and activities from the ground-up. Some of the main messages communities emphasised were that:

      - Aboriginal leadership and governance in remote education are essential

      - Education and higher education are a priority for many Indigenous people

      - Aboriginal cultural knowledge is foundational to other learning

      - Education should be 'both-ways'

      - Education was viewed holistically by Indigenous participants and includes wellbeing, spirituality and livelihood

      - English language, literacy and numeracy (LLN) is central to progress.

      PubDate: Tue, 29 May 2018 07:18:46 GMT
       
  • Volume 58 Issue 1 - Enhancing e-learning in old age
    • Abstract: Limone, Pierpaolo; Monacis, Lucia; Ceglie, Flavio; Sinatra, Maria; de Palo, Valeria
      The rapidly growing older population has led researchers to further investigate the cognitive domains of intelligence, learning, memory and attention, which normally change during ageing, and their implications for maintaining a good quality of life (Simpson, Camfield, Pipingas, Macpherson and Stough, 2012; Williams and Kemper, 2010). Universities of the Third Age offer education programs aimed at promoting psychological and social well being. There are a range of stereotypes about older people and their lifelong learning habits; for example, that they have low or no interest, experience anxiety or lack self-confidence (Chang, McAllister and McCaslin, 2014; Morrell, Mayhorn and Echt, 2004). These stereotypes are out of touch with reality. While there is general agreement in the literature that online educational programs can be effective interventions that foster intellectual stimulation and personal fulfilment (Gonzalez, Ram rez and Viadel, 2012, 2015; Goodwin, 2013; Wandke, Sengpiel and Sonksen, 2012). Older people take more time to learn; make more mistakes and need more support.

      PubDate: Tue, 29 May 2018 07:18:46 GMT
       
  • Volume 58 Issue 1 - Music learning for fun and well being at any age!
    • Abstract: Ellis, Bronwyn
      Music has long been shown to have diverse benefits for all age groups. Music therapy has been used in a variety of situations involving both physical and mental health issues. A report of a United Kingdom study on the benefits of older people's participation in community music activities prompted an investigation of the benefits of a new initiative in an Australian regional city - a ukulele group formed by members of the local branch of the University of the Third Age (U3A). Data gathering materials comprised a questionnaire completed by voluntary participants early in their involvement, a second questionnaire six weeks later, and a focus group near the end of the year, as well as participant observation. Both questionnaires incorporated Diener and Biswas-Diener's Flourishing Scale (Diener et al., 2009) and questions on the physical aspects of playing the ukulele. The first also sought details of demographics, motivation for learning, musical preferences and any previous experience in learning a musical instrument. The second asked for highlights and challenges and whether the experience could be recommended to others of their age. Responses indicate enjoyment in learning something new, despite some challenges, and in being part of the group. This is supported by the fact that most original members are still attending, and many new ones have joined them.

      PubDate: Tue, 29 May 2018 07:18:46 GMT
       
  • Volume 58 Issue 1 - Continuing professional education in Australia [Book
           Review]
    • Abstract: Jenkins, Gayle
      Review(s) of: Continuing professional education in Australia, by Barrie Brennan, Singapore, Springer Science+Business Media, 2016, ISBN 978-981-10-1830-5, ISBN: 978-981-10-1832-9, 257pp.

      PubDate: Tue, 29 May 2018 07:18:46 GMT
       
  • Volume 58 Issue 1 - Call for papers for a special issue on: Lifelong
           learning and sustainable development
    • Abstract:
      Adult Learning Australia (ALA) has declared 2018 to be a Year of Lifelong Learning. This raises many questions about why lifelong learning should be a priority. How might policy to promote lifelong learning develop' Are there particular outcomes that should be anticipated from a year focussed on lifelong learning' How can we get the various stakeholders for formal, non-formal and informal learning across various age levels to work together to promote a more coherent and engaged framework for all people to see themselves on a lifelong learning journey'

      PubDate: Tue, 29 May 2018 07:18:46 GMT
       
  • Volume 57 Issue 3 - People who have reviewed for AJAL in 2017
    • PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - From the guest editors' desk
    • Abstract: Krasovec, Sabina Jelenc; Golding, Barry; Findsen, Brian; Schmidt-Hertha, Bernhard
      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - How the Men's Shed idea travels to Scandinavia
    • Abstract: Ahl, Helene; Hedegaard, Joel; Golding, Barry
      Australia has around 1,000 Men's Sheds - informal communitybased workshops offering men beyond paid work somewhere to go, something to do and someone to talk to. They have proven to be of great benefit for older men's learning, health and wellbeing, social integration, and for developing a positive male identity focusing on community responsibility and care. A Men's Shed is typically selforganized and 'bottom-up', which is also a key success factor, since it provides participants with a sense of ownership and empowerment. Men's Sheds are now spreading rapidly internationally, but the uptake of the idea varies with the local and national context, and so too may the consequences. Our paper describes how the Men's Shed travelled to Denmark, a country with considerably more 'social engineering' than in Australia, where Sheds were opened in 2015, via a 'top-down' initiative sponsored by the Danish Ministry of Health. Using data from the study of the web pages of the Danish 'Shed' organizations, from interviews with the central organizer, and from visits and interviews with participants and local organizers at two Danish Men's sheds, we describe how the idea of the Men's Shed on the Australian model was interpreted and translated at central and local levels. Preliminary data indicate that similar positive benefits as exist in Australia may result, provided that local ownership is emphasized.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - The Paula principle: How and why women work below
           their level of competence [Book Review]
    • Abstract: Foley, Annette; Lavender, Peter
      Review(s) of: The Paula principle: How and why women work below their level of competence, by Tom Schuller (2017), London, Scribe 256pp, ISBN 9781911344018, e-book, ISBN 9781925548013.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Lifelong learning in policy and practice: The case of
           Sweden
    • Abstract: Bostrom, Ann-Kristin
      This paper describes the changes in lifelong learning policy that have taken place since the 1990s in Sweden. Policy documents regarding lifelong learning in Sweden have appeared since 1994. The first of these documents contains general recommendations with regard to lifelong learning, in both a lifelong and a lifewide perspective, concerning pre-school and compulsory school together with adult education and training. Much support for early stages in life can have a tendency to put adult education and learning in second place instead of the whole functioning well together. Regarding lifelong learning in practice, this paper will focus on popular education and study circles. The recently developed knitting caf s will also be accounted for. The paper also asks the question 'Who is getting education and learning in later life'' 'What are the criteria that will give individuals access to these possibilities' and 'What results can be expected'' The theoretical perspective taken in this paper is that social capital is a part of wellbeing, and the paper examines the extent to which this is connected to the social context.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - The engagement of universities in older adult
           education in Aotearoa New Zealand
    • Abstract: Findsen, Brian
      This article investigates the engagement of universities in older adult education in the specific context of Aotearoa New Zealand. Initially, the broader context of the tertiary education system and the place of universities within it are explained. Not unexpectedly adult education, and particularly older adult education, exists only on the margins of the system. Significant achievements in the past in regard to universities' contribution to older adult education are acknowledged before judging the effectiveness of current engagement, using Peterson's (1976) definition of educational gerontology as a benchmark. Globally, there are adventurous moves afoot to extend the vision and practices of universities to embrace elders as legitimate partners in learning. The article explores potential engagement by reviewing some global examples including an exemplary "traditional" programme, inter-generational learning/ education, an application of the Age Friendly University concept and two solid research studies of older adult education conducted in sites in Europe and Asia. The article concludes by reflecting on the possible application of these initiatives in the New Zealand context.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Opportunities for generativity in later life for older
           men
    • Abstract: Carragher, Lucia
      The changing social and economic landscape across European Member States and beyond has had a disproportionate effect on older adults. Nowhere is this more keenly felt than among the "buffer generation" of men caught between the silent, strong, austere masculinity of their forefathers and contemporary society - progressive, open and individualistic (Wyllie et al., 2012). In most countries, men have shorter life expectancies than women and higher mortality rates from most common causes of death. This imbalance arises from issues broader than disease related mortality, with post-industrial society seen to have reduced opportunities for men with regard to work and full time employment, further compounded by dispositional barriers to learning (European Commission, 2011). This paper presents findings from a mixed methods study of 297 older men participating in community-based Men's Sheds in Ireland and particularly explores the contributions generativity through Men's Sheds makes to the well-being of older men. The findings show men giving back to the community in different ways, including through the sharing of skills and experiences. It is argued that community-based Men's Sheds provide opportunities for generativity, with identifiable health benefits for older men, holding important lessons for policymakers to enable greater visibility of men's perspectives.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Fifty years of learning by older adults in Aotearoa
           New Zealand
    • Abstract: Tobias, Robert
      This paper reflects on the history of adult and community education (ACE) in Aotearoa New Zealand with special reference to older people's learning. The paper adopts a critical framework and draws on both primary and secondary sources. Key economic, political, social, demographic and cultural forces are discussed along with the huge growth in tertiary education, the increasing pressures on people to continue their education in later life, and the impact of social movements on this expansion. This growth in tertiary education has not been paralleled by a comparable growth of ACE, and I argue that the history of ACE is in fact more complex and subtle, with many different stories being told. I then discuss the history of older adults' learning and report briefly on some ACE programmes which have emerged over the years and some trends in government policy with special reference to the New Zealand Positive Ageing Strategy and its implications for older people's learning. In the light of the positive ageing rhetoric I also raise questions about the very limited government investment in ACE generally and in particular in older people's learning.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Ageing and learning experiences: The perspective of a
           Polish senior immigrant in Sweden
    • Abstract: Rawinski, Malgorzata Malec
      The general aim of this paper is to present some insights into Polish senior immigrants in Sweden. In particular, it seeks to identify and illustrate the important contribution of previous generations of Polish senior immigrants in building on the diverse culture, traditions and values of the Polish community (Polonia) in Sweden. The paper considers what it means to be an older (age 65+ year) Polish immigrant in Sweden. A biographical method was used in this research to gain these insights. The research evidence was largely collected by means of narrative interviews. Life history is one of the ways to gain insights into the experiences of individuals. A narrative output is never an isolated product. There is always a close link between narrative and other social, cultural and ideological contexts. This paper emphasizes that stories and participant experiences will make more sense if there is a good understanding of the broader contexts in which the individual's story and experiences are embedded. Because of its brevity, the focus of this paper is an in-depth rendition of one older woman's learning experiences in adjusting from war-torn Poland to Sweden.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Intergenerational exchange of knowledge, skills,
           values and practices between self-organized active citizens in Maribor,
           Slovenia
    • Abstract: Krasovec, Sabina Jelenc; Gregorcic, Marta
      Our paper deals with intergenerational informal learning developed by participatory democracy process in the Self-organized District Communities (SDC) in Maribor, the second largest city in Slovenia. It is based on the assumption that SDC assemblies, being safe and trustworthy, are very powerful spaces for behavioural and values exchange between generations and also for social and political engagement, having a capacity for critical, informed and caring citizenry of all ages (Pinnington and Schugurensky, 2009). Our case study is focused on the social dimensions of acquisition of skills, knowledge, attitudes and practices, as identified by Schugurensky (2006; 2013), and on features of social learning (Serrat et al., 2016). In an embedded single-case study design with multiple units (Yin, 2012) we conducted 12 interviews and a focus group. Among interviewees, six were retired, four were employed, one was a student and one was unemployed; they were members of first, second and the third generations. Results show that besides knowledge, skills and practices gained through intergenerational political and social actions in SDC assemblies, value and attitudinal changes (also regarding age) are among the most important outcomes of the democratic participatory process.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Constructing narratives in later life: Autoethnography
           beyond the academy
    • Abstract: Golding, Barry; Foley, Annette
      Learning through life experiences as distinct from learning through the academy and courses have become increasingly important themes in later life adult education research and practice. Whilst the dominant discourse for most younger people is still about education and training for students in standardised and accredited courses, there is increasing concern to find ways of giving voice to empower people otherwise excluded, disempowered or missing from mainstream education, learning, research and the community. This paper specifically explores and actively mirrors ways of using techniques developed through academic autoethnography to empower older people to share and make sense of the lives they have lived by exploring some of the unexamined assumptions that govern everyday life, behaviour and decision making including in the many, often very informal contexts well beyond educational institutions, the academy and paid work. In essence, like autoethnography, our paper seeks to identify, interrogate and celebrate ways of revealing and displaying multiple layers of consciousness connecting the personal to the cultural for sharing and celebrating diversity in later life.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Ma te ora ka mohio / 'Through life there is learning'
    • Abstract: Findsen, Brian; Golding, Barry; Krasovec, Sabina Jelenc; Schmidt-Hertha, Bernhard
      In our final paper we reflectively stand back and ask, 'What do we know and what have we learnt about lifelong learning in later life from the international Getting of Wisdom Exchange program and process, including the research papers in this volume' In critically addressing this question we draw not only on new insights from the papers in this themed volume and the wider literature of lifelong and later life learning, but also on insights from Indigenous knowledge(s). We sense an ideal opportunity to reflect on our insights into Indigenous learning and eldership in Australia and New Zealand to go beyond what research is actually included in this volume. In part, what we do is ask what voices, pedagogies and research tends not to be included here, that is also missing in most mainstream Western research, that typically seeks universal 'truths' about learning through peer reviewed scientific perspectives and methods. We certainly do not regard learning shaped and re-shaped by governments through neoliberal and conservative discourses as the only or last word. We have chosen the ancient te reo Māori words, Ma te ora ka mohio / 'Through life there is learning' as the title for our paper to emphasise that lifelong learning is an ancient and wise construct that regards life and learning as inseparable and mutually reinforcing.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Occupational and educational biographies of older
           workers and their participation in further education in Germany
    • Abstract: Schmidt-Hertha, Bernhard; Muller, Margaretha
      The adult cohort of the German National Educational Panel Study (NEPS) provides data from six sets of longitudinal data derived from 11,932 German adults. We used the NEPS data to look at the effects of formal education in adulthood and occupational changes on participation in further vocational education and training in order to gain a better understanding of learning activities of older workers. This data enables us to differentiate between upward mobility, downwards mobility and changes at the same level of occupation. In a multi-regression-analysis we control for well-documented predictors - such as level of schooling and vocational education, job status, gender and age as well as for company size. Descriptive results confirm the expected effects, but these effects disappear when the other variables are taken into account.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Learning to live with chronic illness in later life:
           Empowering myself
    • Abstract: Withnall, Alexandra
      Type 2 Diabetes is both an incurable illness and a hidden disability that has reached epidemic proportions on a global scale. It has obviously spawned a huge clinical literature, but no scholarly accounts of learning to live with the illness on a daily basis from a feminist perspective. As an older woman, I have made use of a somewhat controversial autoethnographical approach to explore how far I consider myself empowered to live with, and manage this condition for the rest of my life. Self-management is an idea that is central to both the United Kingdom (UK) National Health Service (NHS) philosophy of supporting patient choice and within a feminist perspective on health care. Learning to identify, access and use the necessary resources to manage my condition suggests that there are regional differences within the UK as to how much practical care diabetes patients are offered or can access. The paternalistic nature of the health care team/patient relationship appears to militate against the concept of patient empowerment.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Learning for older adults in Portugal: Universities of
           the Third Age in a state of change
    • Abstract: Veloso, Esmeraldina Costa
      U3As have their origin in 1973 in Toulouse, France, with Professor Pierre Vellas. This French influence was also felt in Portugal and the first Portuguese U3A opened its doors also in the 1970's. However, from inception the Portuguese reality was very different from the French model, especially in regards to its promoters. However, both in France and Portugal, these original models have since undergone significant changes. Within this context, this study seeks to analyse this shift in the organisation of U3A, attempting to understand, amongst other factors, who are the social players behind the change, their goals, and how they are organised. To achieve these research goals, several data collection techniques were used such as document/text analysis of information on the different educational opportunities on offer to older adults, especially U3A, as well as conducting interviews with some leaders of U3A. Theoretically, the work of several authors who have analysed U3A such as Aline Chamain and Marvin Formosa are considered as well as authors who have researched third age policies, in particular Anne-Marie Guillemard. In conclusion, the present work shows U3As in Portugal present themselves in a different context in terms of their promoters - as either tertiary institutions or as private associations.

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Notes for intending contributors
    • PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
  • Volume 57 Issue 3 - Distress in the city: Racism, fundamentalism and a
           democratic education [Book Review]
    • Abstract: Brown, Tony
      Review(s) of: Distress in the city: Racism, fundamentalism and a democratic education, Linden West, (2016), Trentham Books, UCL Institute of Education Press, London, 192pp., ISBN 978-1-85856-688-7, ISBN 978-1-85856-689-4 (e-book).

      PubDate: Wed, 7 Feb 2018 03:32:29 GMT
       
 
 
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