(1997). Child Care in Canada: Provinces and Territories 1995. This report presents provincial/territorial and national data on child care in Canada. Data collection methods included document examination for nation-wide statistics, and questionnaires sent to each provincial/territorial child care office, followed by telephone interviews with an official from each jurisdiction to update or clarify data. The report begins with a description of the federal role in Canadian child care. The bulk of the document is then organized according to province/territory, with each section containing the following information on child care: (1) relevant legislation; (2) contact information for the provincial official responsible for child care; (3) a description of child care services, including unregulated care, regulated care such as early childhood centers, school-age child care centers, family day care homes, and occasional centers; (4) policy and services for children with special needs; (5) aboriginal child care; (6) number of children from birth to 12… [PDF]
(1996). The State versus Indigenous Peoples: The Impact of Hydraulic Projects on Indigenous Peoples of Asia. Journal of World History, v7 n1 p101-30 Spr. Asserts that many Asian nations, in their drive to industrialize, have chosen national identity and economic development over the survival of their indigenous peoples. Utilizes case studies in Malaysia, India, and China to examine the divergence between macro- and microinterests illustrated by the egregious examples of these hydraulic projects. (MJP)…
(1995). Why the Information Highway? Lessons from Open & Distance Learning. Containing practical applications supported by pertinent theory and analysis, this book is designed for educators navigating the information highway. The 13 chapters are divided into three sections–emerging issues, case studies, and analysis–and are as follows: (1) "Distinctions in Distance: Is Distance Education an Obsolete Term?" (M. Haughey); (2) "Thinking Strategically: Reshaping the Face of Distance Education and Open Learning" (L. M. Pacey and W. P. Penney); (3) "Learners in the Workplace" (A. E. Stahmer); (4) "Distance Education and the Transformation of Elementary/Secondary Education" (N. C. McKinnon); (5) "Appropriating Learning Technologies: Aboriginal Learners, Needs, and Practices" (B. J. Spronk); (6) "Learners and Learner Services: The Key to the Future in Open Distance Learning" (J. E. Brindley); (7) "Virtual Realities or Fantasies? Technology and the Future of Distance Education" (R. H. Paul); (8)…
(1999). The Citizen Factory: Schooling and Cultural Production in Bolivia. SUNY Series: Power, Social Identity, and Education. This book attempts to engage theoretical questions of ethnicity, ideology, and identity as they are lived out by Aymara students in a small teachers' college in rural Bolivia. A year of fieldwork at the Escuela Normal Rural "Kollasuyo" focused on the experiences of Aymara students during their intensive training to become rural teachers, the primary disseminators of "national culture" to the rural population. On one level, the book is about analyzing "the way things are" in Bolivian teacher education–how certain conceptions of teachers and teaching arise, what conditions maintain these concepts, how educational practices affect students, and how students resist these practices and their effects. On another level, it is about questions of identity in modern nation-states, the school's role in the reproduction of the social order, subjects' resistance to that order, and the uses of language for both reproductive and resistant ends. Chapters are: (1)…
(2001). The Effectiveness of Enabling Courses in Assisting Individuals To Progress to Other Training Programs. A study used data collected under the Australian Vocational Education Training and Management Information System Standard to examine the effectiveness of enabling courses (lower-level preparatory and prevocational) in assisting members from "disadvantaged" backgrounds to progress to other training programs. It also identified factors that influence the likelihood of these individuals enrolling in a course at a higher level of qualification. Students who completed an enabling course in 1997 were tracked in 1998. The level of qualification of the course undertaken by these students in 1998 was compared to the level of qualification of the enabling course completed in 1997. Findings indicated enabling courses produced positive outcomes for many people. Nevertheless, while not all enabling course students were moving from one enabling course to another, the tendency for some students to enroll in the same level of qualification in the following year raised some concern…. [PDF]
(2013). Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (Fort Worth, Texas, October 22-24, 2013). International Association for Development of the Information Society These proceedings contain the papers of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2013), October 22-24, 2013, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by The University of North Texas (UNT), sponsored by the Association for Educational Communication and Technologies (AECT), and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2013 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning, and… [PDF]
(1994). Adult Education in the American Experience from the Colonial Period to the Present. The Jossey-Bass Higher and Adult Education Series. This book offers a comprehensive history of adult education in the United States from the colonial period to the present day. Chapter 1 discusses definitions of adult education and explores formative influences. Chapters 2-3 on the colonial and post-Revolutionary periods trace an Atlantic information network, rise of a literate culture, Puritan impact, and evolution of regulated access. Chapters 4-9 cover the early national and antebellum periods through the Civil War: the educational aspirations of independence; spread of literacy; innovations (mechanics' institutes, lyceums, and a professionalizing process); organized labor's response; women's adult education; and the \civilizing mission\ of Native American education. Chapters 10-12 cover the following aspects of the period from the end of the Civil War through the end of World War I (WWI): institutional innovations; creation of an agricultural education system; training for industrial work; initiatives for social change; and…
(1996). National Women's Vocational Education and Training Strategy. This document presents a strategy that sets a direction for governments, industry, and training providers to address women's needs consistently as a priority in policy making, planning, resourcing, implementing, and monitoring vocational education and training (VET). Section 1 is an overview of Australia's National Women's Vocational Education and Training Strategy, its framework, goal, and accountability. Section 2 discusses the context for the strategy and its purpose. Section 3 describes those involved: women, VET providers, industry, government, schools, Industry Training Advisory Bodies, and trade unions. Section 4 lists four outcomes of the strategy: increase in number of women completing VET programs; increased number of women with VET qualifications at all levels; women distributed more broadly across fields of study; and increased participation and improved outcomes for specific groups of women. Section 5 discusses outcome achievement through strategic intervention in seven…
(2006). Every Child. Volume 12, Number 2, 2006. Early Childhood Australia "Every Child" is Australia's premier early childhood publication, aimed at anyone involved in the care and education of children from birth to eight years–in particular child care professionals, teachers, child care students and the parents of young children. Published quarterly, it contains informative and entertaining articles on such issues as early childhood curriculum, ethics, health and professional development. Early childhood educators have long recognised the importance of creative activities and are passionate about promoting children's creativity. This issue of "Every Child" includes the following articles: (1) Challenges Ahead for Universal Preschool (Alison Elliott); (2) Australia's Greatest Challenge (Jeff McMullen); (3) Who Is Eating Our Children? Fast-Food Sponsorship in Schools (Jane Kenway); (6) Active Children in Care (Justen O'Connor); (7) Healthy Eating at the Tuckshop (Libby McBride); (7) Hop on Board a Walking School Bus; (8) What Do Kids… [PDF] [Direct]
(2006). National Assessment Program–Civics and Citizenship Years 6 & 10 Report, 2004. Ministerial Council on Education, Employment, Training and Youth Affairs (NJ1) The National Assessment Program–Civics and Citizenship assessment measures the civic knowledge and understanding and the citizenship participation skills and civic values of Year 6 and Year 10 students in schools across Australia. It reports on student achievement using proficiency levels on a common civics and citizenship assessment scale, and against an agreed standard of proficiency for each of Years 6 and 10. It also reports on achievement according to selected background characteristics of students–sex, parental occupation, language background, school location and Indigenous status. This report is the second to be published as part of the National Assessment Program (NAP), which includes a cyclical three-yearly program of sample assessments of student outcomes in three critical learning areas. This report concludes that student achievement at both year levels was below that expected by the experts who participated in the proficiency standards setting exercise, by the State and… [PDF]
(1996). Recognition of Prior Learning for Aboriginal and Torres Strait Islander Peoples. Project Report. Recognition of Prior Learning (RPL) is an Australian program that helps people to obtain formal recognition for relevant work experience, life experience, and formal training. This report documents existing good practices in RPL assessment and staff training for Aboriginal and Torres Strait Islander peoples, provides information on culturally appropriate RPL processes for these groups in the National Vocational Education and Training system, and advises the National Staff Development Committee on approaches for training RPL staff working with Aboriginal and Torres Strait Islander peoples. Project findings emerged from national consultations with Aboriginal and Torres Strait Islander peoples and a search of Australian and overseas literature. The project found that some RPL programs currently exist for Aboriginal and Torres Strait Islander peoples. Some have the potential to meet the goals of the National Aboriginal and Torres Strait Islander Education Policy; others do not provide… [PDF]
(1994). Best Practice in Aboriginal and Torres Strait Islander Education. Proceedings of the Conference (Canberra, Australian Capital Territory, Australia, November 17-18, 1993). Papers from the conference on the education of Australian Aborigines and Torres Strait Islanders include: "English Language and Numeracy Program for Aboriginal Students" (Alison Jarred); "The Aboriginal Identity Course: A Midstream Evaluation" (Simon Vaughan); "Making the Curriculum Your Own: The Senior Girls at Lajamanu School Read Glenyse Ward's 'Wandering Girl'" (Christine Nicholls); "Urban Aboriginal Children Learning To Read" (Noreen Trouw); "Recognising Ourselves and Our Heritage" (Sheryl Morgan); "Outline of English Language Acquisition (ELA) for Aboriginal Students" (Sally Slattery); "Ashmont English Enrichment Program" (Sandra Elliott); "Tutorials in Chemistry for Aboriginal Nursing Students" (K. Draisma, R. Gluck, J. Hancock, R. Kanitz, G. Knell, W. Price, G. Sharman, J. Squires); "Inclusivity and Aboriginal Studies" (Stella Emberson); "Workshop: Tuition in Writing" (Stella… [PDF]
(2007). Anchoring our Practice: Perspectives, Partnerships, Projections. Proceedings of the 2006 Annual International Conference of the Association of Tertiary Learning Advisors Aotearoa/New Zealand (ATLAANZ) (Tauranga, New Zealand, November 21-23, 2006). Volume 2. Online Submission This volume comprises the refereed proceedings of the 2006 ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa/New Zealand) conference. The 11 articles are arranged according to the conference's sub-themes of perspectives, partnerships and projections relating to the work of learning advisors. In Chapter 1, Susan Crozier explores the institutional change of focus required to recognise the importance of developmental education. Next, Jerry Hoffman advocates for a better understanding of the students' perspective to aid adjustment to tertiary anxiety and stress. In Chapter 3, Susan Carter identifies the increasing homogeneity in international qualifications and doctoral programmes in Europe, while in Chapter 4, Mary Silvester looks at the international student experience in our country with her study of nursing students with EFL/ESL and the difficulties of colloquial use of language. In Chapter 5, Catherine Mitchell as a new learning advisor identifies herself as taking on… [PDF]
(1996). Effect of a Computer Assisted Instruction Program on Aboriginal Student Achievement. Many parents on a southwestern Manitoba (Canada) Indian reservation are troubled by the small number of high school students who graduate. Much of the failure can be attributed to the generally poor writing skills of aboriginal students. To increase the students' writing ability, a computer-assisted instruction program emphasizing writing and thinking was implemented for students in grades 7-9. The purpose of this study was to investigate whether students receiving computer-assisted writing instruction would outperform students receiving traditional writing instruction (using pencil and paper) on the language arts component of a standardized diagnostic test. Following a quasi-experimental design, the researcher applied both a pretest and a posttest to the experimental and control groups. Prior to the introduction of the "KnowledgeBuilder" writing program and again at the end of the school year, the students in grades 7-9 of two southern Manitoba Indian reserves were…
(1993). Rigoberta Menchu: The Prize that Broke the Silence. An Activity-based Packet on the Relationship between Guatemala and the United States. This educational packet is produced as a tribute to Guatemalan activist and Nobel Peace prize winner, Rigoberta Menchu, and in honor of the Year of Indigenous People, 1993, as declared by the United Nations. The core of the packet is a simulation exercise based on an indigenous family in a Guatemalan village on the day the Peace prize was announced. The impact of the award is explored in the context of village life. The packet is organized around the themes of family, relationship on a global scale, and responsible leadership. The life of Rigoberta Menchu shows how events in her life led to her development as a leader. Background information is provided on Guatemala, and discussion questions and projects are provided to examine issues common to Guatemala and the United States, such as food supply, environmental pollution and human rights. Other sources of information include 6 videos and 8 references. (SLD)… [PDF]