Brotherhood of St Laurence

Your search returned 32 results.

Not what you expected? Check for suggestions
'Becoming' a professional : an interdisciplinary analysis of professional learning /

by Scanlon, Lesley (ed.).

Publisher: Dordrecht ; London Springer 2011Description: x, 261 p. ; 24 cm.Notes: Includes bibliographical references and indexSummary: "Becoming" is used in this interdisciplinary work as an emergent, iterative concept of professional identity formation. The conceptual framework of "becoming", as well as the arguments in the book are intended to encourage "professionals" and those engaged in their education - to reflect on what it means to be a "professional" in the twenty-first century, an era dominated by the discourses of globalisation, "new mangerialism", multiculturalism and deprofessionalisation. We live in a world where not only scholars, but also a better educated client base informed by technological innovations, have issued unprecedented challenges to the traditional professional ideal. The once paradigmatic identity of the superiority of the Anglo-American professional, grounded in an exclusive knowledge-base and an altruistic "public-service" principle, are no longer tenable. The book will generate dialogue about the nature of professionalism through a multidisciplinary lens in chapters on medicine, nursing and teaching and in reference to social work, the clergy and engineering. Here, becoming a professional is a lifelong, extended process that constructs an individual's professional identity through formal education, workplace interactions and popular culture. It advocates the "ongoing" modality of developing a professional self throughout one?s professional life. What emerges from this work is a concept of becoming a professional that is quite different from the isolated, rugged, individualistic approach to traditional professional practice as represented in popular culture. It is a book for the reflective professional. ; Contents: 1.`Becoming' a Professional / Lesley Scanlon -- 2.Becoming As an Appropriate Metaphor for Understanding Professional Learning / Phil Hodkinson -- 3.Learning to Be -- At Work / David Beckett -- 4.Higher Education and Becoming a Professional / Madeleine Abrandt Dahlgren -- 5.Becoming Authentic Professionals: Learning for Authenticity / Gloria Dall'Alba -- 6.White Coats, Handmaidens and Warrior Chiefs: The Role of Filmic Representations in Becoming a Professional / Lesley Scanlon -- 7.Becoming a Medical Professional / Alan Bleakley -- 8.Professional Practice and Doctoral Education: Becoming a Researcher / Alison Lee -- 9.Becoming a Professional Doctor / Kirsty Foster -- 10.Becoming a Professional Nurse / Sandie Bredemeyer -- 11.Teacher Professional Becoming: A Practice-Based, Actor-Network Theory Perspective / Dianne Mulcahy -- 12.And the Conclusion for Now Is ...? / Lesley ScanlonAvailability: Items available for loan: Brotherhood of St Laurence (1).

Active ageing, active learning : issues and challenges /

by Boulton-Lewis, Gillian (ed.) | Tam, Maureen (ed.).

Publisher: Dordrecht, The Netherlands Springer 2011Description: xii, 180 p.: ill.Summary: This book is concerned with the general issues of ageing, learning and education for the elderly and then with the more specific issues of why, how and what elders want to learn. This monograph consists of 10 chapters written by various internationally renowned researchers and scholar-practitioners in the field. The world's population is ageing rapidly. Ageing has an impact on all aspects of human life, including the social, economic, cultural and political domains. Understanding and providing for ageing is therefore an important issue for the twenty-first century. The focus of this book is the education and learning aspect of participation as people age.Availability: Items available for loan: Brotherhood of St Laurence (1).
  (1 votes)
Adult learning, Australia /

by Australian Bureau of Statistics.

Publisher: Canberra, A.C.T.Australian Bureau of Statistics (ABS) catalogue no. 4229.0 2010Description: HTML.Online Access: Electronic copy Summary: This publication presents information about the recent learning experiences of persons aged 25 to 64 years. Statistics in this publication were collected in the Adult Learning topic included in the 2006-07 Multi-Purpose Household Survey (MPHS). Details on participation in formal, non-formal and informal learning in the 12 months prior to interview are presented together with the socio-demographic characteristics of participants and non-participants. Information on the concepts and methods used in the survey, reliability of the results and definitions and interpretation are included in the Explanatory Notes, Technical Note, and Glossary.Availability: (1)

Adult literacy research overviews, 2004 /

by National Centre for Vocational Education Research.

Publisher: Adelaide, S.A. National Centre for Vocational Education Research 2004Description: PDF.Availability: Items available for loan: Brotherhood of St Laurence (1).

Adult literacy research overviews, 2004, 2005 & 2006 /

by National Centre for Vocational Education Research.

Publisher: Adelaide, S.A. National Centre for Vocational Education Research 2006Description: PDF.Summary: "This suite of overviews provides a comprehensive summary of each of NCVER's managed adult literacy and numeracy research projects funded in 2002, 2003 and 2004 and subsequently published in 2004, 2005 and 2006. The suite of reports examine a wide range of literacy and numeracy issues - from its definition in policy-making terms, teaching and learning approaches and outcomes, to the professional development needs of literacy practitioners. The research also covers literacy practices and various approaches across Indigenous and ethnic communities, industry, volunteer and community settings." -- [Publisher website]Availability: Items available for loan: Brotherhood of St Laurence (1).

Adult refugee learners with limited literacy : needs and effective responses /

by Benseman, John | Ako Aotearoa National Centre for Tertiary Teaching Excellence.

Publisher: Auckland, N.Z. Ako Aotearoa National Centre for Tertiary Teaching Excellence 2012Description: PDF.Online Access: Electronic copy Notes: May 2012 Bibliography : p. 30Summary: The purpose of this NZ study was to document and analyse the learning needs and issues of adult refugees with low language and literacy skills by looking at how their prior experiences and current contexts affect their educational participation and learning. In addition, the study has sought to identify educational strategies for teaching these learners and provide a teaching resource for other teachers based on the project's findings. The specific focus of the study was adult refugee learners with low-level language and literacy skills currently enrolled in educational programmes with English Language Partners. A review of the research literature has shown that there are few studies on refugees as learners in New Zealand contexts. It also showed that there are concerns about the quality of provision for them. This study has provided some insights into the nature and extent of refugees' learning needs as well as some elucidation of strategies to achieve impact on their language and literacy skills with a longer aim of achieving successful settlement in New Zealand.Availability: (1)

Australia's approach to lifelong learning /

by Karmel, Tom | National Centre for Vocational Education Research.

Publisher: Adelaide, S.A.UNESCO International Expert Meeting on TVET (Learning for Work Citizenship and Sustainability). Conference proceedings. (25-28 October 2004 : Bonn, Germany) 2004Description: PDF.Online Access: Electronic copy Notes: Paper presented to UNESCO International Expert Meeting on TVET (Learning for Work Citizenship and Sustainability) 25–28th October 2004 at Hotel Bristol, BonnSummary: Lifelong learning means different things to different people. This paper takes a pragmatic approach and examines adult engagement with various aspects of Australia's education and training system and the policy framework that underpins the system. It is argued that Australia's policy framework for lifelong learning is relatively weak because the educational framework is very open and does not discriminate on the basis of age. In a sense, Australia does not have a policy because it does not need one: its whole approach has encouraged lifelong learning.Availability: (1)

Centre for Work and Learning, Yarra : evaluation report June 2012

by Horn, Michael | Brotherhood of St Laurence | Work and Learning.

Publisher: Fitzroy, Vic. Brotherhood of St Laurence 2012Description: PDF.Online Access: Electronic copy Notes: June 2012 Summary: The evaluation of the Centre for Work and Learning Yarra, a demonstration project to test innovative place-based approaches to promote work and learning opportunities for disadvantaged jobseekers, found that successful elements included client personal support matched to skills development and job opportunities, while challenges included labour market barriers and governance and contractual requirements. The findings point to weaknesses in current employment assistance and to potential reforms for more effective pathways to work.Availability: Items available for loan: Brotherhood of St Laurence (1).

Citizenship and democracy in further and adult education /

by Hopkins, Neil.

Publisher: Dordrecht, The Netherlands Springer 2014Description: xi,178 p.Notes: Bibliography : p. 165-171 Includes indexSummary: This book addresses the questions why citizenship education is an important subject for students in further and adult education and why we need democratic colleges to support the study of citizenship education. It investigates the historical roots of further and adult education and identifies how the adoption of citizenship education in the post-compulsory sector can enrich vocational studies in further education and programmes in adult education. It is argued that democratic colleges are vital to ensure that citizenship education informs the decision-making process throughout educational institutions (and as a means of establishing fair and equal representation for important stakeholders).Availability: Items available for loan: Brotherhood of St Laurence (1).

Collaborative local learning ecologies : reflections on the governance of lifelong learning in England /

by Hodgson, Ann | Inquiry into the Future for Lifelong Learning | Spours, Ken.

Publisher: Leicester, U.K. National Institute of Adult Continuing Education 2009Description: PDF.Other title: Inquiry into the Future for Lifelong Learning. Sector paper ;.Online Access: Electronic copy Notes: Bibliography : p. 22-25Summary: This paper is an attempt to use ecological concepts that have been developed across a number of different areas of human and natural activity to think about approaches to governance in the complex area of lifelong learning. The ecological metaphor helps us to recognise important features of the diverse, dynamic, complex, evolving, fragile spaces and entities that constitute adult learning. This paper uses these tools to reflect upon strategies for building effective, inclusive and collaborative local learning ecologies, capable of meeting the needs of all learners in a locality.Availability: (1)

Conceptual evolution and policy developments in lifelong learning /

by Yang, Jin (ed) | UNESCO Institute for Lifelong Learning | Vald s-Cotera, Ra l (ed).

Publisher: Hamburg, GermanyShanghai International Forum on Lifelong Learning (19-21 May 2010 : Shanghai, China) 2011Description: PDF.Other title: Shanghai International Forum on Lifelong Learning (19-21 May.Online Access: Electronic copy Notes: Includes bibliographical referencesSummary: This book is an outcome of the Shanghai International Forum on Lifelong Learning co-organised by UNESCO, the Shanghai Municipal People's Government, the Chinese Society of Educational Development Strategy and the Chinese National Commission for UNESCO. The Forum took place in Shanghai during the World Expo 2010, from 19 to 21 May. The 24 papers collected here document the debates and discussions led by experts from across the world. The papers are grouped into five themes, recounting first how lifelong learning has evolved conceptually and then how policy has developed in its promotion. Subsequent sections examine its relationship with distance education, new learning media and higher education; its association with the learning cities movement; and its role in rural and industrial development. The General Rapporteur's Summary Report of the Forum provides the final section, giving an overview of the event.Availability: (1)

Global report on adult learning and education /

by United Nations Educational, Scientific and Cultural rganization. Institute for Lifelong Learning.

Edition: Reprinted with minor revisions, 2010Publisher: Hamburg, Germany United Nations Educational, Scientific and Cultural Organization. Institute for Lifelong Learning 2009Description: PDF.Online Access: Electronic copy Notes: Bibliography : p. 145-155Summary: Lifelong learning is at the core of UNESCO's mandate. Since its founding, the Organization has played a pioneering role in affirming the critical role of adult education in the development of society and promoting a comprehensive approach to learning throughout life. The universal right to education for every child, youth and adult is the fundamental principle that underpins all our initiatives. Adult learning counts more than ever in the era of globalisation characterised by rapid change, integration and technological advances. Learning empowers adults by giving them the knowledge and skills to better their lives. But it also benefits their families, communities and societies. Adult education plays an influential role in poverty reduction, improving health and nutrition, and promoting sustainable environmental practices. As such, achieving all the Millennium Development Goals calls for good quality and relevant adult education programmes.Availability: (1)

Graduate attributes, learning and employability /

by Hager, Paul J. (ed.) | Holland, Susan. (ed.).

Publisher: Dordrecht, The Netherlands Springer 2006Description: xiv, 307 p. ; 25 cm.Notes: Includes bibliographical referencesSummary: In these complex and challenging times, students, teachers and employers are all interested in the development of generic abilities as these typically make the difference between good and indifferent employees, successful and unsuccessful learners. This book explains why generic capacities have become so important and argues that the process of acquiring them is both lifelong and developmental. By using case studies and theoretical analyses the authors collectively provide a comprehensive and contemporary coverage of the issues concerning generic abilities. Traps to avoid in describing and assessing generic aspects of learning are indicated, as well as practical suggestions for improving the teaching of generic capacities in vocational and university settings. The views of students transitioning to higher education as well as recent graduates are captured. Curriculum and policy matters are discussed in depth. A framework for lifelong learning encapsulating the development of generic capacities is outlined and the relationships between learning, working and leadership are explored. ; Contents: 1. Introduction / Paul Hager, Susan Holland -- Part I: Meta-concepts -- 2. Nature and Development of Generic Attributes / Paul Hager -- 3. Graduate Attributes in an Age of Uncertainty / Ronald Barnett -- 4. Graduate Attributes and Changing Conceptions of Learning / Christopher Winch -- 5. Graduate Employability and Lifelong Learning: A need for realism? / Geoffrey Hinchliffe -- Part II: Graduate Attributes and Learning -- 6. The OECD: Its role in the key competencies debate and in the promotion of lifelong learning / Andrew Gonczi -- 7. Generic Attributes and Transition to Higher Education / Lesley Scanlon -- 8. Academics' Understanding of Generic Graduate Attributes: A conceptual base for lifelong learning / Simon Barrie -- 9. Skills Development: Ten years of evolution from institutional specification to a more student-approach / Mark Atlay ; Part III: Graduate Attributes and Employability -- 10. Lifelong Learning, Graduate Capabilities and Workplace Learning / Catherine Down -- 11. Work based Learning, Graduate Attributes and Lifelong Learning / David Boud, Nicky Solomon -- 12. Generic Attributes re the First Job: Graduates' perceptions and experience / Ina Te Wiata -- 13. Constructing Professionals' Employabilities: Conditions for accomplishment / David Beckett, Dianne Mulcahy -- 14. Synthesis: A lifelong learning framework for graduate attributes / Susan HollandAvailability: Items available for loan: Brotherhood of St Laurence (1).

Individual returns to vocational education and training : their implications for lifelong learning /

by Ryan, Chris | National Centre for Vocational Education Research.

Publisher: Leabrook, S.A. National Centre for Vocational Education Research 2002Description: PDF.Online Access: Electronic copy Notes: Bibliography : p. 42-43Summary: An assessment of the financial benefits to individuals of investing in vocational education and training (VET) is undertaken in this study. The methodology involves the estimation of wage regression equations using data from a representative sample of Australian employees to identify the effect of possessing a VET qualification on individual wages.Availability: (1)

Inquiry into the future of lifelong learning in the UK : an international analysis /

by Jarvis, Peter (ed.).

Publisher: London Routledge 2012Description: viii, 120 p. ; 25 cm.Notes: Includes bibliographical references and index.Summary: This book offers a comprehensive international response to the National Institute of Adult Continuing Education (NIACE)'s inquiry into the future of lifelong learning in the UK. The book focuses upon some of the main themes of the inquiry, and analyses them from very broad perspectives undertaken by some of the world's leading scholars. It provides an excellent introduction to significant debates about lifelong learning such as ecology, migration, morality, happiness and poverty. Each chapter raises issues of policy and practice, with clear areas of discussion, thus assisting readers in truly engaging with the issues. The final chapter contains a response by Tom Schuller, one of the NIACE's inquiry authors. This book is essential reading for students of lifelong learning, especially educational policy makers. This book was originally published as a special issue of the International Journal of Lifelong Education.Availability: Items available for loan: Brotherhood of St Laurence (1).
  (1 votes)
Learning and work, Australia /

by Australian Bureau of Statistics.

Publisher: Canberra, A.C.T.Australian Bureau of Statistics (ABS) cat. no. 4235.0 2010Description: HTML.Online Access: Electronic copy Notes: ABS cat. no. 4235.0 2010-2011Summary: This release presents results from the Australian Bureau of Statistics' (ABS) Learning and Work survey, conducted from July 2010 to June 2011 as part of the ABS Multipurpose Household Survey (MPHS). The survey collected data from individuals about their non-school qualification history including the level and field of each qualification and year of completion. Information was also collected on the impact of each qualification on a person's working life six months after completion and the relevance of the main field of study of each qualification to a person's current job. Another focus of the publication is the background characteristics of migrants, with data collected on Australian citizenship, language spoken at home, English proficiency, year of arrival, and level and field of highest non?school qualification before and after arrival in Australia.Availability: (1)

Lifelong learning : signs, discourses, practices /

by Usher, Robin | Edwards, Richard.

Publisher: Dordrecht, The Netherlands Springer 2007Description: ix, 182 p. ; 24 cm.Notes: Includes bibliographical references and indexSummary: This book explores the different ways in which the various social practices in which people participate becomes signed as learning, how and why that occurs and with what consequences. It takes seriously the linguistic turn in social theory to draw upon semiotics and poststructuralism through which to explore the significance of lifelong learning as an emerging discourse in education. The text explores the different ways in which learning conveys meaning and is given meaning. Given this, lifelong learning therefore is a way, and a significant way, in which learning is fashioned. The text then explores the notion that, if learning is lifelong and lifewide, what precisely is learning as distinct from other social practices and how those practices are given meaning as learning. ; Contents: Editorial By Series Editors.- Foreword.- 1. Setting The Scene.- 2. Signing The Social.- 3. Lifelong Learning As A Semiotic Process.- 4. The Language Games Of Lifelong Learning.- 5. Signing Power In Lifelong Learning.- 6. Fashioning Political Spaces.- 7. Mobilising The Lifelong Learner.- 8. Connecting Lifelong Learning.- 9. Lifelong Learning As Technique, and...- 10. Lines Of Flight.- Bibliography.- IndexAvailability: Items available for loan: Brotherhood of St Laurence (1).

Lifelong learning : an annotated bibliography /

by Australia. Department of Education, Science and Training DEST).

Publisher: Canberra, A.C.T. The Department 2003Description: PDF.Online Access: Electronic copy Notes: Compiled by Beverley Axford and Thea Moyes, LifeLong Learning Network University of Canberra Evaluations and Investigations Programme Research, Analysis and Evaluation GroupSummary: This annotated bibliography has been prepared for the Lifelong Learning Network as part of the DEST funded project LifeLong Learning in Australia: Policy Directions and Applications. Stage 1 of the project was to "identify gaps in research that need to be addressed". This annotated bibliography brings together 224 separate reports and research papers assembled by the Lifelong Learning Network to illustrate the scope of contemporary research on lifelong learning. The collection is not exhaustive. The number of publications either drawing on the concept or on associated issues is expanding daily. At the same time, and for reasons discussed below, it is difficult to draw a clear boundary around lifelong learning as a policy and research domain.Availability: (1)

Lifelong learning : citizens' views /

by European Centre for the Development of Vocational Training.

Publisher: Luxembourg Publications Office of the European Union 2003Description: PDF.Online Access: Electronic copy Summary: We have come a long way since the European Year of Lifelong Learning in 1996. By 2010, the European Union wants to become the most competitive and dynamic knowledge-based economic area in the world. Making lifelong learning a reality for all citizens is at the driving edge of the strategy to meet this goal and is the guiding principle for education and training policy at European level. To provide up-to-date information, the European Commission and Cedefop now present the results of a specially designed Eurobarometer (1), which directly asks citizens what they think about lifelong learning, including their participation in, experiences of and motivations for learning. Eurobarometer opinion polls complement large-scale surveys on education, training and employment issues. They take rapid snapshots of the overall picture and are well suited to gauge people's 'views of the moment'. This brochure includes the initial highlights of the survey findings and includes a brief country profile of Greece, the EU Presidency country at the time of publication. Later, Cedefop will publish a full analysis, enriched with comparable data from national surveys and qualitative studies on lifelong learning.Availability: (1)

Lifelong learning : proceedings of a symposium /

by Selby Smith, Chris (ed.) | Monash University-ACER. Centre for the Economics of ducation and Training | Ferrier, Fran (ed.).

Publisher: Clayton, Vic.Lifelong learning symposium (16 May 2002 : Victoria) 2003Description: PDF.Online Access: Electronic copy Notes: 16 May 2002 Includes bibliographical references.Summary: The Monash University-Australian Council for Educational Research Centre for the Economics of Education and Training (CEET) undertook the survey of lifelong learning and the world of work. The survey focuses on the world of work, and particularly on the need for retraining and upgrading of skills. To elicit the views of key stakeholders a full day symposium was held in Melbourne on 16 May 2002 ; and this monograph presents the symposium proceedings. It includes the presentations; the main points raised in the discussion sessions; and interviews with three individuals who were invited to the symposium and wished to attend, but in the event were not able to.Availability: (1)

Hosted by Prosentient