Brotherhood of St Laurence

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A literature review of school practices to overcome school failure /

by Faubert, Brenton | Organisation for Economic Co-operation and Development.

Publisher: 2012Description: PDF.Other title: OECD Economics Department. Working paper ; no. 68.Online Access: Electronic copy Notes: January 2012 Bibliography : p. 27-30Summary: This working paper was prepared as part of the OECD thematic review Overcoming School Failure: Policies that Work, www.oecd.org/edu/equity. The project provides evidence on the policies that are effective to reduce school failure by improving low attainment and reducing dropout, and proactively supports countries in promoting reform. The project builds on the conceptual framework developed in the OECD?s No More Failures: Ten Steps to Equity in Education (2007). Austria, Canada (Manitoba, Ontario, Qu bec and Yukon), Czech Republic, France, Greece, Ireland, Netherlands, Spain and Sweden took part in this project. This working paper is part of a series of papers prepared for the thematic review Overcoming School Failure: Policies that Work covering the topics of policies to reduce dropout and in-school practices to reduce school failure. These report have been used as background material for the final comparative report Equity and Quality in Education: Supporting Disadvantaged Schools and Students (OECD, 2012), which gives evidence on the policy levers that can help overcome school failure and reduce inequities in OECD education systems. It focuses on the reasons why investing in overcoming school failure -early and up to upper secondary- pays off, on alternatives to specific system level policies that are currently hindering equity, and on the actions to be taken at school level, in particular in low performing disadvantaged schools.Availability: (1)

A social inclusion action plan : opportunities and challenges : discussion paper /

by Swinburne University of Technology.

Publisher: Hawthorn, Vic. Swinburne University of Technology 2010Description: PDF.Online Access: Electronic copy Notes: August 2010 Bibliography : p. 28 SCHOOL TO WORKSummary: This discussion paper outlines the challenges and opportunities for Swinburne University of Technology in responding to the emerging social inclusion policy agenda in Australia. One of the significant policy agendas of both the State and Federal governments is Social Inclusion. As a result of the Bradley Review of Higher Education, all Universities will be allocated targets to increase their enrolments of students from a low Socio-economic background. It will be critical for Swinburne to have a clear understanding how we will engage with such groups and build educational opportunities. As a dual-sector University, Swinburne is ideally placed to address these issues, having the capability of providing pathways for a very broad range of students and to ensure they are adequately prepared to succeed.Availability: (1)

Adult further education - the unfinished revolution /

by Fletcher, Mick | 157 group.

Publisher: London, U.K. 157 Group 2011Description: PDF.Online Access: Electronic copy Notes: July 2011 Includes bibliographical references.Summary: The aim of this paper is to welcome the steps that have already been taken by the coalition government to set colleges free from central regulation and to urge the government to go further and faster. Our proposals align closely with the principles outlined in the government's white paper about public services, which was published just as we were going to print. At the heart of this white paper is the notion of improving public services by enabling choice and control for individuals and neighbourhoods. In their foreword, the prime minister and deputy prime minister say they want to make opportunity more equal and that they believe that the old, centralised approach to public service delivery is broken. Embedded throughout the white paper are five core principals : choice, decentralisation, diversity, fairness and accountability. We fully support these principles; they strengthen our arguments for a truly demand-led system, with entitlement for loans and funding for all who seek it.Availability: (1)

Advancing equity and participation in Australian higher education : action to address participation and equity levels in higher education of people from low socioeconomic backgrounds and Indigenous people /

by Universities Australia.

Publisher: Canberra, A.C.T. Universities Australia 2008Description: PDF.Notes: SCHOOL TO WORKAvailability: No items available

Chicken and egg : child poverty and educational inequalities /

by Hirsch, Donald | Child Poverty Action Group.

Publisher: London, U.K. Child Poverty Action Group 2007Description: 23 p.Availability: No items available

Decent childhoods : reframing the fight to end child poverty /

by Bell, Kate | Decent Childhoods | Strelitz, Jason.

Publisher: n.p. Decent Childhoods 2011Description: PDF.Online Access: Electronic copy Summary: Decent Childhoods: reframing the fight to end child poverty comes out of a lengthy process of discussion and research. Baroness Ruth Lister responded and the debate which followed reached a consensus that Labour's anti-poverty politics had not succeeded in engaging the public and that a radical rethink was required. Decent Childhoods is the outcome of that debate. Kate and Jason ask the right questions, and they issue a challenge to create a new politics of poverty. It is going to need one. The Institute for Fiscal Studies has predicted that child poverty will increase by 2020, and that the statutory target to halve child poverty will be missed. The Coalition Government's rapid and radical cuts in public spending not only threaten a new recession, but they will also blight a great many lives.Availability: (1)
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Disadvantaged children's 'low' educational expectations : are the US and UK really so different to other industrialized nations? /

by Jerrim, John | University of London. Institute of Education. Department of uantitative Social Science.

Publisher: London, U.K. University of London. Institute of Education. 2011Description: PDF.Other title: University of London. Institute of Education. Department of.Online Access: Electronic copy Notes: June 2011 Bibliography pp. 32-34 Appendices pp. 44-52 SCHOOL TO WORKSummary: In most countries, children from disadvantaged backgrounds are under-represented amongst the undergraduate population. One explanation is that they do not see higher education as a realistic goal; that it is 'not for the likes of them'. In this paper, I use the Programme for International Assessment data to investigate whether 15 year olds from disadvantaged backgrounds are less likely to expect to complete university than their advantaged peers. I explore this issue across the OECD nations, though paying particular attention to the US and UK. My results suggest that children from less fortunate families are not as likely to make early plans for university as their affluent peers. Yet the extent to which these findings differ across countries is rather modest, with little evidence to suggest that the UK stands out from other members of the OECD. The US, on the other hand, appears to be a nation where the relationship between socio-economic background and the expectation of completing higher education is comparatively weak.Availability: (1)

Early childhood education : pathways to quality and equity for all children /

by Elliott, Alison | Australian Council for Educational Research.

Publisher: Camberwell, Vic. Australian Council for Educational Research 2006Description: PDF.Online Access: Electronic copy Availability: (1)

Education and family background : mechanisms and policies /

by Bjorklund, Anders | Institute for the Study of Labor | Salvanes, Kjell G.

Publisher: Bonn, Germany Institute for the Study of Labor 2010Description: 82 p.Other title: Institute for the Study of Labor (IZA). Discussion paper ;.Online Access: Electronic copy Notes: SCHOOL TO WORKSummary: In every society for which we have data, people's educational achievement is positively correlated with their parents' education or with other indicators of their parents' socioeconomic status. This topic is central in social science, and there is no doubt that research has intensified during recent decades, not least thanks to better data having become accessible to researchers. The purpose of this chapter is to summarize and evaluate recent empirical research on education and family background. Broadly speaking, we focus on two related but distinct motivations for this topic. The first is equality of opportunity. Here, major the research issues are: How important a determinant of educational attainment is family background, and is family background, in the broad sense that incorporates factors not chosen by the individual, a major, or only a minor, determinant of educational attainment? What are the mechanisms that make family background important? Have specific policy reforms been successful in reducing the impact of family background on educational achievement? The second common starting point for recent research has been the child development perspective. Here, the focus is on how human-capital accumulation is affected by early childhood resources. Studies with this focus address the questions: what types of parental resources or inputs are important for children's development, why are they important and when are they important? In addition, this literature focuses on exploring which types of economic policy, and what timing of the policy in relation to children's social and cognitive development, are conducive to children's performance and adult outcomes. The policy interest in this research is whether policies that change parents' resources and restrictions have causal effects on their children.Availability: (1)

Education today 2010 : the OECD perspective /

by Organisation for Economic Co-operation and Development.

Publisher: Paris, France OECD Publications 2010Description: 86 p. : ill.Online Access: OECD iLibrary (Read only) Summary: What does the OECD have to say about the state of education today? What are the main OECD messages on early childhood education, teacher policies and tertiary education? What about student performance, educational spending and equity in education? OECD work on these important education topics and others have been brought together in a single accessible source updating the first edition of Education Today which came out in March 2009. Organised into eight chapters, this report examines early childhood education, schooling, transitions beyond initial education, higher education, adult learning, outcomes and returns, equity, and innovation. The chapters are structured around key findings and policy directions emerging from recent OECD educational analyses. Each entry highlights the main message in a concise and accessible way, with a brief explanation and reference to the original OECD source. This report will prove to be an invaluable resource for all those interested in the broad international picture of education, as well as for those wanting to know more about OECD work in this important domain.Availability: Items available for loan: Brotherhood of St Laurence (1).

Effective and promising summer learning programs and approaches for economically-disadvantaged children and youth : a white paper for the Wallace Foundation /

by Terzian, Mary | Child Trends | Anderson Moore, Kristin | Hamilton, Kathleen.

Publisher: Washington, DC Child Trends 2009Description: PDF.Online Access: Electronic copy Notes: July 2009 Bibliography pp. 30-33 Appendices pp. 34-39Summary: This white paper summarizes findings from an extensive literature review that was conducted to identify the most promising models and approaches for meeting the needs of low-income children, youth, and families during the summer months. Special attention is paid to summer learning programs that serve diverse, urban low-income children and youth. Data on program participation suggest that children and youth who would stand to benefit the most from summer learning programs (i.e., children and youth who are economically disadvantaged, have low school engagement, and/or exhibit problem behavior) are the least likely to participate.Availability: (1)

Empowering language minorities through technology : which way to go? /

by Dooly, Melinda | eLearning Papers.

Publisher: Barcelona, Spain elearningeuropa.info 2010Description: PDF.Other title: eLearning papers ; no. 19.Online Access: Electronic copy Notes: April 2010Summary: The term 'Information Age' has been applied to the current era we now live in, based on the fact that technology and Internet are continuously changing the way people work, learn, spend their leisure time and interact with one another. At the same time, access to this means of interaction is not always equal, whether due to lack of experience, knowledge or economic access. The rate of these changes, and a feeling of uncertain consequences- can create a sense of uncontrollably rapid social changes and possible social fragmentation. In the face of this, education stakeholders must seriously consider how schooling can confront these challenges. This article will first give a brief overview of how the notion of social cohesion has been used in social and educational policies, focusing especially on two central points that emerge: social equality and education as a nexus for social cohesion. Next, the text looks at how education can undertake the challenge of eliminating social inequality and promoting social cohesion, followed by an analysis of one potentially disadvantaged group: speakers of minority languages. Perceptions of minority language groups in the EU are discussed and a general outline of potential educational disadvantages and social exclusion they may face is broached.Availability: (1)

Equity and quality in education : supporting disadvantaged students and schools /

by Benavides, Francisco | Organisation for Economic Co-operation and Development | Musset, Pauline | Vilaseca, Anna Pons | Pont, Beatriz.

Publisher: Paris, France Organisation for Economic Co-operation and Development 2012Description: 165 p. : ill.Online Access: DOWNLOAD PDF Notes: Includes bibliographical referencesSummary: Reducing school failure pays off for both society and individuals. It can also contribute to economic growth and social development. Indeed the highest performing education systems across OECD countries are those that combine quality with equity. Equity in education means that personal or social circumstances such as gender, ethnic origin or family background, are not obstacles to achieving educational potential (fairness) and that that all individuals reach at least a basic minimum level of skills (inclusion). In these education systems, the vast majority of students have the opportunity to attain high level skills, regardless of their own personal and socio-economic circumstances.Availability: Items available for loan: Brotherhood of St Laurence (1).

Exploring the factors associated with youths' educational outcomes : the role of locus of control and parental socio-economic background. /

by Bar n, Juan David.

Publisher: Canberra, A.C.T. Australian National University. Centre for Economic Policy Research 2009Description: PDF.Notes: URL: 'http://cepr.anu.edu.au/pdf/DP598.pdf' Checked: 2/06/2009 11:32:13 AM Status: Live Details: HTTP status 200 - Usual success response School to workSummary: "Using unique information for a cohort of Australian youth, this paper explores the association between youths perception of control (i.e. locus of control) and three educational outcomes: (i) Year 12 completion, (ii) whether youth obtained an Equivalent National Tertiary Entrance Rank (ENTER) score, and (iii) the actual ENTER score. By using a measure of socio-economic status based on 12 years of parental income support histories, the paper also investigates the association between growing up in a socio-economically disadvantaged household and subsequent educational outcomes. Additionally, the paper considers the hypothesis that disadvantage has an indirect effect on youths educational outcomes through its effect on locus of control. The results suggest that youths with a more internal locus of control (e.g. those who believe their actions determine their future outcomes) are more likely to complete Year 12, more likely to obtain an ENTER score, and obtain better ENTER scores. The evidence is also consistent with a negative relationship between disadvantage when growing up and youths educational outcomes. Even after controlling for demographic and family characteristics, youths who grew up in socioeconomically disadvantaged households are up to 10 per cent less likely to complete Year 12 and up to 20 per cent less likely to obtain an ENTER score. There is however no evidence of an indirect effect of being disadvantaged on educational outcomes through the effect of disadvantage on locus of control once other characteristics are accounted for. Although highly disadvantaged youths obtain ENTER scores that are four points lower than those of non-disadvantaged youth, locus of control shows only a small association with actual ENTER scores." -- AbstractAvailability: Items available for loan: Brotherhood of St Laurence (1).

How much do public schools really cost ? : estimating the relationship between house prices and school quality. /

by Davidoff , Ian | Leigh, Andrew.

Publisher: Canberra, A.C.T. Australian National University. Centre for Economic Policy Research 2007Description: PDF.Notes: URL: 'http://cepr.anu.edu.au/pdf/DP558.pdf' Checked: 6/10/2008 10:44:38 AM Status: Live Details: HTTP status 200 - Usual success responseSummary: This paper investigates the relationship between housing prices and the quality of public schools in the Australian Capital Territory by comparing sale prices of homes on either side of high school attendance boundaries. The authors find that a 5 per cent increase in test scores is associated with a 3.5 per cent increase in house prices.Availability: Items available for loan: Brotherhood of St Laurence (1).

Indicators of access to cultural resources, education and skills for the PSE survey /

by Bramley, Glen | Economic and Social Research Council | Besemer, Kirsten.

Publisher: Swindon, U.K. Economic and Social Research Council 2011Description: PDF.Other title: Poverty and social exclusion in the UK : the 2011 survey..Online Access: Electronic copy Notes: January 2011 Bibliography pp. 33-35Summary: This paper discusses indicators relating to Domain 4 (Cultural Resources) and Domain 7 (Cultural Participation) of the revised Bristol Social Exclusion Matrix (Levitas, et al., October 2010) for use in the 2011 Poverty and Social Exclusion survey. In the BSEM, education is treated as a resource as well as an aspect of cultural participation. Questions in the PSE therefore need to cover both the educational resources (human capital) of the adults in the survey, i.e. their education background, and the educational resources currently received by children. 'Internet literacy' has become increasingly relevant for educational attainment, as well as for a range of other areas including access to services, employment and as a basis for social networks. This paper therefore identifies a number of potential questions about use of and access to the internet, based on the OXIS and ONS omnibus. Furthermore, the PSE 2011 survey needs to better capture educational advantages associated with higher income levels, in order to capture living standards across the socio-economic spectrum. Such advantages include private tutors and private education. In addition, there is a need for a question that captures adult's ability to communicate in English, as it is likely to affect areas such as children's performance at school, access to public services, social networks and access to employment.Availability: (1)

Kids and kindergarten : access to preschool in Victoria. /

by Taylor, Janet | Brotherhood of St Laurence.

Publisher: Fitzroy, Vic. Brotherhood of St. Laurence 1997Description: iv, 70 p. Includes bibliograpy.Online Access: DOWNLOAD PDF Notes: This is the fifth book in the series based on the Brotherhood's longitudinal study into the life chances of children.Summary: This study examines how 149 children born in inner Melbourne fared in their preschool year.Availability: Items available for loan: Brotherhood of St Laurence (2).
Items available for reference: BSL Archives (1).

Learning choices national scan : programs and schools catering for young people at risk of not completing their education /

by Holdsworth, Roger | Dusseldorp Skills Forum.

Publisher: Edgecliff, N.S.W. Dusseldorp Skills Forum 2011Description: PDF.Online Access: Electronic copy Notes: July 2011Summary: Dusseldorp Skills Forum carried out an on-line survey of alternative education programs and approaches in early 2011. This report, by Roger Holdsworth from the Youth Research Centre at the University of Melbourne, summarises the responses and comments on the survey results. It also includes suggestions for Follow-Up that could be addressed through relevant case studies.Availability: (1)

Overcoming disadvantage through the engaging classroom . /

by Black, Rosalyn.

Publisher: Melbourne, Vic. Education Foundation 2006Description: PDF.Notes: URL: 'http://www.educationfoundation.org.au/downloads/Ros_Black_March_2006.pdf' Checked: 22/04/2009 2:39:10 PM Status: Live Details: HTTP status 200 - Usual success response School to work SCHOOL TO WORKAvailability: Items available for loan: Brotherhood of St Laurence (1).

Overcoming school failure : policies that work : OECD project description /

by Organisation for Economic Co-operation and Development.

Publisher: Paris, France Organisation for Economic Co-operation and Development 2010Description: PDF.Online Access: Electronic copy Notes: April 2010 Bibliography : p. 30-32Summary: School failure penalises a child for life. The child who leaves school without qualifications faces weaker job prospects, lower income throughout working life and a smaller pension in retirement. The same child is also less likely to take up further learning opportunities and less able to participate on an equal basis in the civic and social aspects of modern society. Educational failure imposes very high costs to society. It limits the capacity for our economies to produce, grow and innovate, damages social cohesion and imposes additional costs on public budgets to deal with the consequences of school failure - increased criminality, higher public health spending, public assistance, etc.Availability: (1)

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