Brotherhood of St Laurence

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A response to the DEECD directions paper : pathways to re-engagement through flexible learning options. / BSL

by Brotherhood of St Laurence | Myconos, George.

Publisher: Fitzroy, Vic. Brotherhood of St Laurence 2010Description: 23 p. PDF.Other title: Brotherhood of St Laurence response to Flexible learning options Directions Paper.Online Access: Electronic copy Summary: The government's commitment to improve both the quality and capacity of learning for young people is very welcome. However, the Brotherhood believes a range of additional reforms to current youth support services that go beyond the classroom are still required to significantly improve completion rates and enable a smooth transition to work opportunities. The Brotherhood believes that high quality education occurs in many forms and in many settings. While acknowledging that retention within the mainstream educational setting is the ideal pathway, there is a need to sustain programs educating young Australians beyond the mainstream school setting. The Brotherhood's position on flexible learning options, and on appropriate responses to disengagement from education, is informed by a growing awareness of the value of 'adult' and 'hands-on' learning principles. It is also informed by its experience of successful programs, and its knowledge of the challenges facing providers of flexible learning options, and those faced by young people and families experiencing hardship.Availability: (1)

Community Learning Champions : report on the National Community Learning Champions Support Programme 2009-2011 /

by National Institute of Adult Continuing Education.

Publisher: Leicester, U.K. National Institute of Adult Continuing Education 2011Description: PDF.Online Access: Electronic copy Notes: March 2011Summary: The report will be of special interest to anyone working to improve places and services and to strengthen communities. It will also help those considering setting up or funding Community Learning Champion schemes. Based as the scheme is on the work of volunteers, training and supporting Community Learning Champions effectively is fundamental to their impact, and this requires funds. Community Learning Champions should be viewed as complementary to the work of professionals, not substitutes for them. They have a valuable role to play in engaging people who have proved hard to reach for traditional providers, signposting them and supporting them through learning but also helping to develop new learning opportunities for them. This report outlines the key elements of the programme, local and national, assesses the difference the Community Learning Champions have made and identifies the resources produced. It should be read alongside those resources, especially the toolkits, the training programme and a series of films illustrating various aspects of the work of Community Learning Champions.Availability: (1)

Crazy paving or stepping stones? : learning pathways within and between vocational education and training and higher education. /

by Harris, Roger | National Centre for Vocational Education Research | Rainey, Linda | Sumner, Robert.

Publisher: Adelaide, S.A. National Centre for Vocational Education Research 2006Description: PDF.Notes: URL: '' Checked: 22/04/2009 2:36:58 PM Status: Live Details: HTTP status 200 - Usual success response School to work SCHOOL TO WORKSummary: This study examines patterns of pathways between and within vocational education and training (VET) and higher education. The researchers interviewed 49 students in South Australia who had participated in VET and/or higher education and who had been through more than one transition between VET and higher education. The study concludes that pathways, while not necessarily seamless, nor straightforward, do work for the students interviewed.Availability: Items available for loan: Brotherhood of St Laurence (1).

Early home learning matters : a brief guide for practioners /

by Roberts, Kim | Family and Parenting Institute.

Publisher: London, U.K. Family and Parenting Institute 2009Description: PDF.Online Access: Electronic copy Notes: This is the short companion volume to "Early Home Learning Matters: A good practice guide" by Kim RobertsSummary: This brief guide provides an overview of the key messages for practitioners contained in "Early Home Learning Matters: A good practice guide". This is an essential resource for anyone working with parents of children from birth to five years of age, or developing early years services. The link between social deprivation and poor outcomes for children is well established but, crucially, it is not set in stone. What the evidence also tells us is that when parents provide the experiences that children need for their early development, this has a huge and lasting impact on their future wellbeing and achievement, irrespective of their parents, of material or educational background. Involving and supporting parents by working in partnership is therefore an essential part of early years services.Availability: (1)

Economics and finance of lifelong learning. /

by Organisation for Economic Co-operation and Development.

Publisher: Paris, France Organisation for Economic Co-operation and Development 2001Description: 174p.Online Access: OECD iLibrary (Read only) Availability: (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)

Embedding learning from formal training into sustained behavioural change in the workplace /

by Barker, Cheryle | National Centre for Vocational Education Research.

Publisher: Adelaide, S.A. National Centre for Vocational Education Research 2011Description: PDF.Online Access: Electronic copy Notes: Bibliography p. 28Summary: Through a literature review and interviews with industry and trainers, the study identified a range of potential strategies to assist learners to integrate learning into the workplace. A pilot training program was conducted to test the effectiveness of these strategies. Learners' pre-training benchmarks were established and feedback was sought immediately after the conclusion of training and again two months later.Availability: (1)

Evaluation of the phase 2 raising the participation age trials - final report /

by Great Britain. Department for Education.

Publisher: Cheshire, U.K. Great Britain. Department for Education 2011Description: PDF.Other title: Great Britain. Department for Education. Research report ;.Online Access: Electronic copy Notes: June 2011 SCHOOL TO WORKSummary: The Education and Skills Act 2008 legislated to increase the age of compulsory participation in education or training to age 18 by 2015 and to the end of the year in which young people turn 17 in 2013. Young people will be able to participate in a way that suits them: for instance in full-time education at school or college, on an Apprenticeship, or part-time if they are also working or volunteering full-time. Achieving full participation of young people in education or training until age 18 will require all parts of the education system to play their part. Ultimately, however, it will be local authorities (LAs) that will be responsible for ensuring that young people in their areas participate and for providing the support young people need to overcome any barriers to learning.Availability: (1)

From initial education to working life : making transitions work /

by Organisation for Economic Co-operation and Development.

Publisher: Paris, France Organisation for Economic Co-operation and Development 2000Description: 203 p. : ill.Online Access: OECD iLibrary (Read only) Notes: Website : "Education and skills"-- cover. Bibliography: p. 163Availability: (1)

From participation to leadership : evaluation of the Community Service Leadership Program

by Boese, Martina | Brotherhood of St Laurence.

Publisher: Fitzroy, Vic. Brotherhood of St Laurence 2010Description: ix, 32 p.Online Access: DOWNLOAD PDF Notes: Bibliography : p. 31-32 Summary: The Community Service Leadership Program (CSLP), developed by the Brotherhood of St Laurence and the Rotary Club of Melbourne, enabled disadvantaged young people in alternative educational settings to explore, devise and implement projects to benefit their local community. Evaluation by BSL researchers indicated that the model achieved positive outcomes for students (from increased communication and work-related skills to greater understanding of social issues), for teachers (in applying a pedagogy which fostered student initiative and interaction with the community) and for community organisations (in mutual respect between age-groups and between cultural groups).Availability: Items available for loan: Brotherhood of St Laurence (2).

Hot topic : ICT teaching and learning support services : strategic ICT advisory service /

by Lamshed, Reece | Australia. Department of Education, Employment and Workplace Relations.

Publisher: Canberra, A.C.T. Australia. Department of Education, Employment and Workplace Relations 2009Description: v, 55 p. : ill.Online Access: DOWNLOAD PDF Notes: This report is part of the Strategic ICT Advisory Service, funded by the Australian Government?s Department of Education, Employment and Workplace Relations.Summary: This report uses a series of case studies to develop a dynamic and responsive ICT service model that attends to the day-to-day user demands and the ever-changing ICT environment, but at the same time, maintains standards and security.Availability: Items available for loan: Brotherhood of St Laurence (1).

Hunger for learning : nutritional barriers to children's education /

by Child Poverty Action Group.

Publisher: Auckland, N.Z. Child Poverty Action Group NZ 2011Description: PDF.Online Access: Electronic copy Notes: July 2011 Bibliography : p. 41-47Summary: "Hunger for Learning reports on an important piece of work undertaken by the Child Poverty Action Group. It provides significant data about the experiences of schools which have provided breakfast programmes and about what is required to run these programmes effectively to meet the needs of their students and school communities. It identifies both the advantages of those programmes and the requirements to ensure that all children start the school day adequately nourished. On the basis of the data gathered and the experiences of the national and international initiatives, CPAG is recommending here that breakfast programmes be started in all decile 1 and 2 primary and intermediate schools, supported by a dedicated budget allocation and local business and community partnerships."Availability: (1)

If only we knew what we know : the transfer of internal knowledge and best practice. /

by O'Dell, Carla | C. Grayson, Jackson Jr.

Publisher: New York, NY Free Press 1998Description: xvi, 238 p.Notes: Includes bibliographical references (p. 231-232) and index.Availability: Items available for loan: Brotherhood of St Laurence (1).

Informing choice in post 16 education and learning /

by Crowther, Kathryn | Great Britain. Department for Business, Innovation and Skills.

Publisher: London, U.K. Great Britain. Department for Business, Innovation and Skills 2011Description: PDF.Other title: Great Britain. Department for Business, Innovation and Skills.Online Access: Electronic copy Notes: November 2011 URN 11/1364 Includes bibliographical referencesSummary: Report of a study commissioned by BIS to determine the type of information that would most effectively support learners, employers and advice and guidance intermediaries in making choices about post-16 provision. This included all government funded post-16 education and training, but not higher education provision. Underlying parent and learner survey data for this publication is also available in a machine processable format on the Transparency/Report Data webpage.Availability: (1)

Innovating to learn, learning to innovate /

by Organisation for Economic Co-operation and Development.

Publisher: Paris, France Organisation for Economic Co-operation and Development 2008Description: 256 p.Notes: Contents: 1. The Search for Innovative Learning Environments / Francisco Benavides, Hanna Dumont and David Istance -- 2. Optimising Learning: Implications of Learning Sciences Research / R. Keith Sawyer -- 3. Toward Research-based Innovation / Carl Bereiter and Marlene Scardamalia -- 4. The Contribution of Alternative Education / Anne Sliwka -- 5. Situated Pedagogies, Curricular Justice and Democratic Teaching / Mar Rodr guez-Romero -- 6. The Construction of Learning Environments: Lessons from the Mexico Exploratory Phase / Juan Cassassus, Mar a de Ibarrola, Lilia P rez-Franco, Juana M. Sancho-Gil, Marcela Tovar-G mez, Margarita Zorrilla -- 7. What Makes Innovations Work on the Ground? / Mar a Cecilia Fierro-Evans -- 8. The Dynamics of Innovation: Why Does it Survive and What Makes it Function / In s Aguerrondo -- 9. Open Learning: A Systems-driven Model of Innovation for Education / Tom Bentley. Family & early yearsSummary: "OECD economies have experienced the transformation from their traditional industrial base to the knowledge era, in which learning and innovation are central. Yet, many of today s schools have not caught up: they continue to operate as they did in the earlier decades of the 20 century. This book summarises and discusses key findings from the learning sciences, shedding light on the cognitive and social processes that can be used to redesign classrooms to make them highly effective learning environments. It explores concrete examples in OECD countries, from alternative schools to specific cases in Mexico, in which the actors are seeking to break the mould and realise the principles emerging from learning science research. The book also asks how these insights can inspire educational reform for the knowledge era, in which optimising learning is the driving aim and in which innovation is both the widespread catalyst of change and the defining result." -- OECD websiteAvailability: Items available for loan: Brotherhood of St Laurence (1).

Integrating lifelong learning perspectives /

by Medel-A onuevo, Carolyn (ed.) | UNESCO Institute for Education.

Publisher: Hamburg, Germany UNESCO 2002Description: xxi, 306 p.Online Access: Electronic copy Summary: Learning throughout life is a common sensical principle nobody will argue about. What is presently being contested and interrogated is lifelong learning as an educational principle that has to be contextualized in the age of globalization in the 21st century. One of the first international attempts to influence educational policies to follow a lifelong perspective is the 1972 Faure Report. Using then the term, lifelong education, this UNESCO-initiated report, proposed the adoption of lifelong education as the master concept for educational policies for both developed and developing countries. For a complex set of reasons, however, very few countries were able to implement such a proposal. ; Twenty-four years later, the vision of the Faure report was rearticulated through the Delors Report. While the Faure Report used ?Learning to Be? as its core concept, the Delors Report expounded on the four pillars of learning: learning to be, learning to know, learning to do, and learning to live together. Since its dissemination in 1996, the Delors Report has gained ground. It would, however, be too simplistic to attribute the widespread adoption of the lifelong learning discourse only to the Delors Report -- Introduction-ExtractAvailability: (1)

Later life learning : unlocking the potential for productive ageing 2010 /

by Engelbrecht, Cappy | National Seniors Australia Productive Ageing Centre | Skladzien, Ellen.

Publisher: Braddon, A.C.T National Seniors Productive Ageing Centre (NSPAC) 2010Description: [21 p.] : tables. PDF.Online Access: Electronic copy Notes: Octorber 2010Summary: Engagement in learning throughout life has been linked to economic, social and health benefits. Unfortunately, individuals who are the most likely to benefit from continued learning are the least likely to participate. As older adults become an increasing proportion of the population, it is important to consider the role that later life learning may play in unlocking the potential for productive ageing. This report shows that later life learning is different in scope, range, purpose, content and mode of engagement compared to the learning normally undertaken earlier in life. The challenge is to provide a broader range of suitable places where older people can come together to pursue interests together.Availability: (1)

Leadership for 21st century learning /

by Organisation for Economic Co-operation and Development.

Publisher: Paris, France OECD 2013Description: 204 p. (Online Resource).Online Access: Website Summary: This volume is part of the influential series of OECD reports on Innovative Learning Environments. 'Learning leadership' is fundamental because it is about setting direction, taking responsibility for putting learning at the centre and keeping it there. This becomes increasingly complex in 21st century settings, calling for innovation and going beyond the heroics of individual leaders. Many need to be involved, bringing in diverse partners at different levels. This is all explored in this volume. It clarifies the concepts and the dimensions of learning leadership relating it to extensive international research and identifying promising strategies to promote it. Specific examples are drawn from Austria, Australia, Canada, Israel, Norway, Singapore, Spain, the United Kingdom and the United States. There is an extensive overview that addresses the 'why, what, how, who, where, and when' of learning leadership. Among the international experts contributing to this volume are James Spillane, John MacBeath, Louise Stoll, and Clive Dimmock. This report will prove to be a valuable resource for all those interested in schooling. It will be of particular interest to teachers and teacher educators, advisors and researchers, the voluntary sector and teacher associations, and, first and foremost, education leaders themselves.Availability: Items available for loan: Brotherhood of St Laurence (1).

Learning choices : a map for the future /

by Te Riele, Kitty | Dusseldorp Skills Forum.

Publisher: Bondi Junction, N.S.W. Dusseldorp Skills Forum 2012Description: PDF.Online Access: Electronic copy Notes: April 2012 Includes bibliographical referencesSummary: "This report has been commissioned to provide an overview of the field of alternative education provision in Australia, the multitude of inclusive and flexible learning programs and initiatives that DSF refers to as Learning Choices. The report draws together the data and key findings of available research nationally, and identifies the recognised gaps in knowledge that can inform a future research agenda."--Executive Summary.Availability: (1)

Learning selves and citizenship : gender and youth transitions /

by Hall, Tom | Coffey, Amanda.

Publisher: 2007Availability: No items available

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