ethanporcaro/eric-fulltext-meta huggingface dataset:
Shall We Dance? The Story of the Radiance Dance Project
Author: Ehrich, Lisa Catherine
Date: 2010-07-00
Type: Journal Articles
Subjects: Video Technology,Females,Adult Education,Adult Learning,Adult Students,Program Effectiveness,Leadership,Theory Practice Relationship,Interviews,Observation,Workshops,Ethics,Empowerment,Dance Education,Dance,Adult Educators,Adults,Disabilities,Foreign Countries

Community workers are often described as unsung heroes who work for, with and alongside others in order to make qualitative differences to the communities they serve. This paper reports on the story of a community-based arts educator, Morgan Jai-Morincome, winner of the ACT Adult Learners Week Award for an outstanding program in 2007. This program, referred to as The Radiance Dance Project, is an inclusive performance project open to women with and without disabilities that culminates in a yearly performance. Via an interview with Morgan, observations of a workshop she provided for the women in her 2009 program, and a viewing of a DVD of the 2008 dance performance, this case study provides an illustration of the power of arts-based educative processes for breaking down barriers between people with and without disabilities. It draws upon constructs from ethical leadership theory and empowerment theory to interpret her ideas and practices.
Literacy Practitioners' Perspectives on Adult Learning Needs and Technology Approaches in Indigenous Communities
Author: Eady, Michelle
Date: 2010-07-00
Type: Journal Articles
Subjects: Literacy Education,Focus Groups,Adult Learning,Interviews,Foreign Countries,Adult Literacy,Teaching Methods,Technology Uses in Education,Barriers,Indigenous Populations,Adult Students,Adult Education,Reading Teachers,Student Needs,Individual Needs

Current reports of literacy rates in Australia indicate an ongoing gap in literacy skills between Indigenous and non-Indigenous Australian adults, at a time when the literacy demands of work and life are increasing. There are many perspectives on what are the literacy needs of Indigenous adults, from the perspectives of community members themselves to the relatively under-researched perspective of literacy practitioners. This paper provides the insights, experiences and recommendations from adult literacy practitioners who work with adult Indigenous learners in communities across Australia. Focus group interviews, using an online synchronous platform, were used to elicit views about the literacy needs of Indigenous adults in communities and the successes in and barriers to meeting those needs. The practitioners also shared their views on the use of technology in literacy learning. Together, these views can inform future directions in curriculum design and teaching approaches for community-based Indigenous adult literacy education.
Pathway for Student Self-Development: A Learning Orientated Internship Approach
Author: Cord, Bonnie
Date: 2010-07-00
Type: Journal Articles
Subjects: Internship Programs,Adult Learning,Undergraduate Students,Outcomes of Education,Foreign Countries,Labor Force Development,Skill Development,Communication Skills,Interpersonal Competence,Self Esteem,Motivation

Higher education is facing new challenges in preparing students for the workforce. As demands increase for students to differentiate themselves when seeking employment, it becomes necessary for higher education and vocational providers not only to understand these challenges, but also to provide a pathway for students to develop the skills necessary to become sought-after employees. This paper presents a learning orientated internship approach as one such pathway that aims to provide students, as adult learners, with the opportunity to apply their knowledge and gain new skills in a work context. The paper provides insight into students self-reported learning outcomes after undertaking the learning orientated internship program. Preliminary findings reveal that communication, interpersonal skills and personal insights are common areas of self-development through this program. (Contains 3 tables.)
Using Appreciative Inquiry to Explore the Professional Practice of a Lecturer in Higher Education: Moving towards Life-Centric Practice
Author: Giles, David
Date: 2010-07-00
Type: Journal Articles
Subjects: Inquiry,College Faculty,Teaching Experience,Best Practices,Teacher Student Relationship,Values,Faculty Development,Foreign Countries

This paper reports on a strategy for exploring the life-centric practice of a lecturer in Higher Education. The initiative for this inquiry arose out of the realisation that there did not appear to be positive, heart-lifting stories in a lecturer's current teaching experiences. Using an appreciative eye and supported by a critical friend, life-giving experiences were &quot;stalked&quot; from the past. The hope in this endeavour was to find greater meaning in the lecturer's best professional practice. Using an Appreciative Inquiry approach, this endeavour rejuvenated the lecturer's professional practice. As life-centric stories were recalled, provocative propositions were constructed that became the basis of a personalised action plan for future professional practice. This paper outlines the nature of the journey and the heartfelt discoveries.
Approaches to the Postgraduate Education of Business Coaches
Author: McCarthy, Grace
Date: 2010-07-00
Type: Journal Articles
Subjects: Electronic Learning,Performance Based Assessment,Professional Associations,Foreign Countries,Coaching (Performance),Teaching Methods,Change Strategies,Educational Strategies,Educational Practices,Skill Development,Andragogy,Constructivism (Learning),Transformative Learning,Delivery Systems,Educational Theories,Likert Scales,Business Education,Business Skills,Training Methods,Training Objectives

This paper focuses on the education and training of business coaches, specifically at the Masters/graduate level. The paper first reviews the knowledge and skills required of business coaches, comparing the recommendations of professional associations and the literature. Next the paper reviews the approaches to education which are best suited to help students acquire knowledge and skills, and how these may be assessed. The paper discusses the challenge of developing both knowledge and skills, and the use of e-learning as an on-going support for students. The benefits of authentic assessment and a varied approach to learning are also reviewed. Thirdly, the paper reports on the experiences of a new Master of Business Coaching at Sydney Business School, University of Wollongong, Australia, providing both performance and perception data from the first cohort of students. Possible reasons for the students' strong performance are suggested. (Contains 8 tables.)
Challenges in Aligning Workplace Learning with Business Goals: A Perspective from HRD Professionals in New Zealand
Author: Short, Tom
Date: 2010-07-00
Type: Journal Articles
Subjects: Workplace Learning,Foreign Countries,Human Resources,Strategic Planning,Industrial Training,Organizational Development,Alignment (Education),Focus Groups,Constructivism (Learning),Influences,Organizational Objectives,Organizational Theories,Labor Force Development,Barriers,Occupational Surveys,Employer Attitudes

Modern organisations have become more complex, less mechanistic and increasingly sensitive to rapid changes in the external environment than in previous eras. Today, executives lead employees through a maze of complexity and changing contexts. However, another group of dedicated professionals, the human resource managers and practitioners, also play a big part in shaping business success. For human resource managers, learning how to cope with a diverse range of people-centred challenges has generated a succession of workplace development initiatives aimed at aligning education and training with business strategy (Anderson 2009). In the knowledge economy, the value of workplace education and training has become a mantra for business survival. Simultaneously, in response to a requirement for change, the human resource management (HRM) profession has engaged in frequent and often inward-looking processes to re-define its own contribution, not only to the effectiveness of an enterprise but also to the individual employee and wider community. Within this evolution, in some organisations, the traditional sub-areas of HRM, such as human resource development (HRD), have gradually become detached from mainstream HRM and assumed a role quite different in both purpose and approach to from the more hegemonic notion of resources management. This paper draws insights from a group of senior HRD professionals in New Zealand to review the significance of workplace learning in a strategic context and identify the challenges the profession faces in meeting the demands of complex workplaces. The paper focuses on how HRD professionals go about aligning learning activities with business objectives--often with mixed results.
Formal and Informal Learning Opportunities in Government Organisations: Experiences of Public Sector Employees from Six Asian Nations
Author: Mokhtar, Intan A.
Date: 2010-07-00
Type: Journal Articles
Subjects: Human Capital,Informal Education,Lifelong Learning,Foreign Countries,Public Sector,Educational Opportunities,Professional Development,Government Employees,Public Agencies,Interviews,Learning Experience,Asians,Educational Policy,Expectation,Comparative Education,Comparative Analysis,Institutional Characteristics,Regional Characteristics,Employee Attitudes,Industrial Psychology,Industrial Training,Occupational Information,Job Skills

Lifelong learning and professional development have been the focus of government organisations after the 21st century was declared the &quot;learning century&quot;, amidst the impact of globalisation and growth of knowledge-based economies. Although lifelong learning and professional development opportunities are available in most government organisations, the conditions for civil servants to take up such opportunities differ across organisations and, even more so, across countries. In addition, the expectations of learning and development from such opportunities also vary, with some organisations focusing on specific work-based competencies, others on formal education and qualifications. However, lifelong learning and professional development in government organisations seldom include informal learning, which forms a part of daily leisure time yet involves human capital enhancement that indirectly impacts work performance. Informal learning, which is facilitated by individual information literacy competencies that involve information search, retrieval, evaluation and use in varying contexts, is largely for personal development rather than economic efficiency, but is equally important in developing effective individuals and knowledge workers. In this exploratory study, semistructured interviews were conducted with 18 civil servants from six Asian countries to elicit their experiences with regard to lifelong learning policies and professional development opportunities in their respective government organisations, expectations of learning and development from such opportunities, as well as provisions for informal learning opportunities. Shared characteristics as well as distinct differences across the interviewees' organisations and countries are discussed. Finally, recommendations based on these similarities and differences are made specifically to encourage government organisations to review existing lifelong learning policies and professional development opportunities available to civil servants. (Contains 1 table.)
Study Circles and the Dialogue to Change Program
Author: Brennan, Mary
Date: 2010-07-00
Type: Journal Articles
Subjects: Democracy,Citizen Participation,Foreign Countries,Cooperative Learning,Group Activities,Adult Education,Adult Learning,Adults,Interpersonal Communication,Group Dynamics

The origins of study circles can be traced back to the Chautauqua movement in the USA in the late nineteenth century. However, interest diminished in the USA and the Swedes discovered and enthusiastically imported the study circle idea as a remedy to their problems of poverty and illiteracy and to educate the broadest possible spectrum of society in the art of democracy. Over the next 100 years, Sweden developed the process to such an extent that the Government now subsidises this form of education and uses it not only to educate people about government policies, but to receive feedback from the public. Today, over three million people participate annually in 350,000 study circles in Sweden. In recent decades, the use of study circles has spread throughout the world from the United States to Bangladesh--and now Australia. In Australia the sporadic experience and understanding of this unique method has not been pooled. Many different iterations and adaptations have been used over time. Australia now needs to build a systemic capability to make use of such a powerful program. The significant study circle activity in Australia's past demonstrates, and is testimony to, the need to bring together in an organised manner the experiences of the current and past study circle activity. A Dialogue to Change Program is a type of community dialogue process that can help people explore complex issues, make some decisions and begin to take action. At the heart of the Program are study circles, where people come together to have deliberative dialogue on an issue. A Dialogue to Change Program is a community-driven process that recruits from all community sectors. The authors discuss the process of organising a Dialogue to Change Program.
Training, L&D, OD, HRD--What's in a Name?
Author: O'Toole, Sean
Date: 2010-07-00
Type: Journal Articles
Subjects: Labor Force Development,Adult Education,Job Training,Organizational Development,Skill Development,Workplace Learning

This article describes the various aspects of human resources development and highlights the intersections and the differences between what are often mistakenly viewed as interchangeable concepts. It argues that, while it is generally accepted that developing staff is fundamental to good organisational health and business outcomes, a clear understanding of how this should be achieved is often hampered by an identity crisis in the field itself.
Skilling Australians: Lessons from World War II National Workforce Development Programs
Author: Dymock, Darryl
Date: 2010-11-00
Type: Journal Articles
Subjects: War,Foreign Countries,Labor Force Development,Educational History,Social Change,Industrial Training,Training Methods,Training Objectives,Job Skills,Skill Development,Educational Development,Technical Education,Program Administration,Vocational Education,Vocational Rehabilitation,Job Training,Program Implementation,Program Descriptions

Governments are currently mobilising their national workforces to compete effectively in a globalised economy where being export-effective and import-competitive are necessary to secure national economic and social goals. Australia is no exception here. Yet, in this country, as in others, similar mobilisations occurred in earlier times, most noticeably during wartime. This article describes and discusses two particular measures during and after the Second World War: the Commonwealth Technical Training Scheme and the Commonwealth Reconstruction Training Scheme. Beyond providing an historical account of these two national schemes for skilling Australians, the paper identifies the importance of securing a national consensus and the engagement of all parties, and showing sensitivity towards those who participate in such programs. Particularly salient is that although national-focused, the success of these programs was premised on effective localised arrangements, where diligent administrators and educators seemingly worked closely with local employers and unions to realise their effective implementation. (Contains 4 tables.)
Teaching Adult Education History in a Time of Uncertainty and Hope
Author: Brown, Tony
Date: 2010-11-00
Type: Journal Articles
Subjects: Graduate Students,Adult Education,History Instruction,Graduate Study,Educational History,Social Influences,Context Effect,Politics of Education,World Problems,Global Approach

Adult education's continuing purpose has been questioned by writers for over twenty years and today the re-organisation and closure of some University departments brings this issue to the fore. This paper takes up the theme of really useful knowledge in a changing world from the standpoint of teaching adult education history to graduate students. Many enter their new field of practice unaware of the specific social contexts of the foundations of adult education in different places, or the genealogy of its current manifestations. Examining these different contexts, traditions, practices and practitioners can enable students to better locate themselves, connect with different traditions, understand the past and position themselves for their future. Secondly, the paper considers the idea of locating oneself in a rapidly changing political economy that has emerged from the global economic crisis and recession, the effects of which are expected to continue into the next decade.
Diversity and Excellence: Prompts from the History of the Tertiary Education Sector
Author: Beddie, Francesca
Date: 2010-11-00
Type: Journal Articles
Subjects: Postsecondary Education,Adult Education,Adult Learning,Foreign Countries,Educational Policy,Educational History,Vocational Education

In 2010, fifty years after the establishment of the association now called Adult Learning Australia (ALA), the association still faces the dilemma about how to sell its message that adult learning matters. The dilemma is one of philosophy: in the nineteenth century, it was liberalism versus utilitarianism; in the mid-twentieth, the instrumental versus cultural; today, the dichotomy is couched in terms such as &quot;social inclusion&quot; versus &quot;productivity&quot;. The tension goes back to the very early days of white Australia's approach to adult education. Here, the author offers an historical perspective on the development of tertiary education in Australia. Her hope is that a better understanding of this evolution will help identify issues individuals need to discuss as they move towards a more integrated tertiary education sector. These issues are essentially about the purpose and value of adult education, matters at the heart of Adult Learning Australia's remit. This paper is also the further airing of the author's argument that history needs to be better represented in the mix of policy development.
Recollections on the Association over Five Decades
Date: 2010-11-00
Type: Journal Articles
Subjects: Adult Education,Professional Associations,Recognition (Achievement),Educational History,Organizational Theories,Foreign Countries,Reflection,Organizational Effectiveness,Organizational Objectives,Opinions,Adult Learning,Institutional Characteristics

This article presents contributions that present recollections on the Australian Association of Adult Education (AAAE) over five decades. In these contributions, the authors talk about the association in the 1960s, 70s, 80s, 90s, and 2000s.
Agenda for a National Association
Author: Duncan, W. G. K.
Date: 2010-11-00
Type: Journal Articles
Subjects: Adult Education,Educational Policy,Professional Associations,Position Papers,Organizational Objectives,Institutional Mission,Institutional Role,Institutional Characteristics,Foreign Countries,Educational Development,Change Strategies,Educational Change,Organizational Change

It may be salutary to remember that the new Australian Association had a predecessor (in the Federal Council of the W.E.A.) to acknowledge its achievements and to probe for the causes of its eventual failure. Within the first five years of its existence, the W.E.A. Series had brought out no less than seven creditable works. Most of them were modest in scale, all of them unimpressive in appearance. But, remembering the limited, non-affluent market for which they catered, and the heavy lecturing and administrative burdens shouldered by their authors, one can appreciate the courage and the &quot;sense of mission&quot; that must have informed the adult education movement in those days. With bigger staffs nowadays, and a wider, more affluent market--surely here is an immediate challenge to the new-formed Association. Just what are the most urgent problems, demanding the immediate attention of the Association and its executive officers, it would be presumptuous for the author, as an outsider, to say. But there are plenty of important tasks with which it could, and the author hopes eventually will, concern itself. In this article, the author discusses the need and the agenda for a national association. Although the national association will press for increased financial assistance for its own work, the author argues that it will also contribute ideas and proposals concerning educational policy as a whole. The author believes that the problem of schools can never be solved in isolation.
Agenda for a National Association ... 50 Years on
Author: Brennan, Barrie
Date: 2010-11-00
Type: Journal Articles
Subjects: Adult Education,Professional Associations,National Organizations,Position Papers,Reader Response,Institutional Mission,Organizational Objectives,Change Strategies,Organizational Change,Agenda Setting,Criticism,Organizational Theories

This article presents the author's response to to W.G.K. Duncan's 1961 paper, &quot;Agenda for a national association&quot;, in the first number of the &quot;Australian Journal of Adult Education,&quot; the journal of the newly established Australian Association of Adult Education (AAAE). The brief has been interpreted in this way. Duncan viewed AAAE as an &quot;outsider&quot; and proposed challenges for the new association without giving guidance as to how the challenges may have been met. As an &quot;insider&quot;, the author proposes to review Duncan's challenges, how they were dealt with, or ignored. Then he plans to look at newer challenges that the growing association has had to meet and some current concerns.
The International Importance of a National Association
Author: Hutchinson, Edward
Date: 2010-11-00
Type: Journal Articles
Subjects: Adult Education,Professional Associations,Global Approach,Foreign Countries,Organizational Objectives,Institutional Mission,Institutional Characteristics,Performance Factors,Role of Education,Institutional Role,Adult Learning,Organizational Theories,International Cooperation,Institutional Cooperation,Social Capital

It is the author's experience that some of the most perplexing and time-consuming problems that face the chief executive of a National Association in Adult Education, arise out of international contacts. He thinks it is very wise that the Australian Association should give attention to the matter early in its existence. By so doing, the author opines that it can avoid some of the pitfalls and can offer creative leadership and example that may be of the greatest value in the next half century. One thing is certain--there is no established pattern of international relationships into which a new national association can fit comfortably and conveniently. There are a number of connecting strands but there is nothing approaching an organized network with a clearly discernible pattern. The author contends that it is not possible to establish a nationally representative body in adult education without the rest of the world assuming that it is a proper point of reference and contact. To make the most of this fact without falling foul of the rightful autonomies of the member bodies can be a very difficult operation. In large measure solutions have to be found ad hoc in the light of experience but a clear recognition, at the outset, that &quot;National&quot; and &quot;International&quot; are not wholly separable terms, will almost certainly ease the task. The author discusses the nature and extent of national associations and provides practical implications for a National Association of Adult Education.