Provision for students with learning difficulties in general colleges of further education - have we been going round in circles?

This is a PDF version of an article published in British journal of special education© 2006. The definitive version is available at www.blackwell-synergy.com.This article discusses the current situation for students with severe learning difficulties in general colleges of further education. Findings are presented from a critical review of the literature and a small-scale preliminary investigation which set out to explore the idea that, despite radical changes to the special school sector and to the structure and organisation of further education, provision in colleges of further education for these students is poorly focused. Students with severe learning difficulties experience provision that is, at best, circuitous and repetitive and that, at worst, leads individuals back into dependence, unemployment and social segregation. Using the outcomes of interviews and the scrutiny of inspection reports, a searching critique of current practice and an interesting set of recommendations for ways in which the situation could be radically reviewed and improved is provided

The Australian Research Quality Framework: A live experiment in capturing the social, economic, environmental, and cultural returns of publicly funded research

Copyright @ 2008 Wiley Periodicals Inc. This is the accepted version of the following article: Donovan, C. (2008), The Australian Research Quality Framework: A live experiment in capturing the social, economic, environmental, and cultural returns of publicly funded research. New Directions for Evaluation, 2008: 47–60, which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1002/ev.260/abstract.The author regards development of Australia's ill-fated Research Quality Framework (RQF) as a “live experiment” in determining the most appropriate approach to evaluating the extra-academic returns, or “impact,” of a nation's publicly funded research. The RQF was at the forefront of an international movement toward richer qualitative, contextual approaches that aimed to gauge the wider economic, social, environmental, and cultural benefits of research. Its construction and implementation sent mixed messages and created confusion about what impact is, and how it is best measured, to the extent that this bold live experiment did not come to fruition

International student survey 2014

Introduction This report documents research into the experiences of international students studying in Australia. The survey sought responses from international students studying onshore in the higher  ducation, vocational education and training (VET) and English Language Intensive Courses for Overseas (ELICOS) Students sectors, using the International Student Barometer (ISB) survey instrument. A separate survey instrument was used to seek responses from international students aged 16 years or over studying in Australian secondary schools in years 11 and 12. The 2014 International Student Survey (ISS) follows equivalent surveys conducted in Australia in 2012 and 2010. This 2014 overview report focuses on the satisfaction levels reported by respondents against a number of key indicators. In addition, high-level comparisons are made with 2014 international benchmarks obtained from use of the ISB survey instrument in other major destination countries for international students. Hence the report not only provides information about international students’ experience in Australia, but also how their experience compares to international students studying elsewhere in the world

National school chaplaincy and student welfare program guidelines

The National School Chaplaincy Program is a voluntary program that assists school communities to support the spiritual, social, and emotional wellbeing of their students. This can include support and guidance about ethics, values, relationships and spirituality; the provision of pastoral care; and enhancing engagement with the broader community. Commencing in January 2012, the Program builds upon the success of the National School Chaplaincy Program and supports school communities to establish school chaplaincy and student welfare services or to enhance existing services. The major changes to the Program include: a new title for the Program choice of support worker minimum qualification requirements for funded school chaplains/student welfare workers improved complaints handling mechanisms an increase in the maximum grant for schools in remote locations and minimum standards for funding recipients

Disciples Of Christ Silver Anniversary Of Religious Education: Illinois Edition

https://digitalcommons.acu.edu/crs_books/1251/thumbnail.jp

Every Child Matters outcomes: What Do They Mean for Disabled Children and Young People?

To date, little attention has been paid to the appropriateness of the Every Child Matters (ECM) outcomes framework to disabled children. This article reports findings from a research project which sought the views of disabled children and their parents about their desired outcomes. Twenty-nine children and 90 parents were interviewed. The findings indicate that ECM outcomes are appropriate to disabled children but can have different meanings. In addition, the need to recognise the importance of maintaining outcomes, as well as progress, is highlighted