The findings from the report assist in developing an enhanced understanding of the trajectory and interplay of influences exerted by variables in the family context on career choices. The report adds to the evidence which guides the development of The Smith Family’s Learning for Life strategy and suite of programs.
STEPS For The Future is a computer game created by James Cook University students working in partnership with Region 22 National Disability Coordination Officer (NDCO). The game was created to provide an engaging format to convey positive messages to young people experiencing disability or other barriers to achieving their study and employment goals.
This article describes EXCEL, a program that encourages youth underrepresented in higher education to enroll in higher education, specifically at the sponsoring university. Eighty-three eighth grade students with GPA of B and above and standardized test scores at grade level or above were randomly assigned to the program or to a control group. The program guaranteed a scholarship to the sponsoring university and provided enrichment activities throughout high school. Program students were more likely to enroll at the sponsoring university than were control students.
Congratulations to the following EOPHEA members for being recognised by the Australian Teaching and Learning Council an receiving a Citation for Outstanding Contributions to Student Learning:
In April 2002, the Council of Australian Governments commissioned the Steering Committee to produce a regular report against key indicators of Indigenous disadvantage. The report draws on extensive evidence to identify the areas where government policies will have the greatest impact. Over time, the report measures the effects of those policies - and reveals where more
effort is required.
This project identifies ways to improve learning outcomes of students with disabilities enrolled in mainstream classes in the early, middle and post-compulsory years of schooling. The focus is on the activities, interactions and materials that make classroom practice inclusive and that lead to improved outcomes for all students. Attention was also directed to the professional development need of teachers so that they acquire the knowledge and skills to implement inclusive classroom practices.
The paper aims to contribute to the development of a new equity blueprint for VET by exploring the past – what has already been achieved and learned – and looking to the future – where further efforts are required.
