The report makes a distinctive contribution to our understanding of the different ways that families support post-school transitions. The authors collected data from in-depth interviews with Learning for Life students and members of their families. The stories derived from the interview process provide insights into the worlds and family contexts of our students and also about the types of support they need to build on their strengths in achieving the post-school goals that they are setting for themselves.
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.
Abstract
The creation of a flexible education system, including procedures for the validation of previous education and other forms of knowledge should be one of the objectives of higher education institutions as well as other institutions that are engaged in adult education. To be effective, the system must be developed and implemented in partnership with employers, individuals and educational institutions. This article describes the situation with respect to the recognition of prior learning in EU countries and the Slovenian reactions to them.
The article brings into question the issue of regional network strategies aiming at implementing structures of lifelong learning in the local context, the so-called learning communities. Facing a broad diversity in their implementation all over Europe, one can observe on the other hand much less effort to discuss conceptual frameworks that deal explicitly with this subject as a whole.
The Australasian Survey of Student Engagement (AUSSE) provides a practical lens for assessing and responding to the significant dynamics, constraints and opportunities facing higher education. It stimulates evidence-based conversations about students’ involvement in the activities and conditions which empirical research has linked with high-quality learning and outcomes.
Engaging social and professional communities around students with high educational needs has come to be seen as an active protective process for these students. This paper examines the role of state and local agencies (education, health, families, communities, and criminal justice) in documenting but not altering student trajectories towards life failure.
Students in disadvantaged schools are often seen as lacking in ability, motivation and appropriate academic skills. In a practitioner-university collaborative project which investigated literacy, information and communication technologies and educational disadvantage, student researchers made short films about new technologies in their school. The authors discuss positive metaphors that their films brought to mind for us: apprentice theorists, word players, cadet film producers, novice researchers and global communicators.
This article provides an alternative perspective on what it means to ‘do school’ in a disadvantaged community, particularly in the way that disadvantage is reproduced for marginalised students. It explores the mobility of teachers (temporarily) working in a small secondary school located in an economically depressed regional community in Australia, characterised by high levels of unemployment, high welfare dependency and a significant indigenous population.
