Author: Ajal

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Adult learning and recognition of prior learning: The “white elephant” in Australian universities

Author: Tricia A Fox, Faculty of Education, Queensland University of Technology

Edition: Volume 45, Number 3, November 2005

Summary:  Adult learners are being attracted to university programs based on the granting of either academic credit or the recognition of prior learning (RPL). Typically, this attraction is being aligned to fast-tracking degree attainment or student cost effectiveness. It appears from the literature that there are varied interpretations and application of RPL within Australian universities. This can be problematic for adult learners with diverse experiences and expectations. Given the uniqueness of university learning, the future political changes to occur in Australian universities, and the problems with RPL that adult learners experience in university learning, it is timely for Australian universities to establish RPL practices that are transparent and consistent.

Keywords: RPL, university, adult learners

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The Workers’ Educational Association of Victoria and the University of Melbourne: A clash of purpose?

Author: Gordon Dadswell, School of Professional Development and Leadership, University of New England

Edition: Volume 45, Number 3, November 2005

Summary:  The paper challenges an argument made by Alf Wesson in 1972. His argument was that the failure of the University of Melbourne Extension Board to work effectively with the Worker’s Educational Association of Victoria was almost exclusively as a result of the poor management skills and personality of the Director of University Extension, Professor John Gunn. The paper argues that in fact it was the failure by four University of Melbourne inquiries to resolve a difficult situation. The lack of resolution was due to a complete misunderstanding by the University of the role of the Workers’ Educational Association

Keywords: Extension, director, inquiry

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The globalisation of thinking styles: East meets West or never the twain shall meet

Author: Francesco Sofa, University of Canberra

Edition: Volume 45, Number 3, November 2005

Summary:  The research examined how Chinese leaders view the thinking process, what thinking styles they value and how they prefer to think. The methodological framework used quantitative analyses of two thinking styles inventories. The survey included a sample of nearly 300 leaders from a wide representation of industry sectors across China who completed Sofo’s Thinking Style Inventory (TSI) (Sofo 2002). Additionally, 22 of these leaders completed three forms of thinking style (Sternberg 1997). Another sample of 172 non-education leaders’ thinking styles were compared with 48 educational leaders’ thinking styles using independent sample t-tests and supported by analysis of variance. The findings showed that Chinese leaders have strong preferences for ‘executive’, ‘judicial’ and ‘legislative’ styles of thinking as well as high preferences for independent and exploring styles. They reported moderate preferences for ‘inquiring’ and ‘creative’ styles and low preference for ‘conditional’ style, an indication that Chinese leaders may be at the forefront of change in an historically conditional China.

Keywords: China, Sofo, Chinese leaders, preference

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Issues in using self-evaluations in adult education and training

Author: James A Athanasou, Faculty of Education, University of Technology, Sydney

Edition: Volume 45, Number 3, November 2005

Summary:  This paper focuses on two key aspects of self-evaluation in adult education and training through the perspective of (a) a social-cognitive framework which is used to categorise those factors that enhance self-efficacy and self-evaluation, and (b) the accuracy of self-evaluation. The social-cognitive framework categorises the factors that enhance self-evaluation, namely, social messages (e.g. comparison with others, feedback from others, social and cultural stereotypes), personal factors (e.g. the ability level of the rater, the standards and goals of the rater) and situational factors (e.g. the content area being evaluated). The paper reviews the accuracy of self-evaluations and concludes (a) that there is prima facie support from previous meta-analyses for their accuracy, (b) that the accuracy of self-evaluations is likely to be underestimated, and (c) that a focus on individual rather than group comparisons may be more useful for adult education. The educational value of formative self-evaluation for adult education and training contexts is supported.

Keywords: social-cognitive, adult education

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The public sale of funds for Indigenous education: a perspective from Tranby Aboriginal College

Author: Kate Munro, Tranby Aboriginal College

Edition: Volume 45, Number 2, July 2005

Summary:  The discussion begins with an overview of the historical struggle for independence in Indigenous education and highlights the success in the provision of quality education by the community-controlled sector, and more specifically, Tranby. The right to self determination is then contextualised against a backdrop of the Royal Commission Into Aboriginal Deaths In Custody (RCIADIC) and within a framework of international legal authority. Finally the diminution of funding for Indigenous education is discussed with reference to the Indigenous Education (Targeted Assistance) Amendment Bill 2005, and its potential impact on Tranby and the community-controlled sector.

Keywords: Indigenous education, self determination, RCIADIC, custody, legal, community

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In the same breath: Learning, adults with an intellectual disability and the Partner Assisted Learning System

Author: Judy Buckingham, Doctoral candidate, Deakin University

Edition: Volume 45, Number 2, July 2005

Summary:  Since adults with an intellectual disability are accessing not only adult education but the workforce and recreation centres as part of government policies towards greater inclusion, it should be in the interest of educators and workplace trainers to understand more about this particular impairment and its impact on learning. This article considers both intellectual disability, and learning and then describes how these concepts were used to develop the Partner Assisted Learning System – this being the end product of a three year research and development project instigated by Deakin University and Gawith Villa Inc to look for ways to incorporate participatory learning into the everyday experiences of people with an intellectual disability in adult education, recreation and the workplace.

Keywords: intellectual disability, inclusion, impact, learning, Gawith Villa, participatory

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Farmers’ perception of agricultural extension agents’ characteristics as factors for enhancing adult learning in Mezam division of Northwest Province of Cameroon

Author: Oladele O. Idowu, University of Ibadan, Nigeria

Edition: Volume 45, Number 2, July 2005

Summary:  The education of farmers would be result oriented if among other things the learning enhancement situations are created. Farmers’ receptivity to training largely depends on the use of several educational methods by extension agents to reach farmers in Mezam division of Northwest province of Cameroon. Data were collected from May to August 2000 using Kerlinger’s n >= 30 sampling technique in the division since no definite sampling frame could be obtained. The result indicates that majority are males (62.5%); less than 40 years of age (68.6%), had formal education (81.3%), and can speak and write English language (56.3%). Farm visit is the most used teaching method (37.5%), while office calls (12.5%), group meetings (12.5%), and field days (6.3%) recorded low scores in the study area. The factor that was rated  as the most important in enhancing learning of the farmers was that extension agents should be knowledgeable in farming (87.5%). The agent being a farmer and educated (56.3% each) follows this, language came fourth on the importance list (50%).

Keywords: receptivity, education, teaching method, extension

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Learning in a bicultural context: A biographical case study

Author: Dorothy Hoy, Graduate, University of Technology, Sydney

Edition: Volume 45, Number 2, July 2005

Summary:  This article reports on a study focussed on the identity formation of a second generation male Australian Chinese. Learning was a major part of his adult life: from poor beginnings he studied repeatedly to achieve his goals. It was posited that education was the potent force throughout the individual’s development. The study, a life story, was underpinned by two theories: (i) Psychological impact of biculturalism: evidence and theory by La Fromboise et al. (1993) and (ii) The seasons of a man’s life by Levinson et al. (1978). The factors explored were family and attachment, gender, ethnicity and religion.

Keywords: second generation, Chinese, development, poor, potent,

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Competent coppers: an analysis of the standards and practices of adult education within the Australian Federal Police

Author: Michelle Berzins, Doctoral candidate, University of Canberra

Edition: Volume 45, Number 2, July 2005

Summary:  The paper examines how the educational environment within the Australian Federal Police (AFP) has changed over their 25 year history. The case study was used as a methodological framework through which content analysis and interviews were conducted. It was found that due to the changing nature of their profession, the involvement of police personnel in ongoing personal and professional development is essential. Further, the educational environment fostered within the AFP was found to be one that keeps abreast of general advances in education, encourages further education of their personnel and delivers quality adult education through its accreditation as a Registered Training Organisation and a provider of nationally approved VET courses.

Keywords: AFP, Australian Federal Police, professional development, personnel, accreditation, RTO

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‘SERPS Up’: Support, Engagement and Retention of Postgraduate Students – a model of postgraduate support

Authors: Margaret Alston, Juliane Allan, Karen Bell, Andy Brown, Jane Dowling, Pat Hamilton, Jenny McKinnon, Noela McKinnon, Rol Mitchell, Kerri Whittenbury, Bruce Valentine, Alison Wicks, and Rachael Williams; Charles Sturt University

Edition: Volume 45, Number 2, July 2005

Summary:  The federal government’s 1999 White Paper Knowledge and Innovation: a policy statement on research and research training, notes concerns about retention and completion rates in doctoral studies programs in Australia. This paper outlines a model of higher education support developed at the Centre for Rural Social Research at Charles Sturt University. The postgraduate student body in the Centre represent the most vulnerable to attrition – mostly female and mature-aged, a majority studying at a distance and part-time, and most with family and work responsibilities. The program developed in the Centre – the SERPS model (Support, Engagement and Retention of Postgraduate Students) – has seen a significant  rise in the number of students studying through the Centre and significantly high retention and completion rates. This paper outlines the model as well as the results of an evaluation of the model conducted with students in the Centre. This paper indicates that retention (and ultimately completion) is linked to the vibrancy of the learning and social support networks established for the students and the creation of a collegial culture.

Keywords: White Paper, Knowledge, Innovation, research, doctoral, retention, completion

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