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	<title>Refereed article &#8211; Australian Journal of Adult Learning</title>
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	<link>https://ajal.net.au</link>
	<description>Critical thinking and research in the field of adult learning</description>
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		<title>Enabling learners starts with knowing them: Student attitudes, aspiration and anxiety towards science and maths learning in an Australian pre-university enabling program</title>
		<link>https://ajal.net.au/enabling-learners-starts-with-knowing-them-student-attitudes-aspiration-and-anxiety-towards-science-and-maths-learning-in-an-australian-pre-university-enabling-program/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Wed, 09 May 2018 02:08:08 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[affective domain]]></category>
		<category><![CDATA[attitudes]]></category>
		<category><![CDATA[emotion]]></category>
		<category><![CDATA[enabling program]]></category>
		<category><![CDATA[mathematics]]></category>
		<category><![CDATA[science]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=5199</guid>

					<description><![CDATA[Author: Joanne G. Lisciandro, Angela Jones, Peter Geerlings Murdoch University Edition: Volume 58, Number 1, April 2018 Summary: Pre-university enabling programs provide an important pathway to university for underprepared and disadvantaged students. In order to adequately prepare students for their university journey, enabling educators need to understand and respond to the evolving needs of their learners; &#8230; <p class="link-more"><a href="https://ajal.net.au/enabling-learners-starts-with-knowing-them-student-attitudes-aspiration-and-anxiety-towards-science-and-maths-learning-in-an-australian-pre-university-enabling-program/" class="more-link">Continue reading<span class="screen-reader-text"> "Enabling learners starts with knowing them: Student attitudes, aspiration and anxiety towards science and maths learning in an Australian pre-university enabling program"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>AJAL Volume 58 / Number 1 / April 2018</title>
		<link>https://ajal.net.au/ajal-volume-58-number-1-april-2018/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Wed, 09 May 2018 02:05:00 +0000</pubDate>
				<category><![CDATA[Journal edition]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[Refereed article]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=5202</guid>

					<description><![CDATA[This edition of AJAL is available for purchase in pdf format ALA Members can download a free copy of this edition by logging in to the member area of the ALA website here: AJAL Past Editions Share this page.]]></description>
		
		
		
			</item>
		<item>
		<title>Gender differences in online participation: Examining a History and a Mathematics Open Foundation online course</title>
		<link>https://ajal.net.au/gender-differences-in-online-participation-examining-a-history-and-a-mathematics-open-foundation-online-course/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Thu, 13 Jul 2017 03:30:57 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[Blackboard]]></category>
		<category><![CDATA[gender]]></category>
		<category><![CDATA[higher education]]></category>
		<category><![CDATA[online learning]]></category>
		<category><![CDATA[online participation]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4962</guid>

					<description><![CDATA[Author: Annette Morante, Valerie Djenidi, Helene Clark &#38; Susan West Newcastle University Edition: Volume 57, Number 2, July 2017 Summary: With enrolment and completion rates in the University of Newcastle’s online Open Foundation enabling program being considerably higher for women than for men, this case study investigates the engagement of male and female students in two &#8230; <p class="link-more"><a href="https://ajal.net.au/gender-differences-in-online-participation-examining-a-history-and-a-mathematics-open-foundation-online-course/" class="more-link">Continue reading<span class="screen-reader-text"> "Gender differences in online participation: Examining a History and a Mathematics Open Foundation online course"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Experiences of bridging program students  at a regional satellite campus</title>
		<link>https://ajal.net.au/experiences-of-bridging-program-students-at-a-regional-satellite-campus/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Thu, 13 Jul 2017 03:16:06 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[access to higher education]]></category>
		<category><![CDATA[bridging programs]]></category>
		<category><![CDATA[non-traditional students]]></category>
		<category><![CDATA[satellite campus]]></category>
		<category><![CDATA[tertiary preparation]]></category>
		<category><![CDATA[widening participation]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4958</guid>

					<description><![CDATA[Author: Sandra Elsom, Ruth Greenaway &#38; Margaret Marshman University of the Sunshine Coast Edition: Volume 57, Number 2, July 2017 Summary: The benefits of higher education to individuals and to society are acknowledged both in Australia and internationally. Increased access to higher education means that greatly diverse students are beginning their tertiary learning journey. We investigate &#8230; <p class="link-more"><a href="https://ajal.net.au/experiences-of-bridging-program-students-at-a-regional-satellite-campus/" class="more-link">Continue reading<span class="screen-reader-text"> "Experiences of bridging program students  at a regional satellite campus"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Adult offenders’ perceptions of rehabilitation  programs in Africa</title>
		<link>https://ajal.net.au/adult-offenders-perceptions-of-rehabilitation-programs-in-africa/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Thu, 13 Jul 2017 03:10:45 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult offenders]]></category>
		<category><![CDATA[motivation]]></category>
		<category><![CDATA[ownership]]></category>
		<category><![CDATA[participation]]></category>
		<category><![CDATA[rehabilitation programs]]></category>
		<category><![CDATA[reintegration]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4954</guid>

					<description><![CDATA[Author: Nomazulu Ngozwana University of South Africa Edition: Volume 57, Number 2, July 2017 Summary: This article reflects on adult offenders’ perceptions of rehabilitation programs in Africa. It also evaluates whether offenders are consulted when planning rehabilitation programs.  Adult education principles were used as a lens to understand offenders’ perceptions of rehabilitation programs. Using an interpretive &#8230; <p class="link-more"><a href="https://ajal.net.au/adult-offenders-perceptions-of-rehabilitation-programs-in-africa/" class="more-link">Continue reading<span class="screen-reader-text"> "Adult offenders’ perceptions of rehabilitation  programs in Africa"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>‘The trails to get there’: Experiences of attaining higher education for Igorot Indigenous Peoples in the Philippines</title>
		<link>https://ajal.net.au/the-trails-to-get-there-experiences-of-attaining-higher-education-for-igorot-indigenous-peoples-in-the-philippines/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Thu, 13 Jul 2017 03:02:34 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[barriers to education]]></category>
		<category><![CDATA[Indigenous learning]]></category>
		<category><![CDATA[westernized higher education]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4950</guid>

					<description><![CDATA[Author: Digna Adonis &#38; Jen Couch Australian Catholic University Edition: Volume 57, Number 2, July 2017 Summary: The title of this paper alludes to the hours of walking on mountain paths, which one of the authors, growing up in an Igorot Indigenous community in post-colonial Philippines undertook to go to school. This is an apt symbol &#8230; <p class="link-more"><a href="https://ajal.net.au/the-trails-to-get-there-experiences-of-attaining-higher-education-for-igorot-indigenous-peoples-in-the-philippines/" class="more-link">Continue reading<span class="screen-reader-text"> "‘The trails to get there’: Experiences of attaining higher education for Igorot Indigenous Peoples in the Philippines"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>AJAL Volume 57 / Number 2 / July 2017</title>
		<link>https://ajal.net.au/ajal-volume-57-number-2-july-2017/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Thu, 13 Jul 2017 02:15:42 +0000</pubDate>
				<category><![CDATA[Journal edition]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[Refereed article]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4944</guid>

					<description><![CDATA[This edition of AJAL is available for purchase in pdf format ALA Members can download a free copy of this edition by logging in to the member area of the ALA website here: AJAL Past Editions Share this page.]]></description>
		
		
		
			</item>
		<item>
		<title>Bringing together learning from two worlds: Lessons from a gender-inclusive community education approach with smallholder farmers in Papua New Guinea</title>
		<link>https://ajal.net.au/bringing-together-learning-from-two-worlds-lessons-from-a-gender-inclusive-community-education-approach-with-smallholder-farmers-in-papua-new-guinea/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Wed, 12 Jul 2017 04:49:48 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[critical place-based pedagogy]]></category>
		<category><![CDATA[developing countries]]></category>
		<category><![CDATA[farmer learning]]></category>
		<category><![CDATA[gender equity]]></category>
		<category><![CDATA[non-formal education]]></category>
		<category><![CDATA[peer education]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4930</guid>

					<description><![CDATA[Author: Barbara Pamphilon &#38; Katja Mikhailovich University of Canberra Edition: Volume 57, Number 2, July 2017 Summary: Smallholder farmers are the backbone of food production in Papua New Guinea (PNG). Due to an increasing need to pay for schooling and health costs, many farming families are seeking ways to move from semi-subsistence farming to activities that &#8230; <p class="link-more"><a href="https://ajal.net.au/bringing-together-learning-from-two-worlds-lessons-from-a-gender-inclusive-community-education-approach-with-smallholder-farmers-in-papua-new-guinea/" class="more-link">Continue reading<span class="screen-reader-text"> "Bringing together learning from two worlds: Lessons from a gender-inclusive community education approach with smallholder farmers in Papua New Guinea"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>On the borders of Pedagogy: Implementing a critical pedagogy for students on the Thai Burma Border</title>
		<link>https://ajal.net.au/on-the-borders-of-pedagogy-implementing-a-critical-pedagogy-for-students-on-the-thai-burma-border/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Wed, 26 Apr 2017 02:46:22 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[Burmese]]></category>
		<category><![CDATA[collaboration]]></category>
		<category><![CDATA[critical pedagogy]]></category>
		<category><![CDATA[public pedagogy]]></category>
		<category><![CDATA[refugee]]></category>
		<category><![CDATA[transformation]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4846</guid>

					<description><![CDATA[Author: Jen Couch Australian Catholic University Edition: Volume 57, Number 1, April 2017 Summary: This article uses an auto-ethnographic approach to explore the reflections and insights that occurred during my teaching of a subject in adolescent development on the Thai Burma border. This paper adopts a relatively descriptive style to a personal reflection of teaching on &#8230; <p class="link-more"><a href="https://ajal.net.au/on-the-borders-of-pedagogy-implementing-a-critical-pedagogy-for-students-on-the-thai-burma-border/" class="more-link">Continue reading<span class="screen-reader-text"> "On the borders of Pedagogy: Implementing a critical pedagogy for students on the Thai Burma Border"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Integrated non-formal education and training programs and centre linkages for adult employment in South Africa</title>
		<link>https://ajal.net.au/integrated-non-formal-education-and-training-programs-and-centre-linkages-for-adult-employment-in-south-africa/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Wed, 26 Apr 2017 02:37:50 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult training]]></category>
		<category><![CDATA[centre linkages]]></category>
		<category><![CDATA[employment]]></category>
		<category><![CDATA[non-formal education]]></category>
		<category><![CDATA[South Africa.]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4840</guid>

					<description><![CDATA[Author: Celestin Mayombe University of KwaZulu-Natal, South Africa Edition: Volume 57, Number 1, April 2017 Summary: This article outlines the results of a qualitative study, which investigated the adult non-formal education and training (NFET) centre linkages with external role-players in providing post-training support for the employment of graduates. The concern that informed this article is that &#8230; <p class="link-more"><a href="https://ajal.net.au/integrated-non-formal-education-and-training-programs-and-centre-linkages-for-adult-employment-in-south-africa/" class="more-link">Continue reading<span class="screen-reader-text"> "Integrated non-formal education and training programs and centre linkages for adult employment in South Africa"</span></a></p>]]></description>
		
		
		
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