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	<title>adult learners &#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>Insights into attrition from university-based enabling programs</title>
		<link>https://ajal.net.au/insights-into-attrition-from-university-based-enabling-programs/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Wed, 26 Apr 2017 01:15:19 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[adult learners]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[articulation]]></category>
		<category><![CDATA[attrition]]></category>
		<category><![CDATA[barriers]]></category>
		<category><![CDATA[tertiary bridging program]]></category>
		<category><![CDATA[University-based enabling programs]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4827</guid>

					<description><![CDATA[Author: Cheryl Bookallil and Bobby Harreveld CQUniversity, Australia Edition: Volume 57, Number 1, April 2017 Summary: High attrition rates from university-based enabling programs continue to be the subject of much research and administrative effort. Understanding the factors behind decisions to withdraw from such programs is difficult since those who do not successfully complete an enabling program &#8230; <p class="link-more"><a href="https://ajal.net.au/insights-into-attrition-from-university-based-enabling-programs/" class="more-link">Continue reading<span class="screen-reader-text"> "Insights into attrition from university-based enabling programs"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Second chance education: barriers, supports and engagement strategies</title>
		<link>https://ajal.net.au/second-chance-education-barriers-supports-and-engagement-strategies/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Wed, 26 Apr 2017 00:56:21 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[access and equity]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[adult learners]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[second chance education]]></category>
		<category><![CDATA[Vocational pathways]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4820</guid>

					<description><![CDATA[Author: Harry Savelsberg, Sylvia Pignata, Pauline Weckert University of South Australia Edition: Volume 57, Number 1, April 2017 Summary: Second chance education programs are now a well-established presence in institutions seeking to provide access and equity pathways for socio-economically disadvantaged groups. This paper focusses on the strategies used to support positive engagement in second chance equity &#8230; <p class="link-more"><a href="https://ajal.net.au/second-chance-education-barriers-supports-and-engagement-strategies/" class="more-link">Continue reading<span class="screen-reader-text"> "Second chance education: barriers, supports and engagement strategies"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Tertiary study: Barriers and benefits for health and human services professionals</title>
		<link>https://ajal.net.au/tertiary-study-barriers-and-benefits-for-health-and-human-services-professionals/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Sat, 30 Nov 2013 23:39:21 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[Research report]]></category>
		<category><![CDATA[adult learners]]></category>
		<category><![CDATA[health and human services]]></category>
		<category><![CDATA[Tasmania]]></category>
		<category><![CDATA[tertiary study]]></category>
		<category><![CDATA[three capitals]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2113</guid>

					<description><![CDATA[Author: Amy Gibbons, University of Tasmania Edition: Volume 53, Number 3, November 2013 Summary:   Results from two 2012 surveys exploring the barriers and benefits of tertiary study for staff within the Tasmanian Department of Health and Human Services suggest that encouraging staff engagement with further study benefits both the individual and the organisation. Respondents reported improved &#8230; <p class="link-more"><a href="https://ajal.net.au/tertiary-study-barriers-and-benefits-for-health-and-human-services-professionals/" class="more-link">Continue reading<span class="screen-reader-text"> "Tertiary study: Barriers and benefits for health and human services professionals"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Adult learning and recognition of prior learning: The “white elephant” in Australian universities</title>
		<link>https://ajal.net.au/adult-learning-and-recognition-of-prior-learning-the-white-elephant-in-australian-universities/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Thu, 24 Oct 2013 01:33:49 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult learners]]></category>
		<category><![CDATA[RPL]]></category>
		<category><![CDATA[university]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2010</guid>

					<description><![CDATA[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. &#8230; <p class="link-more"><a href="https://ajal.net.au/adult-learning-and-recognition-of-prior-learning-the-white-elephant-in-australian-universities/" class="more-link">Continue reading<span class="screen-reader-text"> "Adult learning and recognition of prior learning: The “white elephant” in Australian universities"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>‘I’m not stupid after all’ – changing perceptions of self as a tool for transformation</title>
		<link>https://ajal.net.au/im-not-stupid-after-all-changing-perceptions-of-self-as-a-tool-for-transformation/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 17 Apr 2013 04:55:03 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult learners]]></category>
		<category><![CDATA[formal education]]></category>
		<category><![CDATA[opportunities]]></category>
		<category><![CDATA[reflection]]></category>
		<category><![CDATA[transformation]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1558</guid>

					<description><![CDATA[Author/s: Ms Julie Willans and Ms Karen Seary Edition: Volume 47, Number 3, November 2007 Summary: When adult learners return to formal education after a period of absence, coping with change is a constant and often omnipresent challenge. As they come to break down previous barriers to success in an educational arena, many adult learners are &#8230; <p class="link-more"><a href="https://ajal.net.au/im-not-stupid-after-all-changing-perceptions-of-self-as-a-tool-for-transformation/" class="more-link">Continue reading<span class="screen-reader-text"> "‘I’m not stupid after all’ – changing perceptions of self as a tool for transformation"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>An appreciative inquiry into the transformative learning experiences of students in a family literacy project</title>
		<link>https://ajal.net.au/an-appreciative-inquiry-into-the-transformative-learning-experiences-of-students-in-a-family-literacy-project/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 08 Apr 2013 06:39:08 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[adult learners]]></category>
		<category><![CDATA[appreciative inquiry]]></category>
		<category><![CDATA[bridging]]></category>
		<category><![CDATA[change]]></category>
		<category><![CDATA[experience]]></category>
		<category><![CDATA[transformative learning]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1354</guid>

					<description><![CDATA[Author/s: David Giles and Sharon Alderson Edition: Volume 48, Number 3, November 2008 Summary: Educational discourse has often struggled to genuinely move beyond deficit-based language. Even action research, a predominant model for teacher development, starts with the identification of a problem (Cardno 2003). It would appear that the vocabulary for a hope-filled discourse which captures &#8230; <p class="link-more"><a href="https://ajal.net.au/an-appreciative-inquiry-into-the-transformative-learning-experiences-of-students-in-a-family-literacy-project/" class="more-link">Continue reading<span class="screen-reader-text"> "An appreciative inquiry into the transformative learning experiences of students in a family literacy project"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>“Do the thing you think you cannot do”: The imperative to be an adult learner in order to be a more effective adult educator</title>
		<link>https://ajal.net.au/do-the-thing-you-think-you-cannot-do-the-imperative-to-be-an-adult-learner-in-order-to-be-a-more-effective-adult-educator/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 08 Apr 2013 05:45:12 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[adult learners]]></category>
		<category><![CDATA[educators]]></category>
		<category><![CDATA[effective]]></category>
		<category><![CDATA[teaching]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1345</guid>

					<description><![CDATA[Author/s: Janet MacLennan Edition: Volume 48, Number 2, July 2008 Summary: Despite the fact that we are learning more and more about the particular challenges and possibilities of teaching adult learners, we may still be overlooking – or forgetting – some of the most fundamental aspects of what makes an effective educator of adults. This &#8230; <p class="link-more"><a href="https://ajal.net.au/do-the-thing-you-think-you-cannot-do-the-imperative-to-be-an-adult-learner-in-order-to-be-a-more-effective-adult-educator/" class="more-link">Continue reading<span class="screen-reader-text"> "“Do the thing you think you cannot do”: The imperative to be an adult learner in order to be a more effective adult educator"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Secondary level re-entry of young Canadian adult learners</title>
		<link>https://ajal.net.au/secondary-level-re-entry-of-young-canadian-adult-learners/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 17 Dec 2012 02:55:02 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[adult learners]]></category>
		<category><![CDATA[insights]]></category>
		<category><![CDATA[secondary]]></category>
		<category><![CDATA[young adults]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=336</guid>

					<description><![CDATA[Author/s: Cassandra MacGregor, Thomas G. Ryan Edition: Volume 51, Number 1, April 2011 Summary: This paper illuminates and details some of the traits, pressures and semi-autonomy of the young adult between the ages of 18 and 24 who must confront the barriers and challenges upon returning to secondary school within the high school and the &#8230; <p class="link-more"><a href="https://ajal.net.au/secondary-level-re-entry-of-young-canadian-adult-learners/" class="more-link">Continue reading<span class="screen-reader-text"> "Secondary level re-entry of young Canadian adult learners"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Adults engaged in lifelong learning in Taiwan: Analysis by gender and socioeconomic status</title>
		<link>https://ajal.net.au/adults-engaged-in-lifelong-learning-in-taiwan/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 17 Dec 2012 00:09:15 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[adult learners]]></category>
		<category><![CDATA[gender]]></category>
		<category><![CDATA[lifelong learning]]></category>
		<category><![CDATA[socioeconomic]]></category>
		<category><![CDATA[Taiwan]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=155</guid>

					<description><![CDATA[Author/s: Dian-Fu Chang, Ming-Lieh Wu and Sung-Po Lin Edition: Volume 52, Number 2, July 2012 Summary: This study examines the nature of adult engagement in lifelong learning in Taiwan. Previous studies have shown that gender and socioeconomic status (SES) are key variables related to equal access to education. Are these variables related to adults’ engagement &#8230; <p class="link-more"><a href="https://ajal.net.au/adults-engaged-in-lifelong-learning-in-taiwan/" class="more-link">Continue reading<span class="screen-reader-text"> "Adults engaged in lifelong learning in Taiwan: Analysis by gender and socioeconomic status"</span></a></p>]]></description>
		
		
		
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