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	<title>Adult Learning Australia &#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>AJAL Volume 60 / Number 2 / July 2020</title>
		<link>https://ajal.net.au/ajal-volume-60-number-2-july-2020/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Fri, 28 Aug 2020 00:24:20 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[Australian Journal of Adult Learning]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=5901</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 &#160; Share this page.]]></description>
		
		
		
			</item>
		<item>
		<title>AJAL Volume 60 / Number 1 / April 2020</title>
		<link>https://ajal.net.au/ajal-volume-60-number-1-april-2020/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Thu, 04 Jun 2020 03:02:55 +0000</pubDate>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[Australian Journal of Adult Learning]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=5765</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>Just another student survey? – Point-of-contact survey feedback enhances the student experience and lets researchers gather data</title>
		<link>https://ajal.net.au/just-another-student-survey-point-of-contact-survey-feedback-enhances-the-student-experience-and-lets-researchers-gather-data/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Wed, 26 Apr 2017 02:27:52 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[feedback]]></category>
		<category><![CDATA[higher education]]></category>
		<category><![CDATA[immediate feedback]]></category>
		<category><![CDATA[point-of-contact feedback]]></category>
		<category><![CDATA[R-SPQ-2F.]]></category>
		<category><![CDATA[student feedback]]></category>
		<category><![CDATA[survey feedback]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4833</guid>

					<description><![CDATA[Author: Warren Lake, William Boyd, Wendy Boyd and Suzi Hellmundt Southern Cross University Edition: Volume 57, Number 1, April 2017 Summary: When student surveys are conducted within university environments, one outcome of feedback to the researcher is that it provides insight into the potential ways that curriculum can be modified and how content can be better &#8230; <p class="link-more"><a href="https://ajal.net.au/just-another-student-survey-point-of-contact-survey-feedback-enhances-the-student-experience-and-lets-researchers-gather-data/" class="more-link">Continue reading<span class="screen-reader-text"> "Just another student survey? – Point-of-contact survey feedback enhances the student experience and lets researchers gather data"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<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>Second chance learning in Neighbourhood Houses in Victoria</title>
		<link>https://ajal.net.au/second-chance-learning-in-neighbourhood-houses-in-victoria/</link>
		
		<dc:creator><![CDATA[Henrik Steenberg]]></dc:creator>
		<pubDate>Mon, 24 Apr 2017 06:39:54 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[formal learning]]></category>
		<category><![CDATA[informal learning]]></category>
		<category><![CDATA[neighbourhood houses]]></category>
		<category><![CDATA[training reform]]></category>
		<category><![CDATA[VET]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=4800</guid>

					<description><![CDATA[Author: Tracey Ollis, Karen Starr, Cheryl Ryan, Jennifer Angwin and Ursula Harrison Deakin University Edition: Volume 57, Number 1, April 2017 Summary: Neighbourhood Houses in Victoria are significant sites of formal and informal education for adult learners. Intrinsically connected to local communities they play an important role in decreasing social isolation and building social inclusion. The &#8230; <p class="link-more"><a href="https://ajal.net.au/second-chance-learning-in-neighbourhood-houses-in-victoria/" class="more-link">Continue reading<span class="screen-reader-text"> "Second chance learning in Neighbourhood Houses in Victoria"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Identifying tertiary bridging students at risk of failure in the first semester of undergraduate study</title>
		<link>https://ajal.net.au/identifying-tertiary-bridging-students-at-risk-of-failure-in-the-first-semester-of-undergraduate-study/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 09 Jul 2014 03:42:45 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[Research report]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[attrition]]></category>
		<category><![CDATA[educational transition]]></category>
		<category><![CDATA[tertiary bridging program]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2488</guid>

					<description><![CDATA[Authors: Robert Whannell and Patricia Whannell, University of New England Summary:  This study presents the findings of the second phase of a project examining the attrition and progression of two cohorts of students in a tertiary bridging program at a regional university in Australia. The first phase of the study (Whannell, 2013) based on data &#8230; <p class="link-more"><a href="https://ajal.net.au/identifying-tertiary-bridging-students-at-risk-of-failure-in-the-first-semester-of-undergraduate-study/" class="more-link">Continue reading<span class="screen-reader-text"> "Identifying tertiary bridging students at risk of failure in the first semester of undergraduate study"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>The international importance of a national association</title>
		<link>https://ajal.net.au/the-international-importance-of-a-national-association/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 19 Mar 2013 05:09:16 +0000</pubDate>
				<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[challenges]]></category>
		<category><![CDATA[National Association in Adult Education]]></category>
		<category><![CDATA[relevance]]></category>
		<category><![CDATA[value]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1018</guid>

					<description><![CDATA[Author/s: Edward Hutchinson Edition: Volume 50, Number 3, November 2010 Summary: It is my experience that some of the most perplexing and time‑consuming problems that face the chief executive of a National Association in Adult Education, arise out of international contacts. I think it is very wise that the Australian Association should give attention to &#8230; <p class="link-more"><a href="https://ajal.net.au/the-international-importance-of-a-national-association/" class="more-link">Continue reading<span class="screen-reader-text"> "The international importance of a national association"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Agenda for a national association 50 years on</title>
		<link>https://ajal.net.au/agenda-for-a-national-association-50-years-on/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 19 Mar 2013 05:06:30 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[challenges]]></category>
		<category><![CDATA[relevance]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1016</guid>

					<description><![CDATA[Author/s: Barrie Brennan Edition: Volume 50, Number 3, November 2010 Summary: I was honoured to be asked by the current Editor to write a response to W.G.K. Duncan’s 1961 paper, ‘Agenda for a national association’, in the first number of the Australian Journal of Adult Education , the journal of the newly established Australian Association &#8230; <p class="link-more"><a href="https://ajal.net.au/agenda-for-a-national-association-50-years-on/" class="more-link">Continue reading<span class="screen-reader-text"> "Agenda for a national association 50 years on"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Agenda for a national association</title>
		<link>https://ajal.net.au/agenda-for-a-national-association/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 19 Mar 2013 05:00:23 +0000</pubDate>
				<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[Adult Learning Australia]]></category>
		<category><![CDATA[Australian Association of Adult Education]]></category>
		<category><![CDATA[future]]></category>
		<category><![CDATA[relevance]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1009</guid>

					<description><![CDATA[Author/s: W. G. K. Duncan Edition: Volume 50, Number 3, November 2010 Summary: I was reminded of my schoolboy days when I read the opening words of the first number of the Newsletter, to be issued quarterly by the Australian Association of Adult Education. In our textual study of Macbeth (does this sort of thing &#8230; <p class="link-more"><a href="https://ajal.net.au/agenda-for-a-national-association/" class="more-link">Continue reading<span class="screen-reader-text"> "Agenda for a national association"</span></a></p>]]></description>
		
		
		
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