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	<title>adult learning &#8211; Australian Journal of Adult Learning</title>
	<atom:link href="https://ajal.net.au/tag/adult-learning/feed/" rel="self" type="application/rss+xml" />
	<link>https://ajal.net.au</link>
	<description>Critical thinking and research in the field of adult learning</description>
	<lastBuildDate>Wed, 26 Apr 2017 01:31:37 +0000</lastBuildDate>
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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>Protest music as adult education and learning for social change: a theorisation of a public pedagogy of protest music</title>
		<link>https://ajal.net.au/protest-music-as-adult-education-and-learning-for-social-change-a-theorisation-of-a-public-pedagogy-of-protest-music/</link>
		
		<dc:creator><![CDATA[Linda Thompson]]></dc:creator>
		<pubDate>Wed, 18 Nov 2015 06:19:43 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[education for social change]]></category>
		<category><![CDATA[protest music]]></category>
		<category><![CDATA[public pedagogy]]></category>
		<guid isPermaLink="false">https://www.ajal.net.au/?p=3805</guid>

					<description><![CDATA[Author: John Haycock, Monash University Edition: Volume 55, Number 3, November 2015 Summary:  Since the 1960’s, the transformative power of protest music has been shrouded in mythology. Sown by musical activists like Pete Seeger, who declared that protest music could “help to save the planet”, the seeds of this myth have since taken deep root &#8230; <p class="link-more"><a href="https://ajal.net.au/protest-music-as-adult-education-and-learning-for-social-change-a-theorisation-of-a-public-pedagogy-of-protest-music/" class="more-link">Continue reading<span class="screen-reader-text"> "Protest music as adult education and learning for social change: a theorisation of a public pedagogy of protest music"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>How a personal development program enhances social connection and mobilises women in the community</title>
		<link>https://ajal.net.au/how-a-personal-development-program-enhances-social-connection-and-mobilises-women-in-the-community/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 09 Jul 2014 02:12:37 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[community]]></category>
		<category><![CDATA[empowerment]]></category>
		<category><![CDATA[evaluation]]></category>
		<category><![CDATA[personal development]]></category>
		<category><![CDATA[self-esteem]]></category>
		<category><![CDATA[women]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2475</guid>

					<description><![CDATA[Authors: Nandila Spry, Hillsong City Care and Southern Cross University: Teresa Marchant, Griffith University Summary:  Gender equity and the empowerment of women is a significant international issue. Successful adult education programs are vital to enhance women’s situation. Lessons learned from a personal development program provided for thousands of women are analysed. The program is conducted by &#8230; <p class="link-more"><a href="https://ajal.net.au/how-a-personal-development-program-enhances-social-connection-and-mobilises-women-in-the-community/" class="more-link">Continue reading<span class="screen-reader-text"> "How a personal development program enhances social connection and mobilises women in the community"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Learning and leadership: Evaluation of an Australian rural leadership program</title>
		<link>https://ajal.net.au/learning-and-leadership-evaluation-of-an-australian-rural-leadership-program/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 07 Apr 2014 00:15:16 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[non-formal learning]]></category>
		<category><![CDATA[rural leadership]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=2243</guid>

					<description><![CDATA[Authors: Wendy Madsen, Cathy O’Mullan and Helen Keen-Dyer, Central Queensland University Summary:  Leadership programs have been extensively promoted in rural communities in Australia. However, few have been evaluated. The results of the evaluation of a rural leadership program provided in this paper highlight the need for adult learning theories to be more overtly identified and utilised &#8230; <p class="link-more"><a href="https://ajal.net.au/learning-and-leadership-evaluation-of-an-australian-rural-leadership-program/" class="more-link">Continue reading<span class="screen-reader-text"> "Learning and leadership: Evaluation of an Australian rural leadership program"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Introduction: Why food? Why pedagogy? Why adult education</title>
		<link>https://ajal.net.au/introduction-why-food-why-pedagogy-why-adult-education/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Thu, 10 Oct 2013 01:26:48 +0000</pubDate>
				<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[adult education]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[food]]></category>
		<category><![CDATA[pedagogy]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1802</guid>

					<description><![CDATA[Author/s:   Rick Flowers and Elaine Swan: University of Technology, Sydney Edition: Volume 52, Number 3, Nov 2012 Summary:   We convened this special issue on Food pedagogies to start to address what we saw as lacunae in both research on adult education and food studies.  Thus, in spite of the expanding body of work on informal learning &#8230; <p class="link-more"><a href="https://ajal.net.au/introduction-why-food-why-pedagogy-why-adult-education/" class="more-link">Continue reading<span class="screen-reader-text"> "Introduction: Why food? Why pedagogy? Why adult education"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Learning in the knowledge age, where the individual is at the centre of learning strategy and organisational success</title>
		<link>https://ajal.net.au/learning-in-the-knowledge-age-where-the-individual-is-at-the-centre-of-learning-strategy-and-organisational-success/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 06 May 2013 02:50:02 +0000</pubDate>
				<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[VET]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[knowledge age]]></category>
		<category><![CDATA[workplace learning outcomes]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1624</guid>

					<description><![CDATA[Author/s: Carmel Kostos Edition: Volume 46, Number 1, April 2006 Summary: Adult learning practitioners are being challenged to prepare for a revolution in the way workplace learning outcomes will be delivered. Recent thinking on the future of work by a number of leading business authorities from around the world reports that changes in the way &#8230; <p class="link-more"><a href="https://ajal.net.au/learning-in-the-knowledge-age-where-the-individual-is-at-the-centre-of-learning-strategy-and-organisational-success/" class="more-link">Continue reading<span class="screen-reader-text"> "Learning in the knowledge age, where the individual is at the centre of learning strategy and organisational success"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Getting connected: insights into social capital from recent adult learning research</title>
		<link>https://ajal.net.au/getting-connected-insights-into-social-capital-from-recent-adult-learning-research/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Thu, 11 Apr 2013 23:57:41 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[lifelong learning]]></category>
		<category><![CDATA[policy]]></category>
		<category><![CDATA[practice]]></category>
		<category><![CDATA[research]]></category>
		<category><![CDATA[social capital]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1455</guid>

					<description><![CDATA[Author/s: Barry Golding Edition: Volume 47, Number 1, April 2007 Summary: This paper begins by teasing out the nature of social capital and its particular and current relevance to adult learning policy and practice in Australia. The paper identifies a number of benefits and significant problems with social capital as an organising construct for adult &#8230; <p class="link-more"><a href="https://ajal.net.au/getting-connected-insights-into-social-capital-from-recent-adult-learning-research/" class="more-link">Continue reading<span class="screen-reader-text"> "Getting connected: insights into social capital from recent adult learning research"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Learning to be drier in dryland country</title>
		<link>https://ajal.net.au/learning-to-be-drier-in-dryland-country/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 27 Mar 2013 03:20:35 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[climate change]]></category>
		<category><![CDATA[communities]]></category>
		<category><![CDATA[local practice]]></category>
		<category><![CDATA[Mallee-Wimmera]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1189</guid>

					<description><![CDATA[Author/s: Erica Smith &#38; Coral Campbell Edition: Volume 49, Number 3, November 2009 Summary: This research project, part of a much larger study, considered how people in regional communities learnt to deal with the impact of reduced water availability as a result of drought or climate change. The communities in the Mallee-Wimmera region of Victoria, Australia, &#8230; <p class="link-more"><a href="https://ajal.net.au/learning-to-be-drier-in-dryland-country/" class="more-link">Continue reading<span class="screen-reader-text"> "Learning to be drier in dryland country"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Facilitating transformative learning: a framework for practice</title>
		<link>https://ajal.net.au/facilitating-transformative-learning-a-framework-for-practice/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 20 Mar 2013 05:37:16 +0000</pubDate>
				<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[adult learning]]></category>
		<category><![CDATA[interaction]]></category>
		<category><![CDATA[program design]]></category>
		<category><![CDATA[transformative learning]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1117</guid>

					<description><![CDATA[Author/s: Judi Apte Edition: Volume 49, Number 1, April 2009 Summary: This paper explores some of the challenges that are involved in facilitating transformative learning. It presents a framework for practice that considers transformative learning from the perspective of the facilitator. These ideas were developed through a doctoral study in which adult educators were interviewed &#8230; <p class="link-more"><a href="https://ajal.net.au/facilitating-transformative-learning-a-framework-for-practice/" class="more-link">Continue reading<span class="screen-reader-text"> "Facilitating transformative learning: a framework for practice"</span></a></p>]]></description>
		
		
		
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