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	<title>education &#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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	<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>Farmers’ perception of agricultural extension agents’ characteristics as factors for enhancing adult learning in Mezam division of Northwest Province of Cameroon</title>
		<link>https://ajal.net.au/farmers-perception-of-agricultural-extension-agents-characteristics-as-factors-for-enhancing-adult-learning-in-mezam-division-of-northwest-province-of-cameroon/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 22 Oct 2013 05:47:52 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[extension]]></category>
		<category><![CDATA[receptivity]]></category>
		<category><![CDATA[teaching method]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1978</guid>

					<description><![CDATA[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 &#8230; <p class="link-more"><a href="https://ajal.net.au/farmers-perception-of-agricultural-extension-agents-characteristics-as-factors-for-enhancing-adult-learning-in-mezam-division-of-northwest-province-of-cameroon/" class="more-link">Continue reading<span class="screen-reader-text"> "Farmers’ perception of agricultural extension agents’ characteristics as factors for enhancing adult learning in Mezam division of Northwest Province of Cameroon"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Outside the box: The danish Folkehojskole as educational innovator</title>
		<link>https://ajal.net.au/outside-the-box-the-danish-folkehojskole-as-educational-innovator/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Thu, 17 Oct 2013 02:21:00 +0000</pubDate>
				<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[Folk]]></category>
		<category><![CDATA[relevant]]></category>
		<category><![CDATA[Scandinavia]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1902</guid>

					<description><![CDATA[Author: John Collins, Private researcher, Merungle Hill, NSW Edition: Volume 53, Number 2, July 2013 Summary: 170 years on, the Folk High School continues to supply Denmark a valued educational and social service. Does the modern Folk High School system offer Australian educators a model of relevance? Keywords: Folk, education, relevant, Scandinavia, &#160;   Share a &#8230; <p class="link-more"><a href="https://ajal.net.au/outside-the-box-the-danish-folkehojskole-as-educational-innovator/" class="more-link">Continue reading<span class="screen-reader-text"> "Outside the box: The danish Folkehojskole as educational innovator"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Creating older adults technology training policies: lessons from community practices</title>
		<link>https://ajal.net.au/creating-older-adults-technology-training-policies-lessons-from-community-practices/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 17 Apr 2013 04:24:00 +0000</pubDate>
				<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[older adults]]></category>
		<category><![CDATA[policy]]></category>
		<category><![CDATA[policy formation]]></category>
		<category><![CDATA[practices]]></category>
		<category><![CDATA[student experience]]></category>
		<category><![CDATA[student retention]]></category>
		<category><![CDATA[technology]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1538</guid>

					<description><![CDATA[Author/s: Michael Nycyk and Margaret Redsell Edition: Volume 47, Number 2, July 2007 Summary: Influencing government policy in adult learning areas requires consistent efforts in having findings noticed by educational policymakers. Submissions by Adult Learning Australia and researchers have called for unified educational policies and practices across Australia. This paper argues that, whilst it is important &#8230; <p class="link-more"><a href="https://ajal.net.au/creating-older-adults-technology-training-policies-lessons-from-community-practices/" class="more-link">Continue reading<span class="screen-reader-text"> "Creating older adults technology training policies: lessons from community practices"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Adult learners online: students’ experiences of learning online</title>
		<link>https://ajal.net.au/adult-learners-online-students-experiences-of-learning-online/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 15 Apr 2013 07:32:02 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[online learning]]></category>
		<category><![CDATA[participation]]></category>
		<category><![CDATA[qualifications]]></category>
		<category><![CDATA[social disadvantage]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1526</guid>

					<description><![CDATA[Author/s: Wendy M. Knightley Edition: Volume 47, Number 2, July 2007 Summary: Throughout the world, policy-makers are demonstrating their commitment to widening participation in education by promoting alternative pathways to gaining academic qualifications. This  paper reports a study which aimed to investigate the potential of online learning to overcome barriers to participating in education by &#8230; <p class="link-more"><a href="https://ajal.net.au/adult-learners-online-students-experiences-of-learning-online/" class="more-link">Continue reading<span class="screen-reader-text"> "Adult learners online: students’ experiences of learning online"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Innovations in bridging and foundation education in a tertiary institution</title>
		<link>https://ajal.net.au/innovations-in-bridging-and-foundation-education-in-a-tertiary-institution/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Thu, 04 Apr 2013 03:10:44 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[bridging]]></category>
		<category><![CDATA[courses]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[foundation]]></category>
		<category><![CDATA[literacies]]></category>
		<category><![CDATA[programs]]></category>
		<category><![CDATA[Unitec]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1265</guid>

					<description><![CDATA[Author/s: Rae Trewartha Edition: Volume 48, Number 1, April 2008 Summary: A 2006 survey of programs at Unitec, New Zealand concluded that, in the main, Unitec programs and courses were not meeting student needs in the area of foundation and bridging education. Invoking international research and practice, a report was compiled proposing a number of &#8230; <p class="link-more"><a href="https://ajal.net.au/innovations-in-bridging-and-foundation-education-in-a-tertiary-institution/" class="more-link">Continue reading<span class="screen-reader-text"> "Innovations in bridging and foundation education in a tertiary institution"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Investigating students’ beliefs about Arabic language programs at Kuwait University</title>
		<link>https://ajal.net.au/investigating-students-beliefs-about-arabic-language-programs-at-kuwait-university/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 27 Mar 2013 03:42:46 +0000</pubDate>
				<category><![CDATA[Non-refereed article]]></category>
		<category><![CDATA[Arabic programs]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[liberal arts]]></category>
		<category><![CDATA[policy]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1194</guid>

					<description><![CDATA[Author/s: Shaye S. Al-Shaye Edition: Volume 49, Number 3, November 2009 Summary: The current study attempted to identify students’ of Arabic programs beliefs about their chosen programs. To achieve this purpose, a survey was developed to collect the data from randomly selected students in liberal-arts and education-based programs at Kuwait University. The results showed that &#8230; <p class="link-more"><a href="https://ajal.net.au/investigating-students-beliefs-about-arabic-language-programs-at-kuwait-university/" class="more-link">Continue reading<span class="screen-reader-text"> "Investigating students’ beliefs about Arabic language programs at Kuwait University"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Developing a more research-oriented and participant-directed learning culture in the Australian environmental movement</title>
		<link>https://ajal.net.au/developing-a-more-research-oriented-and-participant-directed-learning-culture-in-the-australian-environmental-movement/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 20 Mar 2013 06:06:49 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[change practices]]></category>
		<category><![CDATA[climate change]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[environmental groups]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1127</guid>

					<description><![CDATA[Author/s: Rick Flowers and Andrew Chodkiewicz Edition: Volume 49, Number 2, July 2009 Summary: Environmental groups seek to educate and change people, yet there is little discussion and debate about the various theories and practices they use. One has only to think about the big, national environment groups like Australian Conservation Foundation, Wilderness Society, Greenpeace, &#8230; <p class="link-more"><a href="https://ajal.net.au/developing-a-more-research-oriented-and-participant-directed-learning-culture-in-the-australian-environmental-movement/" class="more-link">Continue reading<span class="screen-reader-text"> "Developing a more research-oriented and participant-directed learning culture in the Australian environmental movement"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Education at the centre? Australia’s national union education program</title>
		<link>https://ajal.net.au/education-at-the-centre-australias-national-union-education-program/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Wed, 20 Mar 2013 04:10:57 +0000</pubDate>
				<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[ACTU]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[strategy]]></category>
		<category><![CDATA[unions]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=1107</guid>

					<description><![CDATA[Author/s: Tony Brown and Keiko Yasukawa Edition: Volume 49, Number 1, April 2009 Summary: Australian trade unions are at a pivotal moment. In 2007–2008, a review of the training and education programs of the Education and Campaign Centre (ECC), the education arm of the Australian Council of Trade Unions (ACTU), was conducted through a series &#8230; <p class="link-more"><a href="https://ajal.net.au/education-at-the-centre-australias-national-union-education-program/" class="more-link">Continue reading<span class="screen-reader-text"> "Education at the centre? Australia’s national union education program"</span></a></p>]]></description>
		
		
		
			</item>
		<item>
		<title>Approaches to the postgraduate education of business coaches</title>
		<link>https://ajal.net.au/approaches-to-the-postgraduate-education-of-business-coaches/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 19 Mar 2013 04:09:57 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[business coaches]]></category>
		<category><![CDATA[e-learning]]></category>
		<category><![CDATA[education]]></category>
		<category><![CDATA[knowledge]]></category>
		<category><![CDATA[skills]]></category>
		<guid isPermaLink="false">http://www.ajal.net.au/?p=988</guid>

					<description><![CDATA[Author/s: Grace McCarthy Edition: Volume 50, Number 2, July 2010 Summary: This paper focuses on the education and training of business coaches, specifically at the Masters/graduate level. The paper first reviews the knowledge and skills required of business coaches, comparing the recommendations of professional associations and the literature. Next the paper reviews the approaches to &#8230; <p class="link-more"><a href="https://ajal.net.au/approaches-to-the-postgraduate-education-of-business-coaches/" class="more-link">Continue reading<span class="screen-reader-text"> "Approaches to the postgraduate education of business coaches"</span></a></p>]]></description>
		
		
		
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