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	<title>socio-economic &#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>Teaching for social capital outcomes: the case of adult literacy and numeracy courses</title>
		<link>https://ajal.net.au/teaching-for-social-capital-outcomes-the-case-of-adult-literacy-and-numeracy-courses/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Mon, 15 Apr 2013 07:29:03 +0000</pubDate>
				<category><![CDATA[ACE]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[Financial literacy]]></category>
		<category><![CDATA[group learning]]></category>
		<category><![CDATA[human capital]]></category>
		<category><![CDATA[rural community]]></category>
		<category><![CDATA[savings and credit cooperative]]></category>
		<category><![CDATA[social capital outcomes]]></category>
		<category><![CDATA[socio-economic]]></category>
		<category><![CDATA[wellbeing]]></category>
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					<description><![CDATA[Author/s: Jo Balatti, Stephen Black and Ian Falk Edition: Volume 47, Number 2, July 2007 Summary: There is strong evidence that participation in education and training can produce social capital outcomes. There is also strong evidence that such outcomes are useful outcomes; they can enhance the development of other outcomes often called human capital and &#8230; <p class="link-more"><a href="https://ajal.net.au/teaching-for-social-capital-outcomes-the-case-of-adult-literacy-and-numeracy-courses/" class="more-link">Continue reading<span class="screen-reader-text"> "Teaching for social capital outcomes: the case of adult literacy and numeracy courses"</span></a></p>]]></description>
		
		
		
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		<title>Diverse pathways into higher education: Using students’ stories to identify transformative experiences</title>
		<link>https://ajal.net.au/diverse-pathways-into-higher-education-using-students-stories-to-identify-transformative-experiences/</link>
		
		<dc:creator><![CDATA[Ajal]]></dc:creator>
		<pubDate>Tue, 19 Mar 2013 02:33:57 +0000</pubDate>
				<category><![CDATA[Higher Education]]></category>
		<category><![CDATA[Refereed article]]></category>
		<category><![CDATA[diverse backgrounds]]></category>
		<category><![CDATA[enrolment]]></category>
		<category><![CDATA[gender]]></category>
		<category><![CDATA[socio-economic]]></category>
		<category><![CDATA[transformation]]></category>
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					<description><![CDATA[Author/s: Robyn Benson, Lesley Hewitt, Margaret Heagney, Anita Devos and Glenda Crosling Edition: Volume 50, Number 1, April 2010 Summary: This paper is based on findings from the first phase of a longitudinal project examining how a group of students from diverse backgrounds succeed in higher education. The concept of perspective transformation is used to &#8230; <p class="link-more"><a href="https://ajal.net.au/diverse-pathways-into-higher-education-using-students-stories-to-identify-transformative-experiences/" class="more-link">Continue reading<span class="screen-reader-text"> "Diverse pathways into higher education: Using students’ stories to identify transformative experiences"</span></a></p>]]></description>
		
		
		
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