Culture Matters. Factors Affecting the Outcomes of Participation in Vocational Education and Training by Australian Indigenous Peoples.

Autor/inn/en	McIntyre, John; Ardler, William; Morley-Warner, Terri; Solomon, Nicky; Spindler, Laraine
Institution	Technology Univ.-Sydney, Broadway (Australia). Research Centre for Vocational Education and Training.
Titel	Culture Matters. Factors Affecting the Outcomes of Participation in Vocational Education and Training by Australian Indigenous Peoples.
Quelle	(1996), (212 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-86365-331-7
Schlagwörter	Adult Basic Education; Adult Literacy; Cultural Differences; Cultural Pluralism; Delivery Systems; Educational Needs; English (Second Language); Enrollment; Foreign Countries; Indigenous Populations; Individual Needs; Instructional Effectiveness; Literacy Education; Outcomes of Education; Performance Factors; Postsecondary Education; Questionnaires; Rural Areas; Rural Education; Student Attitudes; Student Characteristics; Systems Approach; Teacher Attitudes; Urban Areas; Urban Education; Vocational Education; Australia + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Kultureller Unterschied; Kulturpluralismus; Auslieferung; Educational need; Bildungsbedarf; English as second language; English; Second Language; Englisch als Zweitsprache; Einschulung; Ausland; Sinti und Roma; Unterrichtserfolg; Lernleistung; Schulerfolg; Leistungsindikator; Post-secondary education; Tertiäre Bildung; Fragebogen; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Schülerverhalten; Systemischer Ansatz; Lehrerverhalten; Urban area; Stadtregion; Stadtteilbezogenes Lernen; Ausbildung; Berufsbildung; Australien
Abstract	The factors affecting the outcomes of indigenous Australians' participation in vocational education and training (VET) were examined in a study in which 7 Aboriginal researchers in 5 Australian states and territories interviewed 70 indigenous Australians enrolled in VET and 48 coordinators and teachers in technical and further education (TAFE) colleges, independent Aboriginal providers, and universities with significant programs for Aboriginal and Torres Strait Islander people in 1994. The study focused on the following: pathways to VET; learners' issues and concerns; institutional issues and provider views; literacy, language, and learning; and effective course delivery in VET. Seven guiding principles for improved VET course delivery to indigenous Australians were identified. VET providers were encouraged to adopt the concept of course delivery as a cross-cultural activity as their rationale for planing, developing, and evaluating programs for indigenous Australians. (The bibliography contains 51 references. Appended are the following: educational indicators for Aboriginal and Torres Strait Islander profile for local government areas in eastern Australia; learner interview schedule; summary of learner characteristics; institution interview schedule; list of TAFE institutions with the highest enrollments of Aboriginal and Torres Strait Islander people in 1993; summary of institutions interviewed; and examples of data management layouts.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC