ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLES
KEYWORDS: Indigenous population; Aboriginal and Torres Strait Islander; Aboriginal culture; Early childhood education; Education systems; Access; Pathways; Participation; Youth; Employment; Health; Wellbeing; Racial discrimination; Crime; Housing; Mortality; Child protection; Social conditions; Socioeconomic status; Remote areas; Research methodology; Data collection Socioeconomic outcomes; Incarceration; Close the Gap; National Agreement on Closing the Gap; Non-Indigenous.
KEYWORDS: Aboriginal and Torres Strait Islander; Aboriginal families; Aboriginal children; Child development; Literacy; Student assessment; Child development; Research; Measurement techniques; Data collection; Student learning; Health; Stress; Aboriginal culture; Aboriginal languages; Remote areas; Teachers Longitudinal Study of Indigenous Children (LSIC); Footprints in Time; Closing the Gap; Close the Gap; Renfrew Word Finding Vocabulary Test; Longitudinal Study of Australian Children (LSAC); Socio-Economic Indexes for Areas (SEIFA)
KEYWORDS: Children; Disadvantaged background; Child development; Social disadvantage; Home environment; Low income; Access; Inequality; Wellbeing; Socioeconomic status; Measurement techniques; Educational outcomes; Research methodology; Data collection; OECD countries; Student support; Test scores; Early childhood education; Parental education; Parent child relationship Advantaged background; Economic disadvantage; Parent occupation; Low SES; High SES; Programme for International Student Assessment (PISA)
KEYWORDS: Early childhood education; Investment; Educators; Qualifications; Wages; Job security; Policy development; Government policy; Commonwealth government; State government; Teachers; TAFE; Employment; Participation; Women Early childhood education and care (ECEC); Workforce shortage; For-profit; Private providers; Nordic countries.
KEYWORDS: New South Wales; Private schools; Nongovernment schools; Independent schools; Government schools; Public funding; State government; Data collection; Statistical analysis; Education policy; Commonwealth government; Government funding Schooling Resource Standard (SRS); NSW Teachers' Federation (NSWTF)
KEYWORDS: Education systems; School administration; Students; Data collection; Privatisation; Commercialisation; Case study; New Zealand; Governance; Student attendance; Student behaviour; Student assessment; Student performance; Teachers; Working conditions Student management systems (SMS); Public-private partnerships (PPPs)
KEYWORDS: Education systems; Resources; Access; Disadvantaged students; Reading; Student experiences; Student performance; Online education; Data collection; OECD countries Digital resources; Socioeconomic gap; Advantaged students; Print books; Programme for International Student Assessment (PISA)
KEYWORDS: Education systems; Gender; Identity; Stereotypes; Sex discrimination; Bias; Child development; Social attitudes; Masculinity; Parent role; Curriculum; Equity; Policy framework; Research methodology; OECD countries; Policy development; Strategies; School environment; Teaching profession; Teacher training Inclusive education; Feminine; Gender differences.
KEYWORDS: Education systems; Europe; Mathematics education; Science education; Student learning; Student participation; Student motivation; Student achievement; Student support; Socioeconomic background; Disadvantaged students; Research methodology; Statistical analysis; Online education; Resources; Government funding; Distance education; Teaching skills; Science teaching; Teaching profession Low achievers; COVID-19; Digital skills; Programme for International Student Assessment (PISA); Trends in International Mathematics and Science Study (TIMSS)
KEYWORDS: Education systems; Mathematics education; Teaching instruction; Educational research; Policy development; Teachers; Student learning; Student motivation; Student needs; Student skills; Student assessment; Student achievement Myths; Mathematics teaching; Evidence-based; Inquiry-based learning.
KEYWORDS: Education systems; Australia; United Kingdom; Curriculum design; Curriculum framework; History; Citizenship education; Education policy; Research; Values; Identity; Political attitudes; Government role; Democracy; Globalisation; Teaching profession; Teaching methods; Student learning; Social justice; International comparisons Civics and citizenship education (CCE); Global citizenship; History curriculum.
KEYWORDS: Education systems; Equity; Education policy; Commonwealth government; Review; Private schools; Religious schools; Discrimination; Inequity; Fees; Government funding; Political party policy; Political attitudes; Disadvantaged schools; Disadvantaged students; Student achievement; International comparisons Low SES; Achievement gap; Needs-based funding; Gonski report; 'Gonski Plus model'; Coalition Party; Capacity to contribute; Programme for International Student Assessment (PISA)
KEYWORDS: Educational research; Investment; Education systems; Policy design; Educational practice; Policy framework; Academics; Researchers; Universities; Teacher education; Government role; OECD countries Evidence-based; Policy engagement; Teacher engagement; School-university partnerships (SUPs)
KEYWORDS: Employment relations; Technological change; Research; Case study; International comparisons; Inequality; Power; Trade unions; Strategies; Organising; Collective bargaining; Employees; Wages; Working conditions; Skills; Vocational education; Training; Investment; Employers Future of work; Job quality; Worker representation; Digital technologies.
KEYWORDS: Employment; Labour markets; Capitalism; Social aspects; Human capital; Economics; Research; International comparisons; Statistical analysis; Employees; Social class; Working class; Minimum wage; Gender; Trade unions; Employers; Political parties; Racism; Inequality; Education systems Class struggle; Alienation; Direct action; COVID-19; Vulnerable workers; Marxist.
KEYWORDS: Higher education; Universities; Education funding; Online learning; Change; Globalisation; International students; Educational research; International comparisons; Internationalisation; Academics; University staff; Gender; Inequality; Information technology; Internet; Access; Equity; University students; Student learning; Government role COVID-19; Remote learning; Work from home (WFH)
KEYWORDS: Higher education; Universities; Policy framework; University curriculum; University environment; Mental health; Wellbeing; Research methodology; Data collection; Neoliberalism; Education policy; Academics; Academic staff; University staff; Workload; Casual employment; Job insecurity; Job satisfaction; Gender; University students; Stress; Student support; Student needs; Aboriginal and Torres Strait Islander COVID-19.
KEYWORDS: Universities; Finances; Audit; Revenue; Accountability; Governance; Student enrolment; Student fees; International students; Public sector; Academics; Academic staff; Casual staff; Government policy; Government funding; Economic conditions; Vocational education; Victoria Professional staff; Underpayment; Domestic students; Financial reporting; Financial sustainability; Commonwealth supported places (CSP); COVID-19.
KEYWORDS: Higher education; University students; Occupations; Labour market; Part-time employment; Wages; Income support; Superannuation; International students; Migrant students; Research; Data collection Employment rates; JobKeeper; COVID-19.
KEYWORDS: Universities; Audit; Performance; Governance; University administration; Finance; Revenue; Academic staff; University teaching; University research; Student enrolment; University students; Socioeconomic status; Aboriginal students; International students; Government policy; Graduates; Employment; New South Wales COVID-19.
KEYWORDS: Industrial relations; Employment; Collective bargaining; Wages; Labour market; Regulations; Employees; Power; Negotiation; Employer attitudes; Union members; Trade unions; Strategies; Youth; Attitudes; Union membership; Research methodology; Statistical analysis; International comparisons; OECD countries Workers' voice; Union density; Union decline; Non-standard employment.
KEYWORDS: Employment; Collective bargaining; Collective agreements; Governance; Regulations; Labour legislation; Wages; Skill development; Gender equality; Trade unions; Employers; Negotiation; Occupational health and safety; Union membership; Research methodology; Data collection; International comparisons Social dialogue; Union density; Union renewal; Collective action; Hybrid work practices; Employer organisations; COVID-19; Economic recovery; Employer and business membership organizations (EBMOs); Sustainable Development Goals (SDG)
KEYWORDS: Teachers; Teacher unions; History; Asia Pacific Fiji.
KEYWORDS: Teaching profession; Teacher registration; Teacher accreditation; Professional learning; Research methodology; Interviews; Data collection; Teaching experience; Teacher workload; Preservice teachers; Teacher support; School management; Leadership; Policy development; Student learning; Student experience Teaching-Out-of-field; Initial teacher education (ITE); Early career teachers (ECTs); Out-of-field teaching; Science, technology, engineering and maths (STEM)
KEYWORDS: Teaching profession; Survey; Data collection; Teacher perception; Stress; Wellbeing; Working conditions; Occupational health and safety; Teaching practice; Teacher workload; Teacher role; Gender; Teacher attrition; Online learning; Student learning; Student motivation; Academic achievement Teacher self-efficacy; COVID-19; School closures.
KEYWORDS: Teaching profession; Gender; Teacher quality; Teacher education; Education systems; Mass media; Attitudes; Journalism; Research methodology; Analysis; Political party policy; Commonwealth government; Curriculum; Teacher shortage; Teaching standards; Disadvantaged schools; Educational research; Teacher unions; Australian Education Union (AEU) Early career teachers (ECTs); Classroom readiness; Direct instruction; Teacher identity construction; Teacher identities; Media representations of teachers; Discourse; Australian Teacher Corpus (ATC); National Assessment Program - Literacy and Numeracy (NAPLAN)
KEYWORDS: Teaching profession; Teacher shortage; Working conditions; Teacher workload; Teacher salaries; Casual employment; Teacher supply; Teacher retention; Policy development; Commonwealth government; Teacher status; Career pathways; Teacher recruitment; Early childhood education; Skilled workers; Migrant workers Initial teacher education (ITE); COVID-19; SEE Record 220013 - Next steps : report of the quality initial teacher education review (QITE Review)
KEYWORDS: Teaching profession; Remote schools; Rural schools; Working conditions; Research methodology; Teachers; Teaching experience; Professional development; Teacher recruitment; Teacher support; Teacher retention; Teacher salaries; Urban schools; Education systems; Student learning; Educational disadvantage; Equity Teacher incentives; Teacher attraction; Urban teachers.
KEYWORDS: Teaching profession; Gender; Women; Men; Stereotypes; Primary schools; Secondary schools; Data collection; OECD countries; Teachers; Educational attainment; Teacher recognition; Teacher retention; Work value; Public opinion; Teacher salaries; Career choice; Family responsibilities Gender ratio.
KEYWORDS: Trade unions; Employers; Courts; Employees; Employer attitudes; Workplace environment; Industrial law; Occupational health and safety; Working conditions; Regulations; Government role Right of entry; Union representation; COVID-19; Fair Work Act 2009; Fair Work Commission (FWC)
KEYWORDS: Trade unions; Collective bargaining; Labour law; Industrial relations; Regulations; Organising; Research; International comparisons; Fees; Union members; Union membership; Labour movement; Migrant workers; Government role Civil society; Organisational co-enforcement; Union density; Low paid; Representation; Wage theft; Community Legal Centres (CLCs); Fair Work Ombudsman (FWO); Migrant Employment Legal Service (MELS)
KEYWORDS: TAFE; Performance; Finances; Audit; Vocational education; Training; Revenue; Student enrolment; Student fees; Employees; TAFE teachers; Working hours; Government policy; Legislation; Government funding; Private sector; Information technology; Victoria Free TAFE; COVID-19; Performance reporting; Private providers; Registered training organisations (RTOs)
KEYWORDS: Vocational education; Training; Secondary school students; Student participation; Pathways; Apprenticeships; Traineeships; Governance; Career guidance; Student outcome; Research methodology; Data collection; Educational programs; Higher education; Teachers; Education funding; Education policy; Policy framework; Labour market; Employment; Employers VET in Schools (VETiS); VET for secondary school students (VfSSS); Senior Secondary Certificate of Education (SSCE); VET teachers; Registered training organisations (RTOs)
KEYWORDS: Vocational education; Training; Policy development; Research; Student participation; Student needs; Skill development; TAFE teachers; Teaching practice; Technology; Government role; Industry Registered training organisations (RTOs); Skill needs; Workforce development; Upskilling; Reskilling; Digital skills; COVID-19.
KEYWORDS: Sexual harassment; Sex discrimination; Legislation; Gender; Workplace environment; Bullying; Industrial relations; Inequality; Unfair dismissal; Human rights; Women; Employees; Employers Respect@Work Report; Work Health and Safety Act; Sex Discrimination and Fair Work (Respect at Work) Amendment Act 2021 (Cth); Fair Work Act 2009; 'Person conducting a business or undertaking' (PCBU)
KEYWORDS: Women; Employment; Participation; Income; Labour force; Access; Gender; Equality; Economic participation; Education systems; Enrolment data; Educational attainment; Health; Sex discrimination; Family responsibilities; Unemployment; Benchmarks; Measurement techniques; Statistical analysis; International comparisons; Government role Global gender gap index; Rankings; Unpaid work; Pay gap; Gender parity; Political empowerment; COVID-19.
KEYWORDS: Employment; Women; Participation; Wages; Research methodology; Measurement techniques; Data collection; Men; Inequality; Gender equity; Sex discrimination; Evidence; Leadership; Bias; Educational attainment; Workplace environment; Labour force; Union members; Family responsibilities; Government role Gender pay gap; Paid parental leave; Feminised industries; Unpaid work; Underrepresentation; Occupational segregation; COVID-19; Household Income and Labour Dynamics in Australia (HILDA) Survey; Workplace Gender Equality Agency (WGEA); Diversity Council.
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