Academic literature on the topic 'Australia. Tertiary Education Assistance Scheme'
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Journal articles on the topic "Australia. Tertiary Education Assistance Scheme"
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Burke, Rachel, Caroline Fleay, Sally Baker, Lisa Hartley, and Rebecca Field. "Facilitating Access to Higher Education for People Seeking Asylum in Australia: Institutional and Community Responses." Refuge: Canada's Journal on Refugees 36, no. 2 (December 18, 2020): 58–68. http://dx.doi.org/10.25071/1920-7336.40658.
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Higher education remains unattainable for many people seeking asylum in Australia, where temporary visa status renders individuals ineligible for a range of government services including assistance with financing tertiary study. Many universities have responded by offering scholarships and other essential supports; however, our research indi- cates the challenges associated with studying while living on a temporary visa can affect the success of educational assistance. Here we highlight the importance of scholarships and other supports for facilitating access to tertiary study, particularly given the continuation of restrictive government policies, and identify the need for people seeking asylum to inform institutional and community responses.
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P., Sangeetha, and A. Raghurama. "A Study on Student Loan Schemes in India and Australia." IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) 12, no. 2 (August 21, 2018): 31. http://dx.doi.org/10.21013/jmss.v12.n2.p3.
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<p>Higher education or tertiary education has been perceived as an important sector which contributes to the economic progress among the countries of the world. Higher education has grown rapidly, at the same time the cost of higher education is also rising throughout the world. Education loan or student loan schemes, as one of the sources of financing higher education, have been introduced in most of the countries. This paper attempts to understand and compare the student loan schemes introduced and implemented in India and Australia either through the commercial banks or through the government. The study concludes that the student loan procedures followed in other countries can also be considered with suitable modifications for the improvement of our education loan scheme at present.</p>
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Blyth, Kathryn. "Selection methods for undergraduate admissions in Australia. Does the Australian predominate entry scheme the Australian Tertiary Admissions Rank (ATAR) have a future?" Journal of Higher Education Policy and Management 36, no. 3 (May 4, 2014): 268–78. http://dx.doi.org/10.1080/01587919.2014.899049.
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Boss, Peter. "Children in Fast Lane Australia." Children Australia 14, no. 1-2 (1989): 9–11. http://dx.doi.org/10.1017/s0312897000002174.
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We are all familiar with Donald Horne's descriptive phrase “The Lucky Country” as applied to Australia. It was coined during the resources boom years of the late 'sixties. It referred to the luck we have to be living in a country so rich in mineral resources – all we had to do was to dig it out of the ground and sell the raw stuff to equally boom economies overseas. Actually those economies then converted the stuff into manufactured goods – cars, fridges, television sets, plastic toys and so on, which they then flogged back to us … and we could afford to buy – much of the money our wealth generated went to make already comfortably-off people more comfortable - not much went to the not so comfortable or to the really poor. But in line with the optimistic theories in economics, the trickle effect of the boom years would ensure that the poor too got a gnaw at the bones thrown to them; distribution of wealth already distorted, stayed distorted. Then came Gough and a new era was about to dawn, the new wealth would be used toward producing a more egalitarian society and an enhanced infra structure of welfare sevices, a spanking new health service, a broadening of the social security system, more job opportunities, free tertiary education, the Australian Assistance Plan, and the list went on. But history has a mischievous, even misanthropic turn of mind, and no sooner was Gough crowned than the resources market turned sour and the money started to dry up, the dream faded and you know the rest. The Fraser years were years of cutback and belt-tightening, of dour and unglamorous attempts to keep the ship afloat. No more vision of building a new Jerusalem in Canberra's green and pleasant land.
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Shi, Yumeng, Alyse Davies, and Margaret Allman-Farinelli. "Food Insecurity Contributes to Poorer Dietary Outcomes in Higher Education Students: A Systematic Review." Current Developments in Nutrition 5, Supplement_2 (June 2021): 180. http://dx.doi.org/10.1093/cdn/nzab035_088.
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Abstract Objectives Tertiary education students have been found to experience a higher prevalence of food insecurity than the general population. This systematic review aims to examine the existing evidence on the association between food insecurity and dietary outcomes among higher education students. Methods Nine electronic databases and gray literature were searched. Studies that reported dietary outcomes (e.g., nutritional intake and meal patterns) in students of differing food security status in tertiary education settings in any country were included. All primary study designs were eligible for inclusion, except for qualitative studies. Two reviewers completed the title/abstract and full-text screening, data extraction, and quality assessment independently. Results A total of 14 studies were included in the final qualitative synthesis of this review. The prevalence of food insecurity among higher education students ranged from 21% to 82% across the included studies from the United States, Canada, Australia and Greece. Lower intakes of healthy foods (e.g., fruits, vegetables, and whole grains) and higher intakes of unhealthy foods (e.g., fast foods, added sugars, and sugar-sweetened beverages) were observed in food-insecure students. Some students also consumed less breakfast and evening meal than food-secure students but the evidence was limited. The overall diet quality was not consistently measured in students with different food security status by using validated dietary assessment tools. Conclusions Poorer dietary outcomes were found in higher education students with food insecurity compared with food-secure students. More policy interventions, effective nutrition education, and food assistance programs should be provided by tertiary education institutions and governments to target the nutritional needs of food-insecure students. Funding Sources This review received no specific funding.
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Farih, S., H. Rkain, S. Fellous, S. Ahid, R. Abouqal, T. Latifa, I. Hmamouchi, et al. "POS1417 DO SOCIAL FACTORS IMPACT ON BIOLOGICS COSTS IN RHEUMATOID ARTHRITIS? RESULTS FROM THE MOROCCAN RBSMR REGISTRY." Annals of the Rheumatic Diseases 80, Suppl 1 (May 19, 2021): 992.2–992. http://dx.doi.org/10.1136/annrheumdis-2021-eular.4225.
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Background:Objectives:The aim of this study was to estimate the annual direct cost of biologics in rheumatoid arthritis and to evaluate the impact of social factors on biological use and costs.Methods:Patients in the Moroccan register of biologicals (RBSMR) with available 1-year data were included. Variables related to socio-economic status, disease and biological were collected. Direct costs included prices of biologics, costs of infusions, and subcutaneous injections. Biological use and costs were compared based on social factors.Results:Our study included 197 patients (female sex of 86.8%, mean age of 52.3 ± 11 years). Patients were on one of the following therapies: Rituximab (n=132), Tocilizumab (n=37) or TNF-blockers (n=28). 44.2% of included patients have the RAMED medical assistance (health insurance scheme for the economically underprivileged). Illiteracy was noted in 45.7% of cases. Median one-year direct costs per patient were €1,665 [€1,472 - €9,879].There was no statistically significant difference in costs between men and women (p>0.05), between illiterate and literate (p>0.05). There was a statistically significant difference in costs between patients with the RAMED medical assistance scheme and other health insurances (p<0.01).Conclusion:This study showed that Moroccan RA patients had equal access to biologics regardless of their gender or level of education. Indeed, the insurance system influence the costs of biologics. Accessibility of those expensive treatments in a developing country seems be explained by efforts of the Moroccan ministry of health who has allocated a substantial budget for biologic DMARDs for patients with RAMED in the tertiary structures in our country.Disclosure of Interests:None declared
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Kolesnichenko, Natalia Yu, Tetiana S. Hladun, Olena S. Diahyleva, Lyubov Y. Hats, and Antonina V. Karnaukhova. "Increasing Students’ Motivation to Learn at Tertiary Educational Institutions." International Journal of Higher Education 9, no. 7 (August 7, 2020): 166. http://dx.doi.org/10.5430/ijhe.v9n7p166.
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The article is devoted to the study of the main purpose and features of increasing the students’ educational motivation atthe tertiary educational institution (TEI) in times of urgent need for a total overhaul of the educational paradigm and principles of teaching not only at higher educational establishment but also in the Ukrainian education system as a whole. During the investigation the methods of interdisciplinary approach, system analysis, social-cultural method, social-activity and concrete-historical approach have been applied. An important practical conclusion from the results obtained lies in the fact that the effectiveness of the educational process largely depends on the strategies of educational behavior, used by students. Accordingly, educators (and parents) should not only deliver educational material, but also teach students more effective ways and techniques for capturing it. For instance, the educator may recommend students to make a plan (or scheme) of the material studied or lend assistance to students in developing an individual plan for its mastering. Knowledge about the formation peculiarities of educational motivation at the tertiary educational institutions and personality’s value systems in the process of its professionalization can be used in the educational process to optimize the educational activities of students and improve training of specialists. The obtained results make it possible to clarify the subjective criteria for the effectiveness of students’ learning. Knowledge about the content of the value system of the modern student’s personality and its manifestation in the motivation of educational activity is of practical importance both in terms of self-knowledge and human development, and in terms of organizing professional university and postgraduate training. In the course of investigationit was possible to clarify and specify the theoretical ideas about motivation as a structural-level education, torepresentideas about the values that reflect the attitude to activity as a tool of meeting individual development needs, and their impact on the motivation of educational activities. The motives’ conceptof personal educational activity and values of students at tertiary educational institutions as psychological parameters of professional activity, requiring correlation with life objectives, have been highlighted.
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Wake, Alexandra. "Journalism training aid by Australians: A case study in the Solomon Islands." Pacific Journalism Review 22, no. 2 (December 31, 2016): 35. http://dx.doi.org/10.24135/pjr.v22i2.68.
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After the ethnic clashes and generally poor plight of Solomon Islands at the turn of the millennium, the country has been the recipient of substantial international foreign aid, which has included journalism education and training, particularly from Australia. However, little independent research has been done about the role of Australian trainers and the history of journalism training in this period of change and restoration. This article seeks to provide a point-in-time report on journalism training in an aid context, in a bid to provide a baseline for future investigation of changes in the media landscape and training in Solomon Islands. This research draws on independent in-depth interviews with engaged stakeholders in the Solomon Islands, including journalists, civil leaders and government figures. It also discusses the Australian government-funded media aid programmes, including the Solomon Islands Media Assistance Scheme (SOLMAS) and its unnamed predecessor.
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Ashton, Jean, and Roslyn Elliott. "Study, Work, Rest and Play." Australasian Journal of Early Childhood 32, no. 2 (June 2007): 15–22. http://dx.doi.org/10.1177/183693910703200204.
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THE INCREASING COSTS ASSOCIATED with tertiary study in Australia coupled with limited government assistance for education have had a significant impact on the preparation of students for the early childhood sector. Increasing costs have meant that a greater number of students than ever before need to undertake full- or part-time employment (Kember, 1999), which, paired with family responsibilities, challenges the more traditional university experience enjoyed by students in the past. Today's students are less likely to enrol in university programs straight from school. Rather, by means of a range of pathways following college training at Diploma level, employment for several years, marriage and families, they enter university with very different skills and very different expectations regarding study from those of previous generations of students. This article examines some of the changing structures and competing priorities in students' lives, as part of a larger investigation around the use of alternate pedagogies in teacher-education programs. It notes how one university is modifying its early childhood teacher-education programs to provide more equitable but still workable solutions for students challenged by their multiple life-roles.
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Mann, Gemma, and Julie Willans. ""Monkey See, Monkey Do, That’s Not Going to Actually Teach You": Becoming a Self-Directed Learner in Enabling Mathematics Units." Student Success 11, no. 1 (March 4, 2020): 55–65. http://dx.doi.org/10.5204/ssj.v11i1.1462.
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To explore the mathematics learning experiences of those more likely to come from non-traditional educational backgrounds, ten students studying one or two maths units in the Skills for Tertiary Education Preparatory Studies (STEPS) at CQUniversity Australia were interviewed. The aim was to investigate how these students learnt to become self-directed learners during their preparation for their intended undergraduate study. Using grounded theory methodology, data were analysed within the theoretical framework of andragogy, namely, adult learning. Analysis of data indicated that students were able to learn how to become self-directed learners when lecturers ‘tailored’ teaching to the students’ needs, taking into consideration their state of mind, ability to plan their work, developing adeptness at engaging in mathematical activities, and assistance received in evaluating their own learning outcomes. In practice, findings of this study provide some insight into how enabling mathematics lecturers can tailor activities to best meet the needs of their students. Further, the development of self-directed learning skills in the context of mathematics has potential to benefit these students in all their university study.
Dissertations / Theses on the topic "Australia. Tertiary Education Assistance Scheme"
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Heath, Treesa. "Supporting Aboriginal and Torres Strait Islander participation in higher education: a yarn with ITAS tutors." Thesis, 2015. http://hdl.handle.net/1959.13/1424175.
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Bachelor Honours - Bachelor of Teaching (Primary)/ Bachelor of Arts (Hons)The Indigenous Tutorial Assistance Scheme – Tertiary Tuition [ITAS] has provided individual and small group supplementary course content tuition to Aboriginal and Torres Strait Islander university students since the 1990s. Although linked to increases in higher education participation for Aboriginal and Torres Strait Islander peoples and providing opportunities for Aboriginal and Torres Strait Islander academic sector employment, the Federal government announced cessation of ITAS as at the end of 2015. Support for Aboriginal and Torres Strait Islander participation in higher education will now come via the Indigenous Advancement Strategy [IAS]. Recognising the urgency of documenting valuable community knowledge before it was diminished, this qualitative case study drew on the theoretical literature surrounding Indigenous research, education and government policy and policy review. Purposefully sampling ITAS tutors from the University of Newcastle’s Wollotuka Institute, four experienced ITAS tutors were invited to participate in a yarning circle. Perspectives were captured regarding the quality of relationships that support Aboriginal and Torres Strait Islander participation in higher education. Situated within an Indigenous research paradigm, findings emerged from the student researcher’s reflexive Aboriginal lens and the iterative process of content analysis and qualitative data analysis activities. Analysis revealed that during times of policy and funding changeover, transparency and the provision of community space for open discussion should be made available to all stakeholders. It would appear that ethical and equitable frameworks of support would accommodate the diversity of Aboriginal and Torres Strait Islander students, particularly those at the polar ends of the academic continuum. The creation of a new socially just discourse would privilege Indigenous knowledges of how to navigate and succeed at the university cultural interface along with the relationships that support this goal.
Book chapters on the topic "Australia. Tertiary Education Assistance Scheme"
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Higgins, Timothy. "The Higher Education Contribution Scheme: Keeping tertiary education affordable and accessible." In Successful Public Policy: Lessons from Australia and New Zealand, 59–85. ANU Press, 2019. http://dx.doi.org/10.22459/spp.2019.03.
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