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Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Education • Human Capital • Indigenous Australians.'
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Journal articles on the topic "Education • Human Capital • Indigenous Australians":
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Williams, John. "A figurational analysis of how Indigenous students encounter racialization in physical education and school sport." European Physical Education Review 24, no. 1 (September 15, 2016): 76–96. http://dx.doi.org/10.1177/1356336x16667372.
The recently launched Australian Curriculum Health and Physical Education has five propositions, one of which is for students to adopt a critical inquiry approach within this subject area. In particular, students are encouraged to explore issues that relate to social power and taken-for-granted assumptions. This paper problematizes the concept of ‘biological race’ as one such assumption at three government high schools in Canberra, Australia’s national capital. This study found that Indigenous students at the three schools experience racialization both from their health and physical education (HPE) teachers and from their non-Indigenous peers. Figurational sociology was used to show that this racialization is a characteristic of power relationships in the physical education and school sport figuration examined. The findings presented are important because they show that HPE teachers perpetuate the myth of ‘biological race’. Further, this fantasy of ‘biological race’ restricts opportunities for Indigenous students and is an obstacle for reconciliation between Indigenous and non-Indigenous Australians.
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Pearson, Cecil A. L., and Sandra Daff. "Education and Employment Issues for Indigenous Australians in Remote Regions." Journal of Human Values 16, no. 1 (April 2010): 21–35. http://dx.doi.org/10.1177/097168581001600103.
Zeegers, Margaret, Wayne Muir, and Zheng Lin. "the Primacy of the Mother Tongue: Aboriginal literacy and Non-Standard English." Australian Journal of Indigenous Education 32 (2003): 51–60. http://dx.doi.org/10.1017/s1326011100003823.
AbstractThis article describes Indigenous Australian languages as having a history of pejoration dating from colonial times, which has masked the richness and complexity of mother tongues (and more recently developed kriols) of large numbers of Indigenous Australians.The paper rejects deficit theory representations of these languages as being inferior to imported dialects of English and explains how language issues embedded in teaching practices have served to restrict Indigenous Australian access to cultural capital most valued in modern socio-economic systems. We go on to describe ways in which alternative perspectives where acknowledgment of rich, complex and challenging features of Indigenous Australian languages may be used by educators as empowering resources for teacher education and teaching in schools. Our paper stresses the urgency of establishing frameworks for language success within which to develop other successful learning outcomes of Indigenous Australians.
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SHOEBRIDGE, AMANDA, JEREMY BUULTJENS, and LILA SINGH PETERSON. "INDIGENOUS ENTREPRENEURSHIP IN NORTHERN NSW, AUSTRALIA." Journal of Developmental Entrepreneurship 17, no. 03 (August 23, 2012): 1250017. http://dx.doi.org/10.1142/s1084946712500173.
A number of solutions have been suggested for overcoming the considerable and entrenched economic and social disadvantage indigenous Australians face, including the encouragement to gain employment in the mainstream economy and to become entrepreneurs. Governments of all persuasions have implemented policies to encourage indigenous entrepreneurship; however, most appear to have had little success. To support and promote indigenous entrepreneurship effectively, it is important to identify the factors that either promote or hinder entrepreneurial endeavors. This paper reports on a study that used a qualitative research approach guided by a social constructivist paradigm to examine the experiences of Indigenous entrepreneurs in Northern New South Wales, Australia. The study results indicated that participants were found to possess characteristics of confidence, strong self-determination and ambition, and a desire to achieve. The role and influence of spouses, extended family and other role models were important determinants of entrepreneurial success, as were access to financial capital and established business networks. Above average education levels, prior industry experience and the assistance of mentors were also found to positively influence success. Lacking access to financial capital was a major hindrance. Participants also found government assistance programs confusing, unwieldy and difficult to access. Other hindrances included the presence of racism and discrimination; and difficulties reconciling business needs with the requests and needs of family, culture and community.
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Sowho, P. O., T. O. Abubaka, and U. O. Uba. "HUMAN CAPITAL DEVELOPMENT AND THE MANAGEMENT OF UNEMPLOYMENT CRISES IN NIGERIA." Sokoto Educational Review 17, no. 2 (December 29, 2017): 6. http://dx.doi.org/10.35386/ser.v17i2.40.
Unemployment is a condition whereby the able-bodied men and women who are qualified and ready to work do not have commensurate work to do. In Nigeria it has developed to a crises situation as the unemployment now affect both the graduates and non-graduates alike which is principally blamed on mismatch between the skills acquired in institutions of learning and the country labour market needs. This calls for question on the type of education system and the constituents of human capital formation in Nigeria. The paper therefore concluded that the rate of unemployment in Nigeria will continue to increase manifest in multidimensional problem to the economy and the entire social fabrics of the national life if the system of education fails to evolve talents and skills that will use materials resources to develop technology which will be compliant with human potentials. Based on this, the researchers recommended among others that the school curriculum should be review in line with societal demand pattern, education system that will focus on developing indigenous technology and avoid waste of manpower.
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Camps, Enriqueta, and Stanley Engerman. "The Economic Geography of Human Capital in Twentieth-Century Latin America." International Journal of Financial Research 8, no. 1 (December 8, 2016): 112. http://dx.doi.org/10.5430/ijfr.v8n1p112.
In this paper we present results for educational achievement in the different economic regions of Latin America (Big countries: Mexico and Brazil; Southern Cone; Andean countries; Central America; and others) during the twentieth century. The variables we use to measure education are average years of education, literacy, average years in primary school, average years in secondary school, and average years in university. To attain a broader perspective on the relationship of education with human capital and with welfare and wellbeing we relate the educational measures to life expectancy and other human capital variables and GDP per capita. We then use regressions to examine the impact of race and ethnicity on education, and of education on economic growth and levels of GDP per capita.The most significant results we wish to emphasize are related to the importance of race and racial fractionalization in explaining regional differences in educational achievement. Southern Cone countries, with a higher density of white population, present the highest levels of education in average terms, while countries from Central America and Brazil, with a higher proportion of Indigenous Americans and/or blacks, have the lowest levels. In most countries the major improvements in educational achievement are: the expansion of primary education during the first half of the twentieth century, and the expansion of secondary education after 1950. In all cases, average years in university are low, despite improvements in university quality during the last decades of the century when professors exiled during dictatorships returned to their countries of origin. International comparisons (continental averages for years of education weighted by country population size) place twentieth-century Latin America in an intermediate position between the USA and Europe at the top, and countries from Asia and Africa at the bottom.
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Amali, I. O. O., A. Yusuf, and M. B. Muhinat. "Indigenous farmers’ and non-farmers’ perceptions on schooling and human-capital development in agro-based rural communities in southern benue, Nigeria." New Educational Review 42, no. 4 (December 31, 2015): 144–52. http://dx.doi.org/10.15804/tner.2015.42.4.12.
Soen, Dan. "DIFFERENCES IN ATTITUDES TOWARDS HIGHER EDUCATION AMONG HIGH SCHOOL STUDENTS: THE CASE OF SABRAS (ISRAELI-BORN) AND FSU IMMIGRANTS IN ISRAEL." Problems of Education in the 21st Century 53, no. 1 (April 15, 2013): 120–29. http://dx.doi.org/10.33225/pec/13.53.120.
Between the years 1990 and 2007 about one million immigrants entered Israel from the FSU (former Soviet Union). They constitute roughly 20% of the Jewish households in the country. Israel benefitted greatly from the high human capital of this mass migration: 38.8% of the immigrants had higher education, in contrast to 27.8% of the indigenous Jewish population. Taking into consideration the cultural background of FSU immigrants, this study explores whether the elite-traditional influences their offspring who graduate from high schools in Israel. This study is based on a survey of a sample of 80 high school students – 40 FSU immigrants and 40 Sabras (Israeli born). Contrary to the hypothesis, findings indicate no significant difference in attitudes towards higher education between the two groups Key words: Israel as migration country, FSU migration, higher education expansion in Israel, habitus and educational inspirations, socially constructed roles.
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Babalola, Joel B., and Adesoji A. Oni. "Transforming Indigenous Knowledge and Innovation Systems for African Intellectual Decolonization and Renaissance." Roczniki Nauk Sppołecznych 13(49), no. 3 (December 29, 2021): 61–80. http://dx.doi.org/10.18290/rns21493.3.
The application of knowledge (measured in term of entrepreneurship and innovations, research and development, and software and product design) has become one of the spring boards of economic growth. The paper highlights six hindrances to renaissance explosion in knowledge in Africa with special emphasis on inefficiency in indigenous knowledge systems following colonialism. It further highlighted major challenges such as low capacity to invest in advanced human capital, low scientific and analytical capacity, low level of access to education, low digital capacity, low public interest in knowledge systems and low strategic aspiration facing Africa in developing efficient indigenous knowledge systems. The authors, drawing on existing literature and expert consultations, clearly identified and established major challenges being faced by African countries in leveraging on intellectual advances and suggest ways to transform the knowledge and innovation system in moving the continent towards the knowledge economy.
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Cleary, Peter. "An empirical investigation of the impact of management accounting on structural capital and business performance." Journal of Intellectual Capital 16, no. 3 (July 13, 2015): 566–86. http://dx.doi.org/10.1108/jic-10-2014-0114.
Purpose – The purpose of this paper is to develop and test a series of conceptual models that investigates the impact of management accounting (MA) (systems and information) on firms’ structural capital and business performance. It also replicates previous research in this area which focused on the interplay between the three primary elements of intellectual capital (IC) (i.e. human capital, structural capital and relational capital) and business performance. Design/methodology/approach – A survey instrument was used to collect the data required to conduct the study. All respondents who participated occupied the role of chief financial officer or equivalent and were employed by firms competing within the indigenous Irish information and communications technology sector. Consistent with prior quantitative IC-based research, a form of structural equation modelling called partial least squares was used to test the data collected. Findings – The findings reject the suggestion that MA is most appropriately situated as an element of firms’ structural capital. The findings support a plausible and statistically significant relationship between advanced MA systems and business performance. The findings also generally support previous research on the relationship between the three elements of IC and business performance. Originality/value – Although much has been written about the potential role for MA in the IC area, little empirical evidence has yet emerged. This exploratory research begins to address this deficiency by developing and testing a series of MA-related constructs within the IC research domain.
You might also be interested in the extended bibliographies on the topic 'Education • Human Capital • Indigenous Australians' for particular source types:
Dissertations / Theses on the topic "Education • Human Capital • Indigenous Australians":
1
Biddle, Nicholas Grahame, and nicholas biddle@anu edu au. "Does it pay to go to school? The benefits of and participation in education of Indigenous Australians." The Australian National University. Centre for Aboriginal Economic Policy Research, 2007. http://thesis.anu.edu.au./public/adt-ANU20071008.152249.
Those who have finished high school and/or obtained non-school qualifications experience a range of positive outcomes throughout their lives. Despite these benefits being likely to apply to the Indigenous Australian population, current as well as past participation in education is substantially lower than that of the non-Indigenous population. Some reasons for this relatively low participation may be locational and monetary disadvantage, household overcrowding and a curriculum that is not always relevant. How Indigenous Australians form their expectations about the benefits of education and what these expectations might be (accurate or otherwise) may also influence educational participation.
This thesis looks at the education outcomes of Indigenous Australians. There are two main research questions are examined. The first is what are the relative benefits of education for the Indigenous population? The main outcomes that are focussed on are employment and income; however, there is also analysis of the extent to which those with higher education levels report better health outcomes or more favourable health behaviour.
The second main research question is what factors are associated with the decision to attend high school? That is, does the Indigenous population respond to the economic incentives to undertake education as estimated in this thesis? In addition, other factors at the individual, household and area level are likely to influence the social costs and benefits of education, as well as geographic and financial access. The extent to which these are associated with high school participation is also examined.
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Biddle, Nicholas. "Does it pay to go to school? The benefits of and participation in education of Indigenous Australians." Phd thesis, 2007. http://hdl.handle.net/1885/46223.
Those who have finished high school and/or obtained non-school qualifications experience a range of positive outcomes throughout their lives. Despite these benefits being likely to apply to the Indigenous Australian population, current as well as past participation in education is substantially lower than that of the non-Indigenous population. Some reasons for this relatively low participation may be locational and monetary disadvantage, household overcrowding and a curriculum that is not always relevant. How Indigenous Australians form their expectations about the benefits of education and what these expectations might be (accurate or otherwise) may also influence educational participation.
¶
This thesis looks at the education outcomes of Indigenous Australians. There are two main research questions are examined. The first is what are the relative benefits of education for the Indigenous population? The main outcomes that are focussed on are employment and income; however, there is also analysis of the extent to which those with higher education levels report better health outcomes or more favourable health behaviour.
¶
The second main research question is what factors are associated with the decision to attend high school? That is, does the Indigenous population respond to the economic incentives to undertake education as estimated in this thesis? In addition, other factors at the individual, household and area level are likely to influence the social costs and benefits of education, as well as geographic and financial access. The extent to which these are associated with high school participation is also examined
Books on the topic "Education • Human Capital • Indigenous Australians":
1
Roz, Walker, Australian Federation of University Women., and AFUW National Conference: "Indigenous Education and the Social Capital" (1998 : Adelaide, S. Aust.), eds. Indigenous education and the social capital: Influences on the performance of indigenous tertiary students. [Australia]: Black Swan Press, 1999.
Book chapters on the topic "Education • Human Capital • Indigenous Australians":
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Biddle, Nicholas. "Indigenous-specific education institutions." In Human Capital Development and Indigenous Peoples, 79–83. Routledge, 2018. http://dx.doi.org/10.4324/9781351016391-5.
Biddle, Nicholas. "Education for all." In Human Capital Development and Indigenous Peoples, 97–105. Routledge, 2018. http://dx.doi.org/10.4324/9781351016391-7.
Daly, Anne. "The Diffusion of New Technologies." In Information Technology and Indigenous People, 272–85. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-298-5.ch036.
This chapter presents data from the 2001 Census of Population and Housing to highlight the low levels of computer and Internet usage by indigenous Australians. This result is not surprising, given the well-documented connection between education, income, location of residence and use of these technologies. One possible way of addressing the digital divide between capital city dwellers and other Australians is through the development of community online access centres. Using evidence from the literature and from fieldwork in New South Wales, the chapter considers some factors that are likely to make these centres more successful. These include a strong commitment by the community to the development of a centre and a close integration of the centre with community activities. It is important that significant funds be budgeted to training for all involved including centre staff and community members.
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Daly, Anne. "The Diffusion of New Technologies." In Global Information Technologies, 1895–923. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-939-7.ch137.
This chapter presents data from the 2001 Census of Population and Housing to highlight the low levels of computer and Internet usage by indigenous Australians. This result is not surprising, given the well-documented connection between education, income, location of residence and use of these technologies. One possible way of addressing the digital divide between capital city dwellers and other Australians is through the development of community online access centres. Using evidence from the literature and from fieldwork in New South Wales, the chapter considers some factors that are likely to make these centres more successful. These include a strong commitment by the community to the development of a centre and a close integration of the centre with community activities. It is important that significant funds be budgeted to training for all involved including centre staff and community members.
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Hupp Williamson, Sarah. "Neoliberal Accommodation and the Case of Bolivia." In Human Trafficking in the Era of Global Migration, 65–82. Policy Press, 2022. http://dx.doi.org/10.1332/policypress/9781529214635.003.0005.
Chapter 5 focuses on a different pathway and the case of Bolivia. Bolivia makes a unique case given its history of social protest against economic measures associated with the IMF and World Bank. This history contributed to the lack of economic dominance and relatively high social expenditures. Closer historical examination however, shows that the quality of social expenditures on services such as health, education, and employment have not worked to alleviate inequality. Instead, as globalisation and an economy centred on neoliberal accommodation has persisted, economic and gender inequalities have persisted as well. Transnational corporations play a large role in extractivist industry, and Bolivia remains reliant on their foreign capital. Such actions often come at the expense of indigenous communities. Furthermore, various Bolivian governments over time have not been successful in addressing corruption. Altogether, this situation has spurred migration and relatedly, human trafficking. Anti-trafficking initiatives in the country have focused on law enforcement and stricter border controls. However, regulating and restricting migrant’s movements often has had the indirect effect of making them vulnerable to human trafficking and undermining the protections available to them in their destination country.
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İbrahimcioğlu, Ahmet Serdar. "The Importance of National Technology Initiative and the Role of Bilişim Vadisi in Global Competition." In National Technology Initiative: Social Reflections and Türkiye's Future, 663–76. Türkiye Bilimler Akademisi Yayınları, 2022. http://dx.doi.org/10.53478/tuba.978-625-8352-17-7.ch35.
To prevent monopolization in scientific and technological developments due to globalization, countries are developing their own technology strategies. For these strategies to succeed, current developments should be followed and the initiatives put forth should not be disconnected from the social and cultural consciousness. Within this context, the total independence in the economic and technological fields vision of Türkiye is named the National Technology Initiative. Bilişim Vadisi plays a significant role in transferring the success of Turkish Airlines in the defense industry to civilian technologies to actualize the vision of the National Technology Initiative. The National Technology Initiative bases its strategy on three concepts. These concepts are “indigenous”, which means belonging to a certain area in geographical terms; “national”, which means belonging to a certain nation; and “authenticity,” which means that a product with an intellectual value does not directly include other intellectual outputs but has its own specific intellectual value. Bilişim Vadisi is acting in accordance with these values in terms of the development of the brands within itself and shaping its ecosystem according to a model that supports the companies developing key technologies from end to end. In Bilişim Vadisi, which mainly focuses on conducting studies on technologies such as mobility, network technologies, cybersecurity, design technologies, smart cities and gaming technologies to strengthen the ecosystem, there are specific clustering specific to every area. To get rid of external dependency and provide the proper basis for import substitution and National Technology Initiative, human capital should be provided. 42 Software Schools, organized by Bilişim Vadisi, is an ecosystem where important steps are taken to improve human capital through Robotics Coding and Artificial Intelligence Workshop, education camps, workshops and entrepreneurship events. As mentioned in detail throughout the article, it is making a great contribution to the import substitution process within the scope of civilian technologies through brands such as Togg, AirCar, Business Incubator, Design Clustering Center and DIGIAGE. As a result, Bilişim Vadisi plays the role of being the greatest technology development area in Türkiye to actualize the human capital and import substitution strategies of the National Technology Initiative.
