Background: Effective project management and project work skills are important requirements in higher education and many other work place settings. Simulation-based learning, with its use of simulated scenarios and environments, may be a helpful way of supporting skill development. However, much more needs to be understood about the possibilities…

Background: International research suggests the value of school Intergenerational Programmes (IPs) and intergenerational schools. However, there is a scarcity of studies at country level exploring the process of expanding from the introduction of intergenerational activities to adopting an intergenerational school model. Purpose: This study sought…

Background: Early childhood education and care has been an area of significant policy attention, public investment and private market activity in Australia over the past three decades. Australian educationists and policy-makers have looked to international examples for evidence, policy design and institutional models. However, this area is…

Background: Evidence suggests that the KiVa anti-bullying programme may contribute to a reduction in bullying and victimisation, especially in primary school level. What is more, the level of implementation moderates the programme effects: the more the programme was implemented, the more bullying was reduced. Purpose: Consequently, it is of…

Background: Children's rights education in schools has many social and educational benefits. Among them are a deeper understanding of rights and social responsibility, an improved school climate, and greater school engagement and achievement. Purpose: The purpose of this study was to assess whether children's rights education has the power to…

A national survey of General National Vocational Qualifications (GNVQ) implementation in 465 British post-16 institutions (response rate 67.9%) found some evidence that GNVQs fill gaps in provision; many complaints about jargon and an unwieldy system were noted; and the overreliance on behaviorist features of competency-based education was seen as…

This article draws upon some implementation models, namely the Rogers and Shoemaker (1971) model and Hall's (1973) concerns-based model, to explain contextual and process factors associated with the implementation of a high school geography syllabus in one Australian state. (Author/CT)