Maureen Boyle

Lifelong Learning: Helping Address Disadvantage Through Community-Based Learning Projects

Glover and Patton (2004) stress the importance of education in promoting the life chances of young people, arguing that ‘employment, health and wellbeing, and civic engagement are a few of life’s outcomes that educational outcomes predict’ (p. 20). Further, in an increasingly complex world, young people are challenged by the need to build a repertoire of skills that will assist them to‘access and navigate options’ (Glover & Patton, 2004) across their lifespan. This has impacted on the role of schools to ensure they provide relevant experiences and opportunities that prepare these young people for dynamic learning environments within a globalised world. Implementation of such policies provides real challenges and ongoing concerns. The high level of disengagement from schooling by students, particularly during the middle years, remains at the forefront of educational debates and provides the stimulus for curriculum change. There are, of course, numerous reasons why students disengage from the school classroom. Of importance is the recognition of the difficulties faced by those children who live in families experiencing poverty, violence, homelessness, drug and alcohol abuse, psychological illness and social isolation. These difficulties alone provide sufficient argument for approaches that build community and strengthen the sense of connectedness between students, schools, families, and other educational institutions within the wider community as a means to improve students’ achievement outcomes, levels of engagement, and sense of self-efficacy. This is especially important given the growing propensity towards behavioural and

Professional Links – Professional Support: Promoting the Development of Quality Pedagogy and Teachers’ Self-Efficacy in the Use of Ict Within a Supportive Professional Learning Community

The research reported in this paper has been developed to support the priorities of the National Centre for Science, ICT and Mathematics Education for Rural and Regional Australia (SiMERR) through the work of its local Hub, which is located at Australian Catholic University in Canberra, Australia. The Centre aims to support student achievement and to enhance teacher growth through research and professional learning, by working collaboratively with communities, educational authorities, professional associations and industry groups. In particular, the Centre seeks to address problems faced by teachers who otherwise might be professionally isolated in rural and regional areas.