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This Concept Map, created with IHMC CmapTools, has information related to: Cross cultural safe place interventions, Education for Social Inclusion: An exploration of strategies to assist parents and local communities to become more engaged in diverse interfaith and intercultural school settings Erebus report draft November 2009 ???? From place-based to safe place learning The cluster approach provided safe places within which schools could engage with each other beyond educational, cultural, religious and social differences. Relationships of trust were developed which led to increased engagement by teachers, schools, students, and communities, Education for Social Inclusion: An exploration of strategies to assist parents and local communities to become more engaged in diverse interfaith and intercultural school settings Erebus report draft November 2009 ???? change parent s to meet school needs most successful have begun with parent needs, Measuring the Socio�?economic Status of Higher Education Students Discussion Paper December 2009 ???? “Markets are not moral they are necessarily preoccupied with self-interest and advantage and . . . are unfit arbiters of what constitutes our collective well-being�? (Dempster et al, 2001, p. 3)., PROMOTING INTERFAITH AND INTERCULTURAL UNDERSTANDING IN SCHOOL SETTINGS CONDUCTED BY: ASSOCIATE PROFESSOR MICHAEL BEZZINA AND PROFESSOR JUDE BUTCHER AUSTRALIAN CATHOLIC UNIVERSITY FOR THE DEPARTMENT OF EDUCATION, EMPLOYMENT AND WORKPLACE RELATIONS. Submitted November 4th, 2008 ???? Inter-project cooperation was hampered by the fact that the issue of collaboration was introduced only after the individual projects were under way., PROMOTING INTERFAITH AND INTERCULTURAL UNDERSTANDING IN SCHOOL SETTINGS CONDUCTED BY: ASSOCIATE PROFESSOR MICHAEL BEZZINA AND PROFESSOR JUDE BUTCHER AUSTRALIAN CATHOLIC UNIVERSITY FOR THE DEPARTMENT OF EDUCATION, EMPLOYMENT AND WORKPLACE RELATIONS. Submitted November 4th, 2008 ???? Key factors in the success of the pilot were: • embedding IIU within the curriculum and life of the school; • funding both resource focussed professional learning and interschool cooperation; • adopting a place based approach for the implementation of IIU; and • promoting a safe place approach for people’s engagement across different cultures and religions, Measuring the Socio�?economic Status of Higher Education Students Discussion Paper December 2009 ???? HOW LIBRARIES AS POTENTIAL LOWSES CONNECTION POINTS, Measuring the Socio�?economic Status of Higher Education Students Discussion Paper December 2009 ???? PARENT EDUCATIION LEVELS PARENT EMPLOYMENT, OECD SOCIAL, EMPLOYMENT AND MIGRATION PAPERS, NO. 106 RISING YOUTH UNEMPLOYMENT DURING THE CRISIS: HOW TO PREVENT NEGATIVE LONG-TERM CONSEQUENCES ON A GENERATION? Stefano Scarpetta, Anne Sonnet and Thomas Manfredi www.oecd.org/els/workingpapers 2010 ???? LOW ses MAKE UP 15 per cent over the last two decades, despite this group making up 25 per cent of the broader population. Gregg and Tominey (2005), controlling for education, region, wealth of the family and personal characteristics, found a scar from one year of youth unemployment at the age of 22 in the range of 13-21% twenty years later in the United Kingdom, Education for Social Inclusion: An exploration of strategies to assist parents and local communities to become more engaged in diverse interfaith and intercultural school settings Erebus report draft November 2009 ???? GOAL CLARITY There would appear to be confusion at times between the purpose of various events as supporting learning and community entertainment. The extent to which schools should serve the social needs of parents/families, and have a role to play in community capacity building is perhaps debatable. It is an issue that may be viewed differently in the traditions of government and non-government schools., SUMMARY Dropping off the Edge: the distribution of disadvantage in Australia A report by Professor Tony Vinson for Jesuit Social Services and Catholic Social Services Australia EMBARGOED UNTIL 6.00AM MONDAY 26 FEBRUARY 2007 ???? Based on overseas experience, the report emphasises that all placebased policies to reduce social disadvantage must be given longterm (at least 7 to 8year) timetables for success, not the short (1 to 3year) time lines they often receive., PROMOTING INTERFAITH AND INTERCULTURAL UNDERSTANDING IN SCHOOL SETTINGS CONDUCTED BY: ASSOCIATE PROFESSOR MICHAEL BEZZINA AND PROFESSOR JUDE BUTCHER AUSTRALIAN CATHOLIC UNIVERSITY FOR THE DEPARTMENT OF EDUCATION, EMPLOYMENT AND WORKPLACE RELATIONS. Submitted November 4th, 2008 ???? These results are one indication that professional development needs to move beyond being the responsibility of the individual schools and clusters to a strategic and substantive approach which is the joint responsibility of the contracted agent(s), the clusters and the schools., Measuring the Socio�?economic Status of Higher Education Students Discussion Paper December 2009 ???? CONTEXT LOW ses MAKE UP 15 per cent over the last two decades, despite this group making up 25 per cent of the broader population. Gregg and Tominey (2005), controlling for education, region, wealth of the family and personal characteristics, found a scar from one year of youth unemployment at the age of 22 in the range of 13-21% twenty years later in the United Kingdom, Education for Social Inclusion: An exploration of strategies to assist parents and local communities to become more engaged in diverse interfaith and intercultural school settings Erebus report draft November 2009 ???? Based on overseas experience, the report emphasises that all placebased policies to reduce social disadvantage must be given longterm (at least 7 to 8year) timetables for success, not the short (1 to 3year) time lines they often receive., Education for Social Inclusion: An exploration of strategies to assist parents and local communities to become more engaged in diverse interfaith and intercultural school settings Erebus report draft November 2009 ???? The finding that within Asian, Islander and to some extent, Middle Eastern cultures that sees education as something that is the responsibility of schools to deliver, with parents having very little involvement provides a case in point. It is not that these parents do not value education (in fact, quite the reverse), or that they are disinterested in the outcomes of their children's learning, but how they believe this should occur differs from that of many Anglo-Australian families.