A focus on prevention of gender-based violence in Africa
International women’s day saw Professor Helen Cahill and Katherine Romei of the Youth Research Centre (YRC) lead an 8-country consultation for UNESCO about the prevention of school-related gender-based violence in the region of east and southern Africa.
The YRC has formed an institutional partnership with UNESCO to support research into the impact of a gender-based violence-prevention education program developed for UNESCO by Helen and the YRC team for use in high schools in the Asia-Pacific region.
The consultation workshop in Africa aimed to inform modification of the resource for African countries, and subsequently the YRC will support pilot studies in select countries in Asia and Africa.
The implications of expanding the use of robots in care
Originally published on the Australian New-Zealand School of Government (ANZSOG) featuring Catherine Smith from the Youth Research Centre
An ANZSOG-funded research project is exploring the increasing use of robots in care services to replace or complement the roles of humans. In this article, the team of researchers explores some of the long-term implications for governments from the rise of robots.
The rise in the number of citizens needing government-provided care services and advances in technology make it inevitable that robots will play a far greater role in care services, including services most of us will access at some point in our lives (e.g. education and health) and those that only a small proportion of the population will access (e.g. disability services or prison).
Comparative Study on Early Childhood Education in High-Performing Countries
The ‘Australia’ case study is part of an international research study led by Professor S L Kagan, at Columbia University NYC. The Australia case study was one of six country studies undertaken in selected countries that are known to have 'high-performing’ education systems, including Singapore, South Korea, the region of Hong Kong, England and Finland.
The 'Australia' case study was a systems-level review to reveal promising and innovative approaches to early childhood policy, practice, and service delivery, and lessons from the process of conducting major early childhood (EC) systems reform. In particular, we are investigating what contributes the quality, equitable distribution, and sustainability of EC services for young children in any country.
Joseph Lo Bianco is Professor of Language and Literacy Education at the Melbourne Graduate School of Education. Professor Lo Bianco combines research and intervention to help people affected by conflict to produce language policies that promote social cohesion and peace-building.
His current projects involve preparing a design baseline documentation and ongoing research and monitoring on ethnic women and girls in Myanmar education. The plan is to be proposed to the Myanmar Ministry of Education by Australian aid agencies.
He has also prepared and delivered training sessions at Alpach Global Forum Austria for global policy officials and future leaders on language, social cohesion and new citizenship at a time of contested transnationalism.
For International Mother Tongue Rights Day in February 2018, Professor Lo Bianco facilitated decision making at Salzburg Global Forum on the key Salzburg Statement for a Multilingual World, issued in 45 languages in dozens of cities worldwide.