Resources

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Research publications and reports

Lighting the pathway

Relf, B., Crawford, N., O’Rourke, J., Sharp, S., Hodges, B., Shah, M., & Barnes, R. K. (2017). Lighting the path(way): Articulating curriculum design principles for open access enabling programs. Sydney: Office of Learning and Teaching, Department of Educaiton. Retrieved from https://ltr.edu.au/resources/SD15-5063_NEWC_Relf_Final%20Report_2017.pdf

Exploring the Experience of Low-SES Students via Enabling Pathways

Web link  
 Dr Chad Habel, Dr Kirsty Whitman (University of Adelaide) & Jennifer Stokes (University of South Australia)

Enabling retention: processes and strategies for improving student retention in university-based enabling programs

 Barry Hodges, Tasman Bedford, Jane Hartley, Chris Klinger, Neil Murray, John O’Rouke, Neville Schofield
 The University of Newcastle
 2013
Final report  (PDF, 2.83 MB)
External evaluation report  (PDF ,243.7 KB)
 http://www.enablingretention.org.au

Selected sections from the unpublished EIP report investigating The Cost and Effectiveness of Enabling and Related Programs In Australian Tertiary Education (2000)

 John Clarke, David Bull, Cameron Neil, Lyn Turner, Damian Birney
Report (PDF, 2.6 MB)

Pathways To Higher Education: The Efficacy Of Enabling And Sub-Bachelor Pathways For Disadvantaged Students

Report for the Australian Government, Department of Education and Training

The NCSEHE report: ‘Pathways to Higher Education – The Efficacy of Enabling and Sub-Bachelor Pathways for Disadvantaged Students‘

Journals

The International Studies in Widening Participation journal has now published vol 1 papers.
The papers for vol 1 can be found at: http://nova.newcastle.edu.au/ceehe/index.php/iswp/index

 

Publications

Bennett A., Motta S., Hamilton E., Burgess C., Relf B., Gray K., Leroy-Dyer, S. & Albright. J. (2018). ‘Enabling Pedagogies: A participatory conceptual mapping of practices at the University of Newcastle, Australia’, Centre of Excellence for Equity in Higher Education. https://www.newcastle.edu.au/__data/assets/pdf_file/0005/462272/Enabling-Pedagogies-Research-Report.pdf

Bennett, A. (2019). Access and equity program provision-evaluation in Australian higher education: a what matters approach. Educational Research and Evaluation, 24(8),523-537. DOI: 10.1080/13803611.2019.1643740

Bennett, A., & Lumb, M. (2019). Policy misrecognitions and paradoxes: Developing more contextually attuned access and equity policies in Australian higher education. Policy Futures in Education, 17(8), 966-982. DOI: 10.1177/1478210319831579

Bunn, R.J. (2019). “We need to help students discover themselves and see into the life of things”: Advice from Open Foundation Lecturers. In A. Jones, A. Olds and J.G. Lisciandro (Eds.) Transitioning students into Higher Education: Philosophies, Pedagogies and Practice. Oxon: Routledge.

Carter, C., & Sallis, R. (2019). Investigating the role of drama in two enabling courses in Australia. Applied Theatre Research, 7(1), 79-93.DOI: https://doi.org/10.1386/atr_00007_1

Irwin, E., & Hamilton, E. (2019). Uncomfortable Spaces: Philosophy, Pedagogy and Practice in Online Enabling Education. In A. Jones, A. Olds and J.G. Lisciandro (Eds.),Transitioning students into Higher Education: Philosophies, Pedagogies and Practice. Oxon: Routledge.

Motta SC, Bennett A, (2018). ‘Pedagogies of care, care-full epistemological practice and other caring subjectivities in Enabling Education’, TEACHING IN HIGHER EDUCATION, 23 631-646.

O’Rourke, J., Relf, B., Crawford, N., & Sharp, S., (2019). Are we all on course? A curriculum mapping comparison of three Australian university open-access enabling programs. Australian Journal of Adult Learning, 59(1), 7-26. 

 

All Resources

  • 2019 – President’s Report – AGM

  • 2020 – President’s Report AGM

  • 2021 – President’s Report – AGM

  • 2023 – President’s Report – AGM

  • Report on Benchmarking of Enabling Programs across Australia to the National Association of Enabling Educators of Australia (NAEEA)

    Report

    Report on Benchmarking of Enabling Programs across Australia to the National Association of Enabling Educators of Australia (NAEEA).
    Charmaine Davis, Suzi Syme, Chris Cook, Sarah Dempster, Lisa Duffy, Sarah Hattam, George Lambrinidis, Kathy Lawson & Stuart Levy
    Nine enabling programs across Australia worked together from 2021-2022 to produce this report investigating the comparability of learning outcomes, curriculum and assessment practices across their enabling programs. This is the first comprehensive, cross institutional study of enabling programs in Australia and, in the absence of national standards or inclusion in the AQF, will make a significant contribution to the standardisation of programs, providing quality assurance, transparency, and potentially portability of qualifications for students. 

  • Nieuwoudt, J

    Student and Staff Wellbeing

    Nieuwoudt, J. (2023). Improving the Academic Performance and Mental Health of Non-Traditional University Students Through a Shorter Delivery Model: Exploring the Impact of the Southern Cross Model. Student Success 14(1), 35-46.

  • Equity Implications of Non-ATAR Pathways: Participation, Academic Outcomes, and Student Experience

    Report

    Equity Implications of Non-ATAR Pathways: Participation, Academic Outcomes, and Student Experience
    Ian W Li, David R Carroll & Denise Jackson
    National Centre for Student Equity in Higher Education

  • Goode, E – The impact of immersive scheduling on student learning and success in an Australian pathways program. Innovations in Education and Teaching International.

    Enabling Pedagogy and Curriculum

    Goode, E., Syme, S., & Nieuwoudt, J. E. (2022). The impact of immersive scheduling on student learning and success in an Australian pathways program. Innovations in Education and Teaching International. Advance online publication.

  • Doyle, J., & Nieuwoudt, J. Is lurking working? The role of non-assessed discussion boards in an enabling program literacies’ subject.

    Enabling Pedagogy and Curriculum

    Doyle, J. & Nieuwoudt, J. (2021). Is lurking working? The role of non-assessed discussion boards in an enabling program literacies' subject. Student Engagement in Higher Education, 3 (2) 2021

  • Jarvis, L (2021). Try before you buy

    Transitions, success and retention

    Jarvis, L (2021). Try before you buy: Using enabling programs to negotiate the risks of higher education. Australian Journal of Adult Learning, 61(1). https://ajal.net.au/downloads/try-before-you-buy-using-enabling-programs-to-negotiate-the-risks-of-higher-education/

  • Pedler, M.L. – A sense of belonging at university: student retention, motivation and enjoyment

    Enabling Pedagogy and Curriculum, Student and Staff Wellbeing

    Pedler, M.L., Willis, R., & Nieuwoudt, J.E. (2021). A sense of belonging at university: Student retention, motivation and enjoyment. Journal of Further and Higher Education, https://doi.org/10.1080/0309877X.2021.1955844

  • Syme, S., Roche, T., Goode, E., & Crandon, E. (2021). Transforming lives

    Transitions, success and retention

    Syme, S., Roche, T., Goode, E., & Crandon, E. (2021). Transforming lives: The power of an Australian enabling education. Higher Education Research & Development.

  • Anand, P., McNamara, J., & Thomas, L. (2020). Enabling excellence through equity

    Access and Widening Participation

    Enabling excellence through equity - Anand, P., McNamara, J., & Thomas, L.
    Student Success., 11(1).

  • Braund, A. James, T., Johnston, K., & Mullaney, L. (2020). Grit ability

    Transitions, success and retention

    Braund, A. James, T., Johnston, K., & Mullaney, L. (2020). Grit ability: Which grit characteristics enable success for mothers entering university? Student Success 11(1). 22-35. DOI: https://doi.org/10.5204/ssj.v11i1.1457

  • Davis, C., & Green, J.H. (2020). Threshold concepts and “troublesome” students

    Enabling Pedagogy and Curriculum

    Davis, C., & Green, J.H. (2020). Threshold concepts and “troublesome” students: The uneasy application of threshold concepts to marginalised students. Teaching in Higher Education, https://doi.org/10.1080/13562517.2020.1799972

  • James, T. & Walters, V. (2020). How positive is Positive Psychology

    Enabling Pedagogy and Curriculum

    James, T. & Walters, V. (2020). How positive is Positive Psychology in an enabling program? Investigating the transformative power of positive psychology for enabling students. Australian Journal of Adult Learning, 60(2), 170.

  • James, T., & Walters, V. (2020). How positive is positive psychology

    Student and Staff Wellbeing

    James, T., & Walters, V. (2020). How positive is positive psychology in an enabling program? Investigating the transformative power of positive psychology for enabling students. Australian Journal of Adult Learning, 60(2), 170-189.

  • Nieuwoudt, J. E. – Australasian Journal of Educational Technology

    Enabling Pedagogy and Curriculum

    Nieuwoudt, J. E. (2020). Investigating synchronous and asynchronous class attendance as predictors of academic success in online education. Australasian Journal of Educational Technology, 36(3), 15-25.

  • Seary K, Willans J. – Pastoral care and the caring teacher – value adding to enabling education

    Student and Staff Wellbeing

    Seary K, Willans J. (01 Jan 2020) Pastoral care and the caring teacher – value adding to enabling education Student Success 11(1):12-21

  • Syme, S., Davis, C., & Cook, C. (2020). Benchmarking Australian enabling programmes

    Enabling Pedagogy and Curriculum

    Syme, S., Davis, C., & Cook, C. (2020). Benchmarking Australian enabling programmes: assuring quality, comparability and transparency,Assessment & Evaluation in Higher Education.

  • Taylor, J. A., van Eyk, T., & Syme, S. – Journal of Further and Higher Education

    Enabling Pedagogy and Curriculum

    Taylor, J. A., van Eyk, T., & Syme, S. (2020). Enabling success at university: The impact of an Australian programme to provide access to university. Journal of Further and Higher Education, 44(1), 69-82.

  • Walters, V., & James, T. (2020). ANTS and POTS

    Enabling Pedagogy and Curriculum

    Walters, V., & James, T. (2020). ANTS and POTS: Do they change lives? Students perceptions on the value of positive psychology concepts. Student Success, 11(1), 46-54.

  • Bennett, A. – Educational Research and Evaluation

    Access and Widening Participation

    Access and equity program provision-evaluation in Australian higher education: A what matters approach - Bennett, A.
    Educational Research and Evaluation, 24(8),523-537.

  • Bennett, A., & Lumb, M. – Policy Futures in Education

    Access and Widening Participation

    Policy misrecognitions and paradoxes: Developing more contextually attuned access and equity policies in Australian higher education - Bennett, A., & Lumb, M.
    Policy Futures in Education, 17(8), 966-982.

  • Bunn, R.J. – Transitioning students into Higher Education: Philosophies, Pedagogies and Practice

    Transitions, success and retention

    Bunn, R.J. (2019). “We need to help students discover themselves and see into the life of things”: Advice from Open Foundation Lecturers. In A. Jones, A. Olds and J.G. Lisciandro (Eds.) Transitioning students into Higher Education: Philosophies, Pedagogies and Practice. Oxon: Routledge.

  • Carter, C., & Sallis, R. – Applied Theatre Research

    Enabling Pedagogy and Curriculum

    Carter, C., & Sallis, R. (2019). Investigating the role of drama in two enabling courses in Australia. Applied Theatre Research, 7(1), 79-93.

  • Crawford, N., Kift, S., & Jarvis, L. (2019). Supporting student mental wellbeing in enabling education: practices, pedagogies and a philosophy of care

    Student and Staff Wellbeing

    Crawford, N., Kift, S., & Jarvis, L. (2019). Supporting student mental wellbeing in enabling education: practices, pedagogies and a philosophy of care. In A. Jones, A. Olds, & J. G. Lisciandro (Eds.), Transitioning Students in Higher Education: Philosophy, Pedagogy and Practice (pp. 161-170). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279355-20/supporting-student-mental-wellbeing-enabling-education-nicole-crawford-sally-kift-lynn-jarvis?context=ubx&refId=bf634529-909c-4c5b-b064-0bee60dad975

  • Irwin, E., & Hamilton, E. – Transitioning students into Higher Education: Philosophies, Pedagogies and Practice

    Enabling Pedagogy and Curriculum

    Irwin, E., & Hamilton, E. (2019). Uncomfortable Spaces: Philosophy, Pedagogy and Practice in Online Enabling Education. In A. Jones, A. Olds and J.G. Lisciandro (Eds.),Transitioning students into Higher Education: Philosophies, Pedagogies and Practice. Oxon: Routledge.

  • Irwin, E., Baker, S., & Hamilton, E. (2019, 8 Nov). Alternative pathways into higher education open access annotated bibliography: enabling, foundation, access and bridging education.

    Access and Widening Participation, Enabling Pedagogy and Curriculum, Equity and Diversity, Student and Staff Wellbeing, Transitions, success and retention

    Alternative pathways into higher education open access annotated bibliography: enabling, foundation, access and bridging education - Irwin, E., Baker, S., & Hamilton, E.

  • James DT, Seary K. – Why aren’t they attending class like they are supposed to? A review into students’ perception of the value of class attendance

    Student and Staff Wellbeing

    James DT, Seary K. (Mar 2019) Why aren’t they attending class like they are supposed to? A review into students’ perception of the value of class attendance Student Success 10(1):115-129

  • James, T., & Seary, K. (2019). Why aren’t they attending class like they are supposed to

    Transitions, success and retention

    James, T., & Seary, K. (2019). Why aren't they attending class like they are supposed to? A review into students' perceptions of the value of class attendance. Student Success, 10(1), 115-129.

  • Jones, A., Olds, A, Lisciandro, J.G. (Eds.).(2019). Transitioning students into higher education

    Enabling Pedagogy and Curriculum

    Jones, A., Olds, A, Lisciandro, J.G. (Eds.).(2019). Transitioning students into higher education: Philosophy, pedagogy and practice. Routledge. https://doi.org/10.4324/9780429279355

  • O’Rourke, J., Relf, B., Crawford, N., & Sharp, S. – Australian Journal of Adult Learning

    Enabling Pedagogy and Curriculum

    O’Rourke, J., Relf, B., Crawford, N., & Sharp, S., (2019). Are we all on course? A curriculum mapping comparison of three Australian university open-access enabling programs. Australian Journal of Adult Learning, 59(1), 7-26.

  • Armstrong, F., James, T., Conradie, H., & Parker, S. (2018). Males in Enabling: Painting a portrait through narrative

    Transitions, success and retention

    Armstrong, F., James, T., Conradie, H., & Parker, S. (2018). Males in Enabling: Painting a portrait through narrative. Student Success, 9(1), 9-22.

  • Bennett A., Motta S., Hamilton E., Burgess C., Relf B., Gray K., Leroy-Dyer, S. & Albright. J. – Centre of Excellence for Equity in Higher Education

    Enabling Pedagogy and Curriculum

    Bennett A., Motta S., Hamilton E., Burgess C., Relf B., Gray K., Leroy-Dyer, S. & Albright. J. (2018). ‘Enabling Pedagogies: A participatory conceptual mapping of practices at the University of Newcastle, Australia’, Centre of Excellence for Equity in Higher Education.

  • Crawford, N., Olds, A., Lisciandro, J., Jaceglav, M., Westacott, M. & Osenieks, L. (2018). Emotional labour demands in enabling education

    Student and Staff Wellbeing

    Crawford, N., Olds, A., Lisciandro, J., Jaceglav, M., Westacott, M. & Osenieks, L. (2018). Emotional labour demands in enabling education: A qualitative exploration of the unique challenges and protective factors. Student Success 9(1): 23-33. https://doi.org/10.5204/ssj.v9i1.430

  • James T, Seary K. – What’s so positive about positive psychology in an enabling program?

    Student and Staff Wellbeing

    James T, Seary K. (2018) What's so positive about positive psychology in an enabling program? Foundations and Bridging Educators New Zealand Conference, Wellington, New Zealand, 29 Nov 2018 - 30 Nov 2018. Proceedings of the FABENZ Conference 2018. FABENZ, Online. 1-18.

  • Jarvis, L. (2018). Risk or opportunity: The journey of students entering university via an enabling program

    Transitions, success and retention

    Jarvis, L. (2018). Risk or opportunity: The journey of students entering university via an enabling program [Doctoral dissertation, University of Wollongong]. https://ro.uow.edu.au/theses1/503/

  • Lisciandro, J.G., Jones, A. & Geerlings, P. (2018). Enabling learners starts with knowing them

    Enabling Pedagogy and Curriculum

    Lisciandro, J.G., Jones, A. & Geerlings, P. (2018). Enabling learners starts with knowing them: Student attitudes, aspiration and anxiety towards science and math learning in an Australian pre-university enabling program. Australian Journal of Adult Learning, 58(1), 13-40.

  • Millman, T. & McNamara, J. (2018). The long and winding road

    Transitions, success and retention

    Millman, T. & McNamara, J. (2018). The long and winding road: Experiences of students entering university through transition programs. Student Success, 9(3), 37-39.

  • Motta, S. C., & Bennett, A – Teaching in Higher Education

    Student and Staff Wellbeing

    Motta, S. C., & Bennett, A. (2018). Pedagogies of care, care-full epistemological practice and other caring subjectivities in Enabling Education. Teaching in Higher Education, 23, 631-646.

  • Nieuwoudt, J. E. – Student Success

    Enabling Pedagogy and Curriculum

    Nieuwoudt, J. E. (2018). Exploring online interaction and online learner participation in an online science subject through the lens of the interaction equivalence theorem. Student Success, 9(4), 53-62.

  • Olds, A., Jones, A., Crawford, N., & Osenieks, L. (2018). Reflective encounters for enabling educators

    Student and Staff Wellbeing

    Olds, A., Jones, A., Crawford, N., & Osenieks, L. (2018). Reflective encounters for enabling educators: The role of debriefing in building psychological capital. Refereed Conference Paper: Foundation and Bridging Educators New Zealand (FABENZ) Conference, Wellington, NZ. https://fabenz.org.nz/proceedings-of-the-fabenz-conference-2018/

  • Willans J, Seary K. – “Why did we lose them and what could we have done”?

    Student and Staff Wellbeing

    Willans J, Seary K. (03 Feb 2018) “Why did we lose them and what could we have done”? Student Success 9(1):47-60

  • Willans J, Seary K. – What we are doing works!

    Access and Widening Participation

    What we are doing works! Maintaining favourable retention in the STEPS enabling course in an Australian university - Willans J, Seary K.
    Foundations and Bridging Educators New Zealand Conference, Wellington, New Zealand, 29 Nov 2018 - 30 Nov 2018. Proceedings of the FABENZ Conference 2018. FABENZ, Online. 1-22.

  • Hellmundt, S., & Baker, D. (2017). Encouraging engagement in enabling programs: The students’ perspective

    Enabling Pedagogy and Curriculum

    Hellmundt, S., & Baker, D. (2017). Encouraging engagement in enabling programs: The students’ perspective. Student Success, 8(1), 25-33.

  • Relf, B., Crawford, N., O’Rourke, J., Sharp, S., Hodges, B., Shah, M., & Barnes, R. K. – Lighting the pathway

    Report

    Lighting the path(way): Articulating curriculum design principles for open access enabling programs
    Bronwyn Relf, Nicole Crawford, John O’Rourke, Sue Sharp, Barry Hodges, Mahsood Shah, & Robin Katersky Barnes
    Office for Learning and Teaching, Department of Education.

  • Crawford, N., Lisciandro, J., Jones, A., Jaceglav, M., McCall, D., Bunn, R., Cameron, H., Westacott, M., & Andersen, S. (2016). Models of support for student wellbeing in enabling programs

    Student and Staff Wellbeing

    Crawford, N., Lisciandro, J., Jones, A., Jaceglav, M., McCall, D., Bunn, R., Cameron, H., Westacott, M., & Andersen, S. (2016). Models of support for student wellbeing in enabling programs: comparisons, contrasts and commonalities at four Australian universities. Refereed Conference Paper: Foundation and Bridging Educators New Zealand (FABENZ) Conference, Auckland, NZ. http://ecite.utas.edu.au/115259

  • Exploring the Experience of Low-SES Students via Enabling Pathways

    Report


    Chad Habel, Kirsty Whitman & Jennifer Stokes
    National Centre for Student Equity in Higher Education (NCSEHE)

  • James, T. (2016). The juxtaposition of STEPS to the undergraduate arena

    Transitions, success and retention

    James, T. (2016). The juxtaposition of STEPS to the undergraduate arena: The lived experience of transitioning into undergraduate study. Australian Journal of Adult Learning, 56(2). 250-267

  • Johns, S., Crawford, N., Hawkins, C., Jarvis, L., Harris, M., & McCormack, D. (2016). Unlocking the potential within

    Transitions, success and retention

    Johns, S., Crawford, N., Hawkins, C., Jarvis, L., Harris, M., & McCormack, D. (2016). Unlocking the potential within: A preliminary study of individual and community outcomes from a university enabling program in rural Australia. Australian Journal of Adult Learning, 56(1), 69-88. https://eric.ed.gov/?id=EJ1097534

  • Jones, A., Olds, A. and Lisciandro, J.G. (2016). Understanding the learner

    Enabling Pedagogy and Curriculum

    Jones, A., Olds, A. and Lisciandro, J.G. (2016). Understanding the learner: Effective course design in the changing higher education space. International Studies in Widening Participation 3 (1): 19-35.

  • Lisciandro, J.G. and Gibbs, G. (2016) OnTrack to university

    Transitions, success and retention

    Lisciandro, J.G. and Gibbs, G. (2016) OnTrack to university: understanding mechanisms of student retention in an Australian pre-university enabling program. Australian Journal of Adult Learning 56 (2): 198-224.

  • Pathways To Higher Education: The Efficacy Of Enabling And Sub-Bachelor Pathways For Disadvantaged Students

    Report

    Pathways To Higher Education: The Efficacy Of Enabling And Sub-Bachelor Pathways For Disadvantaged Students
    Tim Pitman, Sue Trinidad, Marcia Devlin, Andrew Harvey, Matt Brett & Jade McKay.
    Report for the Australian Government, Department of Education and Training

  • Baker, S. & Irwin, E., (2015). Enabling Programs Typology

    Report

    Typology of Enabling Programs Australia
    Sally Baker & Evonne Irwin

  • Crawford, N., Johns, S., Jarvis, L., Hawkins, C., Harris, M., & McCormack, D. (2015). Foundations for change, confidence, and new opportunities: impacts of a university enabling program in north-west Tasmania. Refereed Conference Paper

    Transitions, success and retention

    Crawford, N., Johns, S., Jarvis, L., Hawkins, C., Harris, M., & McCormack, D. (2015). Foundations for change, confidence, and new opportunities: impacts of a university enabling program in north-west Tasmania. Refereed Conference Paper: STARS Conference, Melbourne. http://www.unistars.org/papers/STARS2015/02A.pdf

  • James, T., Conradie, H., Saint, R., & Browne, M. (2015). An exploratory study of the factors associated with an initial testing process

    Transitions, success and retention

    James, T., Conradie, H., Saint, R., & Browne, M. (2015). An exploratory study of the factors associated with an initial testing process: Testing the testing. International Studies in Widening Participation, 2(1). 2-14.

  • Crawford, N. (2014). Practical and profound: multi-layered benefits of a university enabling program and implications for higher education

    Transitions, success and retention

    Crawford, N. (2014). Practical and profound: multi-layered benefits of a university enabling program and implications for higher education. International Studies in Widening Participation, 1(2), 15-30. https://novaojs.newcastle.edu.au/ceehe/index.php/iswp/article/view/11

  • Johns, S., Crawford, N., Harris, M., Hawkins, C., Jarvis, L., & McCormack, D. “A Turning Point”: Impact of participation in the University Preparation Program (UPP) on Cradle Coast students. University of Tasmania

    Transitions, success and retention

    Johns, S., Crawford, N., Harris, M., Hawkins, C., Jarvis, L., & McCormack, D. "A Turning Point": Impact of participation in the University Preparation Program (UPP) on Cradle Coast students. University of Tasmania. http://www.utas.edu.au/__data/assets/pdf_file/0011/520895/CCCBRF-final-report-040414.pdf

  • Enabling retention: processes and strategies for improving student retention in university-based enabling programs

    Report


    Barry Hodges, Tasman Bedford, Jane Hartley, Chris Klinger, Neil Murray, John O’Rouke & Neville Schofield.
    Office for Learning and Teaching, Department of Education  

  • Selected sections from the unpublished EIP report investigating The Cost and Effectiveness of Enabling and Related Programs In Australian Tertiary Education (2000)

    Report

    The Cost and Effectiveness of Enabling and Related Programs In Australian Tertiary Education
    John Clarke, David Bull, Cameron Neil, Lyn Turner, Damian Birney
    Department of Education, Training and Youth Affairs