Facilitating reflective learning in higher education

Background More than half of the children in the world experience some form of interpersonal violence every year. As compared with high‐income countries, policy responses in low‐ and middle‐income countries (LMICs) are limited due to resource constraints and paucity of evidence for effective interventions to reduce violence against children in their own contexts, amongst other factors. Objectives The aim of this evidence and gap map (EGM) is to provide an overview of the existing evidence available and to identify gaps in the evidence base on the effectiveness of interventions to reduce violence against children in LMICs. This report covers evidence published in English; a follow‐up study is under preparation focusing on evidence in five additional languages—Arabic, Chinese, French, Portuguese and Spanish. Methods The intervention‐outcome framework for this EGM is based on INSPIRE—Seven Strategies for Ending Violence against Children, published by WHO and other partners in 2016. The seven strategies include implementation and enforcement of laws; norms and values, safe environment; parent–child and caregiver support; income and economic strengthening; response and support services; education and life skills. The search included both academic and grey literature available online. We included impact evaluations and systematic reviews that assessed the effectiveness of interventions to reduce interpersonal violence against children (0–18 years) in LMICs (World Bank, 2018b). Interventions targeting subpopulation of parents, teachers and caregivers of 0–18 years’ age group were also included. A critical appraisal of all included studies was carried out using standardised tools. Results The map includes 152 studies published in English of which 55 are systematic reviews and 97 are impact evaluations. Most studies in the map are from Sub‐Saharan Africa. Education and life skills are the most widely populated intervention area of the map followed by income and economic strengthening interventions. Very few studies measure impact on economic and social outcomes, and few conduct cost‐analysis. Conclusion More studies focusing on low‐income and fragile and conflict‐affected settings (FCS) and studying and reporting on cost‐analysis are required to address gaps in the evidence. Most interventions covered in the literature focused on addressing a wide range of forms of violence and harm, which limited understanding of how and for whom the interventions work in a given context, for specific forms of violence. More impact evaluation studies are required that assess specific forms of violence, gendered effects of interventions and on diverse social groups in a given context, utilising mixed methods.

https://onlinelibrary.wiley.com/doi/pdf/10.1002/cl2.1120

Interventions for reducing violence against children in low- and middle-income countries: An evidence and gap map

Training for mandated reporters of child abuse and neglect: Content analysis of state-sponsored curricula.

Advance personal planning is the process by which people consider, document and communicate their preferences for personal, financial and health matters in case they lose the ability to make decisions or express their wishes in the future. Advance personal planning is most often undertaken by individuals who are seriously ill, often in the context of a medical crisis and/or at the time of admission to hospital. However, the clinical utility and legal validity of the planning process may be compromised in these circumstances. Patients may lack sufficient capacity to meaningfully engage in advance personal planning; there may be insufficient time to adequately reflect on and discuss wishes with key others; and there may also be limited opportunity for inter-professional input and collaboration in the process. Here, we propose an agenda for research to advance the science of advance personal planning by promoting a ‘whole community’ approach. Adoption of advance personal planning at a community level may be achieved using a variety of strategies including public media campaigns, intervening with professionals across a range of health care and legal settings, and mobilising support from influential groups and local government. One potentially promising method for encouraging earlier adoption of advance personal planning among a broader population involves a community action approach, whereby multiple evidence-based strategies are integrated across multiple access points. Community action involves calling on community members, professionals, community and/or government organisations to work collaboratively to design and systematically implement intervention strategies with the aim of bringing about desired behaviour change. An example of a community action trial to improving uptake and quality of advance personal planning is described. While promising, there is a need for rigorous evidence to demonstrate whether a community action approach is effective in establishing whole community adoption of advance personal planning.

/pdf/increasing-advance-personal-planning-the-need-for-action-at-1rd11xyy60.pdf

Increasing advance personal planning: the need for action at the community level.

Intergenerational farm succession: How does gender fit?

This paper discusses the principle of Transition as it has been conceptualised by the Curriculum Renewal in Legal Education project. The project sought to develop a principled framework for renewing the final year of tertiary legal education in Australia. Capstone experiences were chosen as the most appropriate mechanism for assisting final year students to manage the transition process. Thoughtfully designed capstones assist students to integrate and synthesize their learning over their entire degree program, facilitate closure on the undergraduate experience, and assist students to transition from student to emerging professional. We discuss the importance of addressing final year students’ transitional needs and explain how the principle facilitates this process. Although the framework has been developed specifically for legal education in Australia its approach enables transferability across disciplines and institutions. The framework addresses criticisms that universities and law schools are not meeting the needs of final year students by preparing them for the transition to graduate life in a complex and uncertain world.

/pdf/embodying-life-long-learning-transition-and-capstone-ok62ph3q2n.pdf

Embodying life-long learning: Transition and capstone experiences

This article reports on a study which reviewed all publicly available succession law judgments in Australia during a 12-month period. The article begins with a brief overview of the relevant Australian law and the method adopted for the case review to provide some context for the analysis that follows. It then shifts to its primary objective: to provide an overview of Australian estate litigation during this period with a particular focus on analysing the family provision contests, which comprised over half the cases in the sample. The article examines how many estates were subject to family provision claims, who were contesting them, and to what extent those challenges were successful. The article also considers variation in estate litigation across Australian states and the impact of estate size on contests. It concludes by identifying the themes that emerged from these judicial cases and outlines their significance for law and practice reform.

https://papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID2806740_code1865000.pdf?abstractid=2806740&mirid=1

Estate Contestation in Australia: An Empirical Study of a Year of Case Law

Indigenous peoples in Australia are notably disadvantaged in the higher education context. The tertiary education sector must act constructively to increase participation rates and promote successful outcomes for Indigenous students. The Indigenisation of curriculum is a key means by which culturally competent and socially just education programs may be developed. In the legal education context, the incorporation of Indigenous-related content opens an avenue of critique of the Australian legal system and its differential impacts on Australia’s First Peoples. In this article, we review literature relating to the Indigenisation of curricula in four areas; Indigenous issues, Indigenous perspectives, Indigenous law and Indigenous law students. Following this review, we present the findings of our exploratory study, which investigated the extent to which Indigenous-related content and perspectives are incorporated into the XXXX curriculum. We represent the Indigenisation of the curriculum as a key means of broadening the scope of student enquiry, and reinforcing the centrality of justice in teaching and learning about the law.

/pdf/capstones-as-transitional-experiences-48tv0bxq6o.pdf

Capstones as Transitional Experiences

/pdf/protocol-for-a-systematic-review-child-protection-training-44j0yw8vqv.pdf

Protocol for a Systematic Review: Child Protection Training for Professionals to Improve Reporting of Child Abuse and Neglect

Estate Contestation In Australia: An Empirical Study Of A Year Of Case Law

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