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<copyright>Copyright 2012 universitiesaustralia.edu.au</copyright>
<pubDate>Sat, 04 Feb 2012 00:00:02 +1100</pubDate>
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<title>Generation Why? Students question point of science and maths</title>
<description>
An unpopular image, perceptions of irrelevancy to everyday life and some uninspiring teaching are causing students to question the purpose of science and mathematics in the classroom, with less than half of those sampled totally agreeing that science is central to maintaining Australia&#x27;s way of life.A report by Universities Australia, commissioned by Australia&#x27;s Chief Scientist, Prof</description>
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<title>STEM and Non-STEM First Year Students- Universities Australia Report </title>
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Universities Australia welcomed the opportunity to submit an exploratory study to the Office of the Chief Scientist on the attitudes of students to STEM (Science, Technology, Engineering and Maths) subjects.We look forward to working with the Office of the Chief Scientist and other educational bodies to discuss the results of the study and look to further research in this area.</description>
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<title>Cultural Competency Best Practice Framework Released</title>
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Universities Australia has released the National Best Practice Framework for Indigenous Cultural Competency in Australian Universities.The Best Practice Framework provides the Australian higher education sector with theoretical and practical tools needed to embed Indigenous cultural competency at the institutional level. The framework will provide encouraging and supportive environme</description>
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<title>Enhancing the International Student Experience Project</title>
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Universities Australia has been commissioned by the Department of Education, Employment and Workplace Relations to &#x26;quot;provide selected organisations with small grants to undertake innovative projects on international students&#x27; experience&#x26;quot;. Universities Australia received 72 submissions all of high quality, an excellent response by the community. We are pleased to announce that of the </description>
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