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Here we go, so I'd like to as a proud well, and and Gomer, a woman acknowledged that we are in a traditional custodians. Land of nam peoples. I like to acknowledge that they are the traditional knowledge holders, original storytellers, and I like to extend my respects to other first nations. Peoples who are here in the room today, or who are watching online and thank them for their knowledge and wisdom and ongoing connection and care for country.

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And I'd also like to. You extend my respects to elders, past, present, and emerging, and it's always was and always will be, aboriginal lands.

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So university education is a powerful game changer and the universities. Australia recognizes that, you know when first nations peoples who graduate from uni not only benefit but also so do their communities and their families as well. Literature highlights that, you know, education is important, not just for improving the chances of employment.

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but also important for improving well-being outcomes. And of course, self-determination. A lot of first nations, peoples who do undertake education can play a major positive role for their communities as well, but historically, particularly in Australia. In this country indigenous peoples were denied the rights of education, particularly higher education. You know. It wasn't until the 1960 S. Indigenous people

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could obtain a higher education degree. And so many of the government policies over time have really impacted you know, indigenous people's, you know, education attainment.

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And like I said, there is a gap. Indigenous people, you know, are only 47% likely to complete a degree in 9 years compared to non-generative students at 74. So this is, you know, one of the important social justice issues. And it's really important that we that universities better support indigenous students, well-being, and and so that they can graduate and get the best out of life.

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Why, indigenous youth? Well, whilst in Australia, and you know, majority of and of the indigenous students are.

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you know, mature, aged over the age of 25. I was interested, indigenous youth, because, you know, indigenous youth in Australia experienced several well, being challenges particularly raised some discrimination. But of course, the ongoing impacts of colonization and intergenerational trauma, and and many of those social, historical, and political determinants which will talk about later. impact. Indigenous youth.

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importantly, indigenous youth represent over 50% of the indigenous population. So they're really important. you know, group to listen to the voices of their well-being and their well-being needs. But they're also the next generation of leaders and decision-makers in this country, so their well-being is really important and critical, and at the end of the day it's indigenous youth who are the experts of their wellbeing. They know what motivates them and drives them to educational well-being. Success.

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past ever cut. Yeah. So the aims of this research program was that the nature and components of youth well being that a sailor for indigenous youth and attending higher education student institutions, basically, Jorda as good as in standpoint theory and in an adaptation from the work of the Feminist

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Sociology, and also the enabled, as of well being for indigenous higher education students, and

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one of the important factors within this period of research.

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What are the barriers? And these are many, very many of you not Really aware of them, that the the indigenous

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situation has been one of my career, one of racism, one of the

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one of the issues that relate to these stereotypes.

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When I was a young teacher we were to have quite radical ideas on how to handle

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be totally unacceptable in this day. So these are the changes that have occurred. Some have been successful, others have it. There is an ongoing problem that we face and don't be back a bit.

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So the barriers to well-being these are important. What are these barriers, and they're meaning there, there's no, there's this multitude of those so strategies. This is the hard one. How we do it. And Georgia's really throughout the dock that has undertaken quite a serious piece of research here to see what we can do. But it is a difficult problem.

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Thank you, Kurt. So the theory that underpinned my Phd research is in indigenous standpoint theory. So Martin Nakarta, who's a Toish and a scholar, he in Australia, identifies you know.

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you know, historically and even in higher education institutions. Today, you know, Western knowledge continues to dominate and is still considered the universal truth, and so indigenous students, regardless of being you really. And this is called the cultural interface, really have to kind of navigate. You know, these 2 different contested knowledge spaces, but it identifies 3 principles, and the importance of giving agency. And of course, the importance of prioritizing indigenous knowledge is

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as well. Decolonizing. Methodology recognizes, you know, historically, universities were built and designed to benefit Western knowledge in recent people, non-indigenous peoples, and, like, I said before, indigenous people's knowledge and voices have been silenced and and used, weaponized and used against them. And you know, universities play a major role in continuous with oppression. And so it's really important.

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that indigenous youth who are the experts of their well being reclaimed, that knowledge and redefine the narrative of what is important to their well being and their voices are important, and their voices are centered because at the end of the day they are the experts of their well being.

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This well-being model was developed by indigenous psychologists association. So it recognises that indigenous well-being is defined or conceptualised as holistic. Everything's interconnected. So you see that you know these are important values to indigenous culture in a connection to family and kinship. Connection to community culture

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country is really important as well as having good mental health and as well good physical health. But you'll see those social, political, and historical determinants around the side recognise the ongoing impacts of colonisation which have impacted, impacted some of youths connection to culture, because, of course, you know, knowledge and and languages were banned. So this model I went to youth.

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Mind you, it's a qualitative study. So we did a series of focus groups and into semi-structured interviews. And you really like this model. And they felt that it really helped define their well-being. And so this was the first study, and that was, how do youth define their well-being? And so you, from the findings of the focus groups they identified that it was holistic.

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multidimensional, interconnected. But it's also subjective. And so every individual has their own kind of connection with each of those factors. So some youth said, connection country wasn't bought it whilst others were on a different cultural journey. And they said, Well, you know, because of the impact of colonisation policies, I haven't yet had the chance to be able to go to my traditional land and country. So many factors are important. And that well, being is holistic. It's social, it's culture, it's emotional, it's physical, it's spiritual.

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And so the second study looked at what are the drivers? What really supported indigenous youth at universities, cultural identity was important. Knowing who you are, knowing who your cultural identity is, who your mob is as well as you know, having supportive family at you, you know, being at university, having them support you choose and pursue university was important as well as connection to country. This photo is a connection of my country, this my grandmother's

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country. It's the bee mon or reserve. So my grandmother was actually removed of this country as part of the stolen generations. Assimilation policy. She was one of the oldest before she was taken to the girls. Home, kuna, manger girls, home, where they were trained as domestic slaves and servants. So I share this photo because I'm actually an insider research member.

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And so, as you know, when I undertook this Phd research, you know, being an indigenous woman, but also, being a youth, I was under the age of 25 at the time, so I felt that was able to help me connect with the youth who I who I spoke with and developed a connection with as well. Our spirituality was another fame. You know you've spoke about the importance of having a strong sense of self and peace with them themselves as well.

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Strong sense of self spoke about. You know the fame was youth, not just also having a connection with their cultural identity, but also having a connection with their sexuality and knowing who they were.

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and the final theme of drivers was having other role models, you know, having other indigenous students to look up to and to have his mentors, you know, whilst being at university

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barriers to well-being, so you know not surprisingly, racism, discrimination from other peers and other staff was a barrier

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that your violence as a term for those that might not know is when people who have been oppressed internalise that oppression and can inflict that on others. So you know bullying, gossiping exclusion from you know. So you spoke about that exclusion from other indigenous students and them questioning their identity

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non culturally safe. University spaces was a barrier as well as students who experienced family violence impacted their well-being. Walking in 2 worlds is a concept that you spoke about. You know. Obviously, the university institutions are very white. Western dominated place where that favours Western knowledge. But

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also they're also trying to survive, you know, and thrive in the university do well. But then, also trying to maintain their cultural identity as well is an impact. So many of the youth moved away from country and community who lived in rural, remote communities. And so that was a Barry as well and indigenous youth I also spoke about when indigenous well-being overall is at risk

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that also impacted their individual well-being. So you know it really, the findings highlight that you've voiced that indigenous well-being, not just about themselves. It's also it's holistic. It's impacted by other indigenous community members as well. And that impacts their well-being.

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Okay, strategies. So we come from a strength based approach. So we focus in our field what works? And so you spoke about, okay, how can universities, social institutions better support and improve their well-being. So at in Australian universities we have indigenous centers and units.

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and they provide support specifically for indigenous students. Whether that's academic social culture. And so, of course, Covid has impacted youths well-being in general, and so many of the students spoke about

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universities. Some of the staff, engaging in politics and clicks and excluding them. So you know there was a need for you, and so sorry for Staff to be able to be more welcoming and more inviting, but

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introduced units to target well, being more holistic. So some suggestions was creating universities to create well-being policies that specifically support indigenous students, holistically.

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and of course employing indigenous academics and more professional staff. Because, you know, we don't have any. You know, we still have a long way to go in terms of increasing the employment of more indigenous academics, particularly at senior positions. You know you can't be what you can't see, having indigenous academics to look up to, who are in those decision, making roles, to be able to make change and advocate for the students and indigenous staff

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indigenous role models again, having people to look up to and support them. And the final theme was personalized student support. So, of course, COVID-19 learning and teaching has been impacted by Covid and not everything's gone online. And those lockdowns in Australia really impacted those relationships to be built. And so

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you to, I spoke about the importance of staff to be able to actually build a relationship, you know, meet in person Ask how they are, ask if they need support as well on creating more of a sense of community.

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as well. Thank you. Everyone. Thank you.

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Yeah.

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So next on

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in German.

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So

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let me check. Okay.

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So Hi, everyone. I'm Tension Lynn, a Phd. Student in Stoniboo University, and my co-author is Dr. Xi Ming Zhang Academia cinema and national Taiwan. So I'm happy to be here to share our ongoing project. Pecurus work during the transition to adulthood, a latent profile analyze of Taiwan use.

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So compared to traditional for time appointment, with long-term contract and fee and stable wage, and the pecurus word laking employment securities on the rise. So from a political economic perspective due to economic transformation, globalization and inference of a nibalism

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like a like kind of pecurious drop, has become a common common experience for young individual in today's society and leading a new danger class of among you.

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So, however, such political economic perspective has some issue, like, first, because it focused on the class differences, so it cannot capture the process of such mobility that occurred during this stage.

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and but it is important to consider if this young individual can escape from a pecurious job, and what factor they may pretend them from those kind of jobs in the long term.

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So and second, like such political economic perspective, they tend to emphasize the common experience in similar life condition. However, it like this, like a list, perspective over local individual, is curiously made different.

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and also like The past study focused on Western wealthy society and leaving a significant gap in investigating the East Asia contact.

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So in our study to address those issue. We adapt kind of like a revised political, economic perspective which recognizes the diversity with young generation and focus on the gap between education promising and the learnibilities and economic benefit.

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and then to enrich our approach, we to bring in a life course, best perspective by using 2 wave of panel study, and we check a group of young worker and investigate layer. Pecura, stay between leaving school and the region adulthood.

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and for the more like we, as my. The issue of Pakistan's job in East Asia counter focused on Taiwan's case.

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And then and the next question is like, why Taiwan, like in Taiwan, is counter like the country has, it's burial and economic growth, and also layers a significant expansion of higher education with high proportion of individual with college degree

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and an appointment rate in Taiwan is much lower than our country currently at 3.5%. And even though we have such a positive

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situation, we still have a love individual in Taiwan, still facing a challenge market condition and with like market openness, the regulation, low minimum wage, and the weakened labor Union.

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So in such, giving the count unique count time time when we have formal, lawful, high passes. So first given the expansion of college education, and we can see there is like a nearly 95 for comprehensive high school student Lake can get the admission to the college so we can. It's bad like one a potential education inulation.

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So giving the kind of expansion and inflation. Our first hypothesis is that we assume, like a we, a college graduate, are at least likely to lend a peculiar job than lows with on a high school diploma.

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And then the second hypothesis, we are thinking about the selectivity of college.

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Since public university in Taiwan are considered more privileges due to government support, and the funding, and also, like Most of the called population called operation. They prefer to higher graduated from public school. So allow our

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second research question is, try to Ebola potential differences in the college effect between graduates

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graduate from properly and private university. So our second hypothesis is that, like A degree holder from private university are more likely to work in a pecura's Jobland, a lot from public university.

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So our third hypothesis consider about the working sector like it, because in Taiwan but a public center drop are in height, demand due to layer reprint and also those policy office. Elaine must successfully pass a competitive examination to qualify those position. So we are thinking about. Maybe working in the public center may decrease a likelihood being in a pecurious job.

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So our final hypothesis About like a firm size, and the manageable authority. So in Taiwan is contile, like a large well, a Spanish, for, like For better salary, better career, promotion, opportunity, they prefer to higher, highly educated employee.

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and also, like, we know, like the manager class always play a important role in like working plays. So we think, like they may have a lower like. Whoever curious. So our spinal hypothesis is focus on like a working in a large for and having a like kind of managers authority, they may decrease the likelihood of being in a peculiar job.

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So in turn of our analytical strategy, we have, we need to, on my 3 different 3 important 3 key steps. First, like we focus on to specific type point in the life of you's worker. So when they just enter the labor market and when they is back to have a securer's appointment as they enter a who

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and also like because The measure and Peculiar's job is challenged. So we try to use a latent profile analyzed with multiple indicator, try to things. Cambridge. A distinguished between young worker in high, peculiar stay and the other in Secure's position.

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and after that we try. We use the multi-nomial electricity regression to determine the a factor. They may contribute to a differences peculiar category generated by the latent profile analyze. So that's our identical strateg.

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So the data we use the Taiwan use project data. And this data is kind of paneled data they offer like in tribute to growth of response, and who initially in by a grade 7 and a grade, 9, 2,000 and largest buster have been follow up on a regular base from every one to 3 years.

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So for this study we use the 2 wave of the survey. One is the 2,040, the other is 2,070.

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So in the 2041, the average age for the 2 group are 27, and 30, and the total number. And here is the

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okay. So the the final final case we use in our Ns is around 2,000, and for the 27. The other wave we use is 2070, and the average age are 29 and 32. And the final case we use is around like a 2,000 as well.

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So for For the late temple file analyze, we use 6 indicator to capture the pecura's job. So on the first like a monthly income. Working hour is a 10 new drug or not having a so second job or not rapport worrying about being replaced, or Worrying about losing current job.

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So, according to the fate statist, our analyzed like

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it shows that either 3 classes or 4 classes are suitable for our analyze. But the consider the case number of a number of case in each category. We finally decided

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3 class for our analyze.

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So here's the grouping result on the left one is about it is a general by 2,040. so Beta and the okay look right-hand side. One is like a genera by 2,017 data set, and we can see there is a very similar pattern here in so Mdk, like, there is a consistent representation of the labor monkey experience and the character of the different group.

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and also so we can see. So the latent profile analyze according to a latent profile analyzed. We name the 3 different groups as like a pecura's job for the blue line.

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and then the lower pay for the orange line and the the yellow line for a higher chauffeur. So basically, we can see like a full-lose pecurus job, they have low amount of low income, low working hour, and most of land are non contract and

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no second job, and a high level of worrying about being replaced and being losing job.

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And so the a lower pay group. They are kind of similar low income. low working out middle level working our non-contrast jobs like a non second job and the middle level of worrying about being replaced and the losing job. So for a higher tre, for they are high mobile income, high working our non-country non-contract jobs.

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No second job, and the lower label of worrying about being replaced and being being being losing job. So here is the first result, like in the 2040 sample we can see, like 80% of Yamaha doll, Larry poorly. they are belong to the underp

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out that paid group. And then on 1011% B are considered belong to the Peculiar's job, and only 4% can be considered as higher, cheaper.

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And then, as time's buying. 3 years later we can see, like A for those who initially report. They initially belong to Pecura's job, half of them 48% of land, still staying in the curious job.

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and half of them move to the underpaid group, and only 1% can be moved to a higher triver.

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And so for the underpaid 92% of land stay in the underpaid group. So which means they lay is a limb and mobility for like kind of food. And so finally, a higher trefer, we will see, like a 41% of land downgrade to the underpaid group, and only 50% of land stay in the same group as a high retriever.

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And then we tried here, as a result of the multi-namal electricity recursion, and because the table is too long, so I break it down into session based on our hypothesis.

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So the first is about the education hypothesis. In a table we can see like a compare Individual. So compared to those individual with high school diploma, we can see individual ways. B. A. From poly University

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over a graduate degree, from either poverty or a private or public university, they are least likely to be in a pecorious job and under pager in both year.

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so we can see there is a significant, but which means that, having a high school degree and having a BA. From a private university, layers no difference between them.

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And so the second hypothesis is about a work sector, so we can see here like a lowest, properly sector. employee with our credential, they are more likely to be in the juror's job in 2720, 40, and it's the same here.

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But the interestingly we can find, like publicly sector inquiry with credential, they are more likely be in the underpaid job in when they reach a dabu like around in the 2,017 2,017 survey.

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And so here's the part about front size and the and the manager authority, so we can see like in both year, like if Individual working in a large form.

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More especially for those more With more than 500 or more employee, are least likely to be in a peculiar job or an underpaid job.

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And for the manager authority we can see like A for lows people who is supervising more than 5 people. They are less likely to be in a pecurious job and underpaid job.

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Okay, so here's the conclusion and discussion. So first, the first result we find is that young darling Taiwan primarily face counter-paid job instead of a curious appointment. And we can thinking about because the wave label during this stage, this life stage are highly related to layer decision on family formation, fertility, live living home and the living arrangements. So it's a very important issue here.

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And the second reason we find that a public university, or like a prodigious university degree, can help the young adult from Pecura's appointment. So it actually highlight the importance of selective university in understanding job disability.

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and also for the lusterk. Our third finding is that public center does not always provide greater security. But the more research is need to understand, like what contribute to the underpay and the limitability in

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a public centre.

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And so The final result. We find that organizational structure is crucial because we find large form and the manageable authority associated with lower risk of a curious job.

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So finally, like our study conference, that young adult has commonly faced challenge and difficulty in today's label market, even though in in a society characteristic with lower in unemployment rate, such as Taiwan.

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And also there is a great or sufficient variation in employment state among you, and such a variation among you may lead to make a more individualized experience and a unique life sequence in the future.

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Yeah.

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Okay, so thank you.

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Just close

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attention.

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Yeah.

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good morning. Everyone. I also want to start by saying it's a real privilege to be standing here in Nam presenting, and I want to pay my respects to the the traditional owners and to the elders, past, present and emerging.

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it's also really cool to be in a really varied session, and I'm going to continue that trend by speaking about something altogether different. My name is Patrick Mcdonald from Eth Zurich, in Switzerland, where I've been. I've been in Switzerland for 11 years, but you might be able to hear that I am from a lot closer than that actually about 2 h away from here. So it's nice to be presenting

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at home. Kind of And I'm gonna talk about the social institutions of education systems today. And this is building on work that my colleagues at Eth have been doing since about 2,017, where they've been working on a theoretical framework for defining the robustness of education programs in vocational education. And because I am an a quantitative scholar I'm going to

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to you how we want to try and turn this this theoretical framework into something that's a bit more measurable. And our first attempt at that. See if I can get rid of Nope, I can't. That's okay.

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So I can maybe start by by

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kind of pointing out some some groundwork, which is that education programs vary, depending on the country they're in, depending on the different economic and social contexts that they find themselves in. And

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our research group kind of came up with this notion of using a social institutions framework to provide a way of measuring the way that programs work across concepts by conceptualizing them as common, predictable patterns of behavior towards a common end.

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And with that in mind we develop this theoretical framework for measuring the robustness of social institutions. And the idea is that a more robust social institution should lead to better outcomes. And when we're talking about education programs, that, of course, means that young people who are coming out of of education programs should be better prepared to enter. I guess adult life have better higher levels of

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of income and employment and higher well-being as well. Once they finish with their education program.

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So the way that the theoretical framework that that we developed looks is a little bit like this. We came up with this kind of table here that I'll try and present to you a little bit to give you an understanding of then how we go on to measure it empirically. So we come up with the. We came up with this this sort of notion that a social institution is more robust if it fulfills its function more effectively. So if it does what it says, it's supposed to be doing as effectively as it possibly can.

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but also, if its structure is more clearly defined and more stable.

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if it's culture, more strongly influences a common pattern of behavior among its actors, and if it's sanctions are applied more quickly to in response to violations of a grade rules. And this is all building on on Miller's work on social institutions, and then we also say that a social institution is more robust if it is advanced through the institutionalization process. So if it's gone from being something that's

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in the process of being kind of grounded through to being fully institutionalized, and therefore fully a part of the ecosystem to which it belongs, and that builds on work of. And then finally building on Leslie and Clinton's work. We say that it's more robust if it is broader in scope. So in in terms of education programs, we and vocational education programs in particular, when we talk about scope, we're talking about whether or not it serves

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the full country or state, or whatever it might, whatever context it might be embedded in, but also, if it serves the the broadest possible number of occupations or professions.

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So to talk a little bit more about education programs of social institution and the education program itself is a social institution. But we also like to think of education programs as being made up of a series of different social institutions. in that regard. We think of them as a series of processes that we that are organized along what we took what we call the curriculum value chain.

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these basically represent the social institutions of the program overall. So the more robust each of the individual processes are, the more robust the program overall will be. And again, the idea of the of having this notion of the curriculum value chain is that that They should exist in every program. They might have different names depending on where you are, but it should be more or less

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the same thing.

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it looks a little bit like this, and I don't want to go into too much detail. But it's important to kind of know that this is what we use to measure the education programs themselves. So there's 3 phases. And within each of the phases. There are different processes. It obviously isn't phases in that curriculum design happens first and then curriculum feedback happens next, and then everything stops and you go back to the beginning that can happen concurrently.

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But they represent 3 important elements of developing programs. So there's the 3 things that happen within curriculum design 5 broad processes that are happening within curriculum application, which is actually when the program is happening, and then to in terms of curriculum feedback. So making sure that it's working properly and instigating an initiation of an update if if that is seen as being necessary.

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So the question that we asked ourselves after we thought about this theoretical framework and this this kind of conceptualization of the curriculum value chain is, can we use these 2 as a basis for an empirical measurement.

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So what we did was we. We got our heads together and discussed and argued for a very long time before we came up with a survey tool based on the different elements in the social institutions framework. And we applied this survey with stakeholders in different actors and vocational education programs in 3 countries, in a research project that we're running So in Benin, in Francophone, West Africa, in Costa, Rica, and Central America, and in Nepal, in South Asia.

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and the empirical process itself. I'll go into a little more detail in a second. But basically, we use a regression based approach to ascertain the importance of each of the robustness elements for the overall robustness score of an institution. So how much the function or the culture or the structure, etc. seems to be able to explain the overall robustness score that people gave for each of the processes.

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We then turn those into weights. and we applied weighted robustness values to derive objective scores for the processes. And we use those process scores to define a program's overall robustness

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hopefully. When I show it to you a little bit more visually, it'll make a bit more sense. And so yes, the the survey amongst the stakeholders. So we're talking teachers, employers who who, then, who are involved in dual education programs in these countries, but also officials from the Ministry of Education, and from the programs themselves.

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In the 3 countries. This is part of our for Income Project, which is funded jointly by the Swiss National Science Foundation and the Swiss Development Agency, which is aiming to understand the conditions under which vocational programs can improve youth lab out outcomes and youth. Well, being

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we got 185 responses in the 3 countries in total. So mo a a lot from Ben in 105, they actually went out to the schools and and like, did the survey with them on their phones. So that's why we got so many 30 in Costa Rica and 50 in the pool. And the robustness were. The respondents were asked a series of questions about the different social institutions, factors within the theoretical framework.

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and how robust they felt that they were in the program in the process, and it was always on a one to 5 like at scale. The survey looked a little bit like this. I know it's difficult to read, but it's just to give you an idea that, for instance, this is for the curriculum content development process. So we sold. We told them what what the development of curriculum kind of was more broadly. And then we also were able to put in information to say in your program, you know this as this?

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And then we asked them how robust overall they thought it was from very robust to not at all robust. And then a series of questions. For instance, you can see the function here. How well it reflects how well it reflects the the labour market demands, but also how clearly defined actors, roles and responsibilities are, how accurately a formal regulation defines the process, how deeply the different actors are involved in the process and so on.

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So that's basically how the whole survey looked for all 11 of the all 10 sorry of the processes that we ask them questions about.

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We then regressed each of these. Each of these individual scores here on the overall robustness question here.

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 this is based on work that another colleague of mine, Thomas Bolly had done on another education related question

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to ask, to ascertain the statistical importance of each of them, and we convert that to a percentage to create an unbiased robustness score. So rather than asking people exactly how they think it works. We use this kind of statistical analysis to see whether or not one or the other is more important.

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The estimation looks a little bit like this. So the robustness is then a function of the function, the structure, the culture sanctions scope, degree of institutionalization. We use an individual fixed effects model and and in for the structure and the culture and the scope elements, we actually had 2 questions in the survey on each of those, so we estimate it twice. We do it once where we estimate each of the questions separately, and we do it a second time. When we do a combination

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of the 2,

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the regression results look a little bit like this. I won't spend too much time on the detail, because I think I can show it to you more accurately with the the actual robustness scores overall. But what is important to pick out is that in both the model where we estimate structure, culture and scope separately, and when we measure them together, function is really important. Always

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structure is quite important as well. Culture is very important to sanctions scope and the degree of institutionalization seem to be not so important to explaining overall robustness. So it's really about whether or not the The process carries out its function. Well, whether or not it's clearly structured, and whether or not there is a clear institutional culture

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just to show it to you a little bit more easily. So this is how this is when we convert those regression coefficients to percentages, and you can see that function on its own explains nearly a third. This is the same when we look at it, when we combine them. And I think maybe I'll just stick to this one. So it's easy function and culture between them. Explain basically 2 thirds

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of the robustness scores structure about a fifth and everything else. a little less than a fifth. So really, what is driving robustness in in the education programs is this

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function and culture especially, but but structure as well.

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 and then which of the processes that we were talking about on the curriculum value chain that are most important for the program over all. and here we see that they actually the the the spread of the importance is not so huge. The development of the content is the most important individual thing on its own, but also the gathering of information and initiating a curriculum Update. All seem very important

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within this curriculum, application phase, everything is kind of between 5 and 10, and otherwise it's generally between 8 and 15. So the individual processes are all in and of themselves. There's not one that really weighs hugely above any of the others.

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It looks like this very frighteningly when we put all of these numbers together, and I show you we've we've tried to create a kind of a more, a more straightforward, graphical representation of this. But this is the example for Benin, and you can see the top line is what they said when we just ask them straight out, what do you think the robustness is for the program overall, and then for each of the individual processes.

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But and you can see that it's it's generally quite low. It's usually somewhere between about 2 and 2.6 2.7 But then, when you ask them about the strength of the function and the structure and the culture and that kind of thing, they always rated it a little bit higher. So when we apply the the waiting scheme that we create from the regressions, what we see is that the the actual robust, and score that we give them down. The bottom for the program over

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is 3.4 5, which on a 5 point scale is a whole point higher. So in Benning, interestingly, they're doing better than they think they are. that's also the case for Costa Rica. So you can see here the dots are what, when we ask them what the how robust they think their program is, what they say, and the bars are, what our objective measurement is so both Benin and Costa Rica say they're doing at a on a 5 point scale about

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2.5, but our measure for them gives them a closer to a 4

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in the poll. It's the opposite. They said they were a little bit more than 3, and our score gave them about a 2.8.

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So you can see here how that looks just for the overall program, not for the individual processes anymore, Benny. I've already showed you, Costa Rica again 2.6 8 was what they gave themselves, but then, when you really drill down, they give. They they. They rated their function, structure and culture quite highly

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which contributes to a relatively high overall objective score based on our on our measurement scheme. Now, on the other hand, they rated themselves pretty highly, but they rated themselves pretty highly because the scope and the degree of institutionalization were high, which we say is not so important. So when we apply the the waiting here, we actually end up giving them a lower a lower score overall. It's perhaps easier to look at it like this?

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so we turn this, then, into kind of pie charts that that we could help. So we actually go back to the people who are running these programs. And we say, if you were a fully robust social institution.

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these part, the these wedges of the pie, would be totally full.

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What we see, then, for Benning, for instance, with an overall score of 3.4 5, you can see that the the they're filling out the structure fairly well, the culture fairly well, the function fairly well in the scope fairly well, not so much for the sanctions, and doing pretty well on the institutionalization as well. Similar for Costa Rica. These important things are fairly well filled out.

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Sanctions not so much.

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scope, not so much institutionalization, not so much. But that doesn't matter. And then, Nepal, you see the opposite story. So they they have not managed to fill up the wedges on function, structure, and culture which empirically seem quite important.

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or sanctions either. But they're very good on the scope, and they're very good in the degree of institutionalization, and having interacted with the the people at the the Institute for Technical Vocational Education in Nepal. I. I very much understand this this measure.

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So just then, to summarize we use this theoretical framework that we've developed to propose an empirical measurement of a social level institutions. We apply the measure to vet programs in 3 countries developing their education system. And that's an important point where assisting these countries to build up a vet system that that has either is either relatively new for them, or has kind of been neglected.

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our statistical analysis suggests that function, structure and culture are the most important factors for that program. Robustness, and the processes within the program have a relatively similar impact on program robustness overall. And this is important because we expect the social institutions to proxy the underlying strength of the programs

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and stronger programs should lead to better outcomes. On the other hand, what the the risk is is that a really strong program, particularly one that's really strongly institutionalized. And this is the problem we see in the poll is that it might be more difficult to change. So if there is need of a reform. Maybe they kind of say, but that this is how it's always been done. So we're not going to

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the next step that we're going to do is to add an analysis from a really established Vet program. So we'll take Switzerland for this. We already are collecting data, unfortunately, is going a little bit too slowly for me to have been able to integrate it in this, to see whether or not we see any change of results, and also to have kind of a benchmark for for the others.

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That's all. Thanks very much for your attention. And yeah, I'm looking forward to the discussion around later.

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And

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and then we going to have our last presentation, and that will be the pre-recorded one.

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It's an invention of our presentation that we can open.

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We like to here

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in that position.

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Yes.

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okay.

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some.

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The

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the

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 here

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on my.

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so

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questions.

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I have a couple of comments. Okay, I'm thinking to you most. And from the United States, the University of Minnesota, where

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and not

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 I notice that one person led to gender, and that was a

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the presentation of Russia. and and I'm wondering.

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especially with the Yorkshire and Taiwan. But they

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where gender figures in.

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and I have a couple. I have a comment about your

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your paper, which is

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very interesting. I guess I have 2 2 kinds of questions, one.

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because you ask the people about your wisdom.

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So, you know, if I ask. did you ask that question like that? Did you define robustness?

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Because if you ask if you ask me about the robustness of the of the

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my institution, I would have to. Really.

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it's an abstract concept.

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And a second second thing was that June we have decided to use

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Switzerland as a benchmark. I think this is

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for carries, I think, you know, if you're using.

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you're using Switzerland as a but benchmark. But these other

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and other places. You're saying, Okay, for the rest, is the standard. And I would suggest that

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you kind of avoid that

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criticism by at finding another

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non-western

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institution that you can use as a benchmark. So you don't get into that

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in that problem of

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Western, especially considering the themes of this particular

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Congress. and I guess

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I have to apologize because I got lost as I was walking here, and I went through all these buildings that I was walking for now, and and I missed this presentation. So I I think I got the last part of it with with you, and I'm wondering about what's your presentation about Covid. Now, I know.

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And the United States

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my city with African-american students.

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who

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African, American and with a large

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portion, do not have

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computer computers or Internet. They had to build a hot spots. Then you have to drive to a place

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and it's a hot spot, and then you get educated that way. They couldn't sit in front in their living room as the as the welfare kids

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we're able to do, and to take that that on. So I'm wondering about the personalization factor here is in a manner of

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I think that's what you were getting at. Personalization. Is it a matter of

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difficulting with it a technology

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itself, that technology is a barrier. or is it

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And if and if the technology was okay, then they would get accustomed to So zooming.

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you know, like with, I've gotten very accustomed to shipping, and I feel I I you know I I feel

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very comfortable doing that.

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So I'm I'm wondering, is, is it? Is it not having the technology difficulty with it?

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Technology itself? Or is it

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kind of communication present it? It's problematic

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to

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to the you that I

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technology wasn't

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100 cents per cent. The last 2 that I went back. And they're they're back in

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the you like man to it back right

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that. But I did this, you up the Northern territory where the inner

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and it was not access to technology. But it's because of that because Cdi, trying to recur it again, was a challenge because of Covid. So yes, your questions.

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More of

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I will do you anything to you. through improvements.

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It was more about the disconnection students in the physical and relationships, and

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in those is

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yes, yes, so very early. That was fine. But it was in our relationships and description, culture community. They're like, you get the answer. You go back to

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3 extentions. And what's that? What we're providing, what we need more, more

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 yeah, thank you very much. So that we've read some really good comments and hardly, I guess it's always when you wish for one time you choose what to

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what to say and what I have to say. So what I should have said was, we work.

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We developed this with our in such farms in the country

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themselves, and when we were developing the survey. So this is on the the robustness and the

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but it's it's very abstract kind of thing. We did a pilot where we just sent them. The question with all of the questions and the responses we got were, that took us 4 h. I have no idea what you're talking about. I can't do this

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soccer.

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So we went back to the drawing board

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and we spoke to all of our research partners in the countries in question. And what we decided to do was we ran focus groups first.

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So we went. So our our research partners in each of the country ran. A focus group is between 20 and 50 people, where we spoke them through the sierra or framework, explained to them what it meant, and then said, Now we're developing a survey. Can you please tell us how we can ask these questions

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in the most context-specific way that we can, so that people get answers. And so when we translated the survey out of English, I just showed you the generic language survey. So when we translated into fans, and to establish into the poorly. We use very specific language that they would understand.

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And then, of course, we have to cross-check to make sure. What if we're saying this in French doesn't match what we're saying and Spanish, and doesn't match what we're saying in the following, but pretty comfortable. We got it right. but it so we can't be searching. I guess

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the question about using Switzerland is a benchmark that was kept in language, and I shouldn't have said it.

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And the we are very, actually very clear in our research group that what we absolutely do not want to do is say we are the Swiss, and we are the best in education. This is what this government wants to do. By the way, this is the way that they kind of contribute to their global development agenda to go into every country and say this, whose education system is the best in the world, and you sure copy it.

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We very much don't want to do that. We want to be able to say, No, you need to do what works in your context.

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I guess

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the reason we're using Switzerland as well is that we're worried that the the regression analysis. So what the statistical analysis tells us.

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if we are only doing it in 3 really-specific countries. Then maybe it's there's too much country-specific stuff going on. So we actually want to get in the end, we want to get as many countries as we possibly can. We start in Switzerland because we're there, and because we know that people who live in a survey

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we will then integrate that into the analysis as well, just to see whether or not so what we see in these 2 countries is that they is that it seems, the functional structure of the culture is really important.

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If we're trying to kind of build a tool where we can, where you can say this can apply anywhere in the world. We need more.

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That's nice to over there.

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I think you have to

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to look out for noons, yes. and nuances. And

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so

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yeah, if you spoke about language and translate.

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there's always a different feel. And she goes for one language

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that you should speak it.

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And I don't think you can.

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you can

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give it an exact example.

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So

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yeah, I I agree. So I was in charge of translating it from the English to French, and then from French to German, and I had it absolutely right. It was a nightmare, and certainly depending on, and then we had it. We had French translation to be in, and that didn't even work in Switzerland.

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because the context is different and because French in Switzerland is a very Germanized version of French

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allow him to do this, as I in our language, and and

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I think, just keep it in mind that they're obvious that that's going to play a role in in the way that the

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and say

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so.

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The point that I think that you're making and bringing this to presentation

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talk about cultural difference. So you were saying about that. You know how the young people mentioned their

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always

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to do I really

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the

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the same as a language. You can translate the words.

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01:08:29.670 --> 01:08:31.750
the language means something.

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and this

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why, I agree with you.

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and you'll comment that in Switzerland. you know.

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in the

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that's something that

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I would say.

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01:08:52.510 --> 01:08:59.520
young people within each. that we don't have said hopefully.

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young people from a new opinion background.

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01:09:04.590 --> 01:09:06.869
young people from A,

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01:09:07.040 --> 01:09:12.749
the Ile in the background. And so when we talk about what we need, and we have these.

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and I do want to say

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so from the other.

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We have these

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based on our

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01:09:24.480 --> 01:09:28.270
the the concept of people

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01:09:34.120 --> 01:09:35.890
to the

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01:09:36.000 --> 01:09:43.060
and it's in room to be able to ask. I mean, you won't just calculate that a more about social institution.

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01:09:43.530 --> 01:09:50.559
This stock machine because it's a poor culture here to you and be like

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01:09:51.100 --> 01:09:56.229
it to, but also through, because we don't know relationships with that.

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It's my.

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We're very aware that. And and we we try to. This is again, why, why we introduce this and I pretty survey about this for to get an idea from. And and again, because, you know, using the research

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01:10:17.120 --> 01:10:18.669
rather than us

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01:10:18.690 --> 01:10:20.920
right

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01:10:21.730 --> 01:10:36.740
where we were to, so that what they were asking was as culturally as it could be. But now it's true that I think we're going to do it like a post-server, so we can get a little bit more into in each of these countries

311
01:10:37.380 --> 01:10:40.510
what? All that is.

312
01:10:41.040 --> 01:10:52.479
And I say, Oh, gender notion, yeah. Yeah. So like, thanks to the handful on my side of the email. I was like, I'll go likely to having a yours dog

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01:11:07.290 --> 01:11:08.220
this.

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01:11:09.280 --> 01:11:14.460
Yeah. And I think that the issue, maybe because if I at least

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it's the scent. And it's because I

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01:11:18.370 --> 01:11:22.980
and they are really aunty or a user teeth

317
01:11:35.490 --> 01:11:47.510
information in working place, or you may force or make in the umbrella like into the even kind of find their loan like a global shelter and trade jobs.

318
01:11:47.990 --> 01:12:01.519
Well, what proportion of your population yet of Sphinx? I think that I think it's it's really important to help me with that. And that's their subject.

319
01:12:01.540 --> 01:12:21.169
because you mentioned a number of factors

320
01:12:21.400 --> 01:12:28.090
and the he has General Hollander, so we may need some type of hopefully possible. But it is like an agenda

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01:12:28.450 --> 01:12:30.840
in a so

322
01:12:30.980 --> 01:12:31.830
so

323
01:12:34.570 --> 01:12:51.600
Did you say that gender wasn't just just simply so significant on the gender. Always like the amendments it is kind of, even though we had a lot of into action or other spherical, you know. Model.

324
01:12:52.510 --> 01:12:54.370
Okay? All right.

325
01:13:02.570 --> 01:13:03.240
that.

326
01:13:03.360 --> 01:13:29.499
Thank you. For 3 wonderful presentation. I learned a lot along some of the compass I got for Minos, but I am curious. First of all, the Georgia I was thinking about from the colonies in doubt, in that, in the dental people in Hawaii situation, so I may address some question related to our cultural, homeless, and natural.

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01:13:29.650 --> 01:13:32.710
less relevant. I just learned from.

328
01:13:33.330 --> 01:13:44.410
and the press in Taiwan we have some school of over entries is particularly focused on the native for calories.

329
01:13:45.020 --> 01:13:48.720
So in this school and programs, and they are more friendly

330
01:13:49.210 --> 01:13:59.049
because of the kind of here of the so the first question, I I wonder, in your model

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01:13:59.420 --> 01:14:03.450
you propose a model that cannot

332
01:14:03.530 --> 01:14:21.649
for the school to provide, emphasize on people people's books. But I just wonder, is this marvel and a general line to all the schools? Or you think, maybe, for some type of school is not relevant.

333
01:14:21.770 --> 01:14:23.709
it's very.

334
01:14:23.760 --> 01:14:26.170
and the same pension is the

335
01:14:26.230 --> 01:14:30.459
in your presentation. You mentioned some barriers

336
01:14:30.670 --> 01:14:36.589
like a favorite family in violence. I'm seeing

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01:14:37.130 --> 01:14:45.590
in time one we I don't think there's really stereotypes, but there's a issue related to

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and called the

339
01:14:47.590 --> 01:14:48.810
issue

340
01:14:49.060 --> 01:14:55.270
in that you will. learning and traditional cultural

341
01:14:55.460 --> 01:14:56.490
is a

342
01:14:57.070 --> 01:14:59.009
and his era.

343
01:14:59.800 --> 01:15:05.999
but it was the rhetorical pressure issue, say, become a

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01:15:06.140 --> 01:15:12.590
addition. And then there's a big public health issue in native in Hawaii.

345
01:15:12.760 --> 01:15:22.770
Natural in your cultures whether this could be a risk or the

346
01:15:23.080 --> 01:15:26.969
in allegiance people here.

347
01:15:27.270 --> 01:15:29.959
So I would like to hear more about it.

348
01:15:30.390 --> 01:15:34.790
And then I also have a question of uploading.

349
01:15:35.830 --> 01:15:40.679
Oh, it's Ok. Then I'm not sure about.

350
01:15:41.920 --> 01:15:46.390
You are familiar with the kind of government recently

351
01:15:46.570 --> 01:15:53.919
said, I am going to find someone who so called the hybrid university.

352
01:15:54.070 --> 01:15:58.210
I wonder in your

353
01:15:58.440 --> 01:16:07.870
strategy it's on this, this, our data. Do you think that may affect your result in the future.

354
01:16:08.400 --> 01:16:20.620
I don't want to. Yeah, just curious about things. You you are kind of familiar with the you need diversity and students. issue. But I see this is the new policy.

355
01:16:20.780 --> 01:16:24.729
I just want to hear about your opinion.

356
01:16:28.750 --> 01:16:40.680
Yeah, I missed. And the one that you saw that is a genuine. That is what vicious cycle came together, and they did their own, you know, research and tolerance. And so I use that for a

357
01:16:40.900 --> 01:16:51.639
you must have a the same action. That that's a very well thing. and I guess that's 20 min a. My research is potentially, you know, to create a model. But yes, every.

358
01:16:51.710 --> 01:16:54.930
if every loser's community.

359
01:16:56.110 --> 01:16:58.139
which is a subject.

360
01:16:58.240 --> 01:17:05.659
So whilst you and you know, reflects indigenous values for this important Asian culture.

361
01:17:05.930 --> 01:17:12.010
each agency was very to that. Was that so? I think

362
01:17:12.130 --> 01:17:13.360
and I

363
01:17:13.480 --> 01:17:24.260
around in a model, I think. Yeah, I would you down the hall. But again, it would not work for each you because they're individuals as well, and they all have to confirm to you and experience that in a

364
01:17:24.400 --> 01:17:29.670
of course, the University's a virtual issue, says that we have.

365
01:17:30.450 --> 01:17:46.359
You've had different experiences there, but then some of you won't come. See me or come in and we're a remote community, and you so, and it's subjective, you know it. Some depends. But of course, you know, I think there should be a model. That is

366
01:17:46.490 --> 01:17:51.170
well, the English is more. And that subject

367
01:17:51.470 --> 01:18:15.990
and it's your first question, yeah, that things are yeah. And of course, she over a university. Some of the university's now in's charged with her being a well-being strategy, and they've got their own models. But you know, I think definitely more research and universities can speak to their students, and then they go into prayer model and and actually show that okay, how we've got to connect the country.

368
01:18:16.070 --> 01:18:40.859
and the second question about is a family violence. I mean that thing football. You've experienced family plans, and what is an issue for some indigenous communities in them not. You won't like every you know community, not everyone experiences family violence, but that that that in particular did come out of the viewpoint to

369
01:18:41.130 --> 01:18:45.970
number one. That was a machine to then. But then the sun.

370
01:18:46.380 --> 01:18:48.939
So I think it's an individuals

371
01:18:49.320 --> 01:19:01.349
experience more. you know, indigenous people, students and ones. Of course. you know that does some. It does come down to the the impact of colonization. And

372
01:19:01.410 --> 01:19:05.230
you know, you know your crad gasses because

373
01:19:05.700 --> 01:19:13.469
braces in the region. I the right to really get a job. And they're not going to talk us. And people are taking that out on each other, and many other factors

374
01:19:13.900 --> 01:19:21.489
in Australia in So there's there's some you know, alcoholic dance

375
01:19:21.590 --> 01:19:40.280
because of There's some jobs, so I can say without work and about something. You do right. People then get an inexperienced form of the destruction of a family people. They need to turn to that, apologize to the common. And but again, not all aboriginal people experience that.

376
01:19:40.510 --> 01:19:46.700
but one of some of the youth then once was the ship, and there will be some

377
01:19:47.490 --> 01:19:55.670
it seems to be a stereotype. It's a stereotype, and it's such a stereotype.

378
01:19:55.750 --> 01:20:06.759
It was on part of our approach. Why, you could fall in alcohol to Australia, and, as you may know, the history of Australia

379
01:20:07.980 --> 01:20:17.139
when it came colonized. If they had, you know, they gave aboriginal people alcohol, not money for their work, their hire plan for their work.

380
01:20:17.240 --> 01:20:36.310
which is called some dish. But that's stereotyped. Yes, I think we we have a similar history, just like in Taiwan. So I think there's a venturable trauma issue operation, and the thinking timing's involves the economic way to leave.

381
01:20:36.480 --> 01:20:39.349
So I agree with you. Sometimes these.

382
01:20:39.620 --> 01:20:47.700
these alcohol will become a consequences of the operation.

383
01:20:48.290 --> 01:20:54.049
But in in how I not still will be. how many of you

384
01:20:54.430 --> 01:20:57.820
trying to help vegetable colonies

385
01:20:58.110 --> 01:21:05.760
to against the So I'm just curious about this buzzing you for your very 5 patients.

386
01:21:05.920 --> 01:21:06.910
Thank you.

387
01:21:08.459 --> 01:21:14.000
So I was like, I just felt that your policy is to say that in policy.

388
01:21:14.120 --> 01:21:20.580
trying to make all the high skills and like a phone, my

389
01:21:20.700 --> 01:21:23.639
in my.

390
01:21:23.690 --> 01:21:30.700
but it definitely will have some school family, or still the nation and high school.

391
01:21:30.959 --> 01:21:39.869
But I think the interests might be the by the first, because because I know kind of having made us

392
01:21:39.969 --> 01:21:57.359
most of the junior high school graduate, they the 10 high school. So I think they 80%, as I know. So I think it might have too many people to join the high school, and then the second things that I would.

393
01:21:57.360 --> 01:22:10.450
because that the car one has is even us in an educational extensions of estimation cell of the gravity. There is no differences between

394
01:22:10.590 --> 01:22:18.920
she always a high school degree, and the people with private e-mail the group on private university.

395
01:22:19.309 --> 01:22:34.100
So if

396
01:22:34.260 --> 01:22:36.010
so, I've been.

397
01:22:36.090 --> 01:22:43.210
yeah. So yeah, I think you can trust students

398
01:22:44.420 --> 01:22:49.460
to people, and that they may review some financial stressful.

399
01:22:53.950 --> 01:22:59.120
I don't think

400
01:22:59.469 --> 01:23:00.620
this guy?

401
01:23:00.850 --> 01:23:03.290
Yes. okay.

402
01:23:04.709 --> 01:23:18.400
I think because if you don't have a question, so I'll give you a patient myself on your research. So the first, the first question, I think, is, is easy because of.

403
01:23:18.410 --> 01:23:23.399
I'll mention you interviewed teachers in degrees. That help be shown in the

404
01:23:23.520 --> 01:23:27.879
and that you control whether who they are, you

405
01:23:28.219 --> 01:23:32.180
from this person, because I think the position

406
01:23:32.290 --> 01:23:36.260
they have, the in education they may have different.

407
01:23:36.940 --> 01:23:40.270
I think of modulus processes with the past.

408
01:23:41.080 --> 01:23:48.600
And the second question is maybe a support question based on your mind. And how do we make it?

409
01:23:49.260 --> 01:23:51.080
This Socialist?

410
01:23:54.160 --> 01:24:06.470
Oh, they're very we. We haven't controled for the yeah, I mean, beyond putting an individual fixed effects. We don't do anything at the respondent level yet

411
01:24:06.830 --> 01:24:12.679
we have the information to exploit, and I think it would be worth looking at it.

412
01:24:13.290 --> 01:24:23.560
to be honest, it took a really long time to kind of get this data and tools position where I was. and that I could measure it properly. So now I'm kind of taking more into that

413
01:24:23.590 --> 01:24:40.920
the the change measurements I loved, because this is exactly what we're looking at now. Okay, the the question I I mean this is useful in all itself. But I think the the bigger question that we're trying to ask when we're trying to get to as well. If you need. If you want what you need to change institutions.

414
01:24:41.240 --> 01:25:00.979
how can you do it? And what are the conditions? I'm going to be shooting most easily. Here we are kind of again, we're trying to develop a theoretical model that encompasses this. But also it starts to talk a little bit about like the stagnation of function, and whether or not function can kind of walk into

415
01:25:00.990 --> 01:25:20.970
the function of delivering the program to the function of just keeping the program alive, no matter what. We also want to look more into the question of whether or not the leadership within an institution and power within an institution is what is the critical thing for changing?

416
01:25:21.130 --> 01:25:37.050
That's a polarization thing that we're going to. We actually. So we we were at a organized every year a a an institute for for these policymakers, and it was on last week I had to leave before the end of it, when my colleague started interviewing the

417
01:25:37.050 --> 01:26:00.280
people who involved institutions while they were there. And so I'm curious to see whether where that will go. Because if you're exactly right, like this is the next step. So we can measure the institutions. How can we predict or or understand whether or not change is going to happen. So in the next one confidence of Congress or sociology.

418
01:26:08.940 --> 01:26:16.710
A. It isn't really an interesting model, and I used to. you know

419
01:26:22.770 --> 01:26:24.380
every standard.

420
01:26:31.390 --> 01:26:37.380
And so in our research.

421
01:26:39.870 --> 01:27:03.560
And one of the

422
01:27:03.630 --> 01:27:05.679
you say, how are they? The only

423
01:27:05.940 --> 01:27:15.450
nation? AI! So do you have a either a like or a  You are

424
01:27:15.600 --> 01:27:19.610
your your

425
01:27:23.340 --> 01:27:24.560
of this

426
01:27:25.330 --> 01:27:29.320
very good question. University of Australia.

427
01:27:35.640 --> 01:27:40.750
 change the

428
01:27:41.170 --> 01:27:42.579
culture and sex

429
01:27:43.520 --> 01:27:46.800
students of staff special work academics.

430
01:27:46.920 --> 01:27:49.970
 some strange like the you

431
01:27:52.270 --> 01:27:56.560
for our indigenous staff and academics, but it's also not.

432
01:27:59.430 --> 01:28:03.580
and they get less

433
01:28:03.790 --> 01:28:04.560
education.

434
01:28:05.270 --> 01:28:06.840
And so one of the

435
01:28:07.080 --> 01:28:13.450
the the

436
01:28:13.510 --> 01:28:15.049
all the time

437
01:28:15.530 --> 01:28:18.619
to take that modules, you know, and learn

438
01:28:19.190 --> 01:28:22.990
about a history of this country, because in Australia, like so

439
01:28:24.400 --> 01:28:27.419
change in the

440
01:28:27.830 --> 01:28:34.170
the actual history of this country from an aboriginal person's perspective, because for so long it is

441
01:28:34.860 --> 01:28:39.340
to be one of the

442
01:28:39.460 --> 01:28:40.870
to connection.

443
01:28:40.910 --> 01:28:45.460
But our launches are

444
01:28:46.190 --> 01:28:50.919
so. There's a bit of a change to

445
01:28:51.060 --> 01:28:55.229
like for the

446
01:28:55.700 --> 01:28:56.619
for mine.

447
01:28:57.760 --> 01:29:01.010
Second, because obviously, there's not any indigenous students

448
01:29:01.070 --> 01:29:04.660
at's from the university. So anywhere over the morning. Yeah.

449
01:29:05.140 --> 01:29:09.879
And so the gap definitely because of from the tactic organization.

450
01:29:11.500 --> 01:29:12.850
it's all of the issues

451
01:29:16.220 --> 01:29:17.790
that takes time.

452
01:29:19.030 --> 01:29:20.710
Okay, so there are.

453
01:29:30.960 --> 01:29:36.640
of course, there are 230.

454
01:29:36.680 --> 01:29:38.370
So we have a.

455
01:29:38.950 --> 01:29:43.610
This is all my guidance. Of course, that's going to in the

456
01:29:43.820 --> 01:29:46.900
the same place. complex

457
01:29:47.230 --> 01:29:51.830
 indigenous activities to.

458
01:29:56.680 --> 01:30:00.570
So in the

459
01:30:11.980 --> 01:30:19.410
because of because I think we

460
01:30:26.220 --> 01:30:27.590
and I,