Suchergebnisse

Examines the nature of case management and the alternative models being proposed for its implementation. Addresses the issues these raise for the management of need and resource allocation for local authorities, before finally proposing an integrated model of case management. (JLN)

The COVID‐19 pandemic compelled large sections of the workforce out of their workplaces and into their homes to work. Many commentators suggest this has forever changed how and where we work. This article analyses how Australia's biggest employers – state and federal governments – approached the transitions to working from home, and back into regular workplaces. It considers the timing of policy responses to the pandemic as one indicator of resistance to, or acceptance of, widespread working from home. The article also demonstrates previous resistance to working from home for public servants, and questions widespread conjecture that it will become the 'new normal'.

One of the predominant themes that pervades much of the literature on remote education is one about Indigenous 'disadvantage'. It has been defined specifically as 'the difference (or gap) in outcomes for Indigenous Australians when compared with non-Indigenous Australians' (Steering Committee for the Review of Government Service Provision 2012, p. xiv). The concept then extends to 'closing the gap' (Council of Australian Governments 2009) in a general sense and in a more specific educational context (What Works: The Work Program 2012). Combining 'Indigenous disadvantage' with 'remote' adds a different meaning – those who live in remote communities are doubly 'disadvantaged' because of their geographic location and their race, and indeed some indexes of socio-economic advantage place disproportionate weight on location and race.