AUSTRALIA IS CURRENTLY WITNESSING considerable change in conceptualisation of the role of child care. This is a response to the strong evidence from developmental science that demonstrates the lifelong impact of early experiences. The recent commitment made by the Council of Australian Governments (COAG) (Communiqué, December 2009a) to improved qualifications and quality of those working in child care is a manifestation of this shift and highlights the importance of the childcare workforce. This study focused on the considerations of a third year cohort of B.Ed (EC) preservice teachers (n = 55), about entering the childcare workforce. It examines their willingness to work in child care and identifies barriers and incentives for so doing. Our results indicate that, although attitudes to maternal work and child care were largely positive, few would prefer to work in child care under the current conditions. Key barriers were the pay and work conditions, particularly as they compare to other forms of potential employment. Incentives were the opportunity for leadership, creativity and a commitment to advocate for the rights of children. Those more willing to consider work in child care were distinguished from those less willing by altruism—foregoing personal gain to advocate for improved quality as a child's right.

Australia and China are experiencing increasing need for trained early childhood teachers. Career identity and work choices are critical ingredients for achievement in career outcomes. This study reports on a survey undertaken by early childhood pre-service teachers from China and Australia regarding identity and choices for early childhood teaching. Significant similarities and differences of career identity suggest that Australian respondents have higher career aspirations to be an early childhood teacher than Chinese counterparts, but contradictorily the Australian respondents preferred teaching in primary schools. Reasons, views and intentions to work in early childhood education were key points of comparable interest.

Since 2003, the Vietnamese government has prioritised curriculum reform efforts and commitment to improving the quality of the national curriculum. The Vietnamese early childhood education renovation has encountered considerable changes and challenges, particularly in the area of pedagogical approaches. Many early childhood teachers continue to favour direct instruction over more appropriate teaching practices for early childhood. This paper reviews the implementation and renovation of the revised curriculum over the past 10 years in Vietnam, and examines the changing realities of early childhood teachers' work to explore ways to implement and sustain changes in pedagogy in Lam Dong Province, Vietnam. The paper explores how changing societal expectations and the changing educational philosophies and resultant pedagogy have impacted on the beliefs and practices of early childhood teachers. The teaching profession, as a whole, is facing ongoing change and challenge; not only are ongoing educational reforms redefining teachers' work, but increasing teacher attrition and turnover also creates problems for Early Childhood Education and Care (ECEC) in Lam Dong province. The paper concludes with suggestions for areas for future research in Vietnam in the field of ECEC.

Student mathematics performance and the need for work-ready graduates to be mathematics-competent is a core issue for many universities. While both student and teacher are responsible for learning outcomes, there is a need to explicitly acknowledge the weak mathematics foundation of many university students. A systematic literature review was undertaken of identified innovations and/or interventions that may lead to improvement in student outcomes for university mathematics-based units of study. The review revealed the importance of understanding the foundations of student performance in higher education mathematics learning, especially in first year. Pre-university mathematics skills were identified as significant in student retention and mathematics success at university, and a specific focus on student pre-university mathematics skill level was found to be more effective in providing help, rather than simply focusing on a particular at-risk group. Diagnostics tools were found to be important in identifying (1) student background and (2) appropriate intervention. The studies highlighted the importance of appropriate and validated interventions in mathematics teaching and learning, and the need to improve the learning model for mathematics-based subjects, communication and technology innovations.