Providing Education and Training for At Risk ... - Victoria University

Providing Education and Trainingfor At Risk and Unemployed Young PeopleKevin WardPam St LegerDavid BeckettGraeme HarperDepartment of EducationVictoriaReprinted July 1999

© Department of Education 1998Reprinted 1999This work is copyright. It may be reproduced in whole or in part for study or information purposes, subject tothe inclusion of the acknowledgment of the source.Published by School Support Services DivisionSecond Floor, 33 St Andrews Place, East Melbourne, Victoria 3002ISBN 0 7306 9090 32

ForewordThe Commonwealth Government is seeking to encourage young people to remain ineducation or training until they have sufficient skills or qualifications to obtain longterm employment. Payments to young people aged 15 to 24 have been consolidatedas the Youth Allowance. Commonwealth policy requires, with some exemptions, under-18year olds who left school without completing Year 12, to engage in full-time education ortraining, or undertake a combination of activities such as part-time study and voluntary work.These arrangements were introduced on 1 January 1999. Since July 1998, young people whoare 18 – 24 have had mutual obligation requirements, some of which relate to education andtraining.To prepare information and advice about young people expected to remain in school or returnto education and training as the result of the introduction of the Youth Allowance, the Departmentof Education undertook a series of research and development projects entitled the SuccessfulLearning Projects. These projects were funded by the Australian National Training Authority.Reports from three of these projects were published in 1998. They have been keenly soughtafter, and are being republished to allow for wider distribution. A fourth report on mentoringis being published for the first time. The issues raised in the reports and their findings areimportant in developing policy and programs for young people affected by the Youth Allowance.Providing Education and Training for at Risk and Unemployed Young People is one of thereports from the Successful Learning Projects. It documents the variety of programs andresources already available - in schools, TAFE, and in the community - and analyses thecharacteristics of programs that work.I commend the professionalism and expertise of the researchers: Kevin Ward, Pam St Leger,David Beckett and Graeme Harper from the Department of Vocational Education and Trainingat the University of Melbourne, in the way they undertook this project. While their conclusionsare offered as advice, and are not necessarily the views of the Department, nevertheless thereport provides us with significant insights into the views and experiences of the young peoplewho require a range of opportunities for access and success. Responding to their needs is achallenge for us all.Howard KellyGeneral ManagerSchool Support Services DivisionDepartment of EducationJuly 19993

AcknowledgmentsThe authors wish to express their appreciation to the following people for their significantcontribution to the conduct of this project and to the preparation of this report:Amanda HilditchChris Thomson and Kate BaulchProject OfficerResearch Assistants.The authors also wish to thank the following people for giving generously of their time andinformation during the Stage 2 round of interviews:Andrew McSweeneyAllan BrookerDavid & Julie HayesWayne Craig & Anna RossTrevor CrellinTony DermodyKaren PykeNoel LoganDavid GallagherLynton OatenMelissa WalkerTrish JamiesonStephen HodderChristine FerrySally JamesPat MurrayTony RyanDavid BeckwithAnne GiddensAusmusicBEAT CollingwoodBlackwood Centre for Adolescent DevelopmentBox Hill Senior Secondary CollegeDoveton Secondary CollegeEumemmerring Secondary CollegeFootscray City Secondary CollegeFlinders Peak Secondary CollegeGeelong Regional Vocational Education CouncilHawthorn Secondary CollegeJobs Pathway Program at SheppartonJobs Pathway Program at WodongaKangan Batman Institute of TAFEKensington Community High SchoolMelbourne CitymissionPenola Catholic CollegeSale CollegeWangaratta Juvenile Justice ProgramYoung Refugees ProjectThankyou also to the young participants of the programs who shared their experiences withthe project team during the Stage 2 interviews.4

ContentsForeword 3Acknowledgments 4Executive summary 71. Introduction 11Background 11Project Brief 11Structure of Report 12Methodology 132. Literature review 16Benchmark 1995 16Analysing Analogies 17Synthesising Complexities 21Re-Thinking Learning 23Re-Thinking Institutions 25Conclusion 283. Mapping the field 30School-based Education and Training Programs 30Community-based Education and Training Programs 32TAFE-based Education and Training Programs 344. Program models 36School-based – on and offsite 36Box Hill Senior Secondary College: Extended VCE Program 36Doveton Secondary College 37Penola Catholic College 40Practical Education and Knowledge (PEAK): An innovative curriculum atFlinders Peak Secondary College 41Endeavour Hills Vocational Pathways Program: A Pilot Program atEumemmerring Secondary College (Endeavour Hills Campus) 425

Curriculum Diversity at Footscray City Secondary College 43One School – Many Pathways: Hawthorn Secondary College 44Blackwood Centre for Adolescent Development 45TAFE/Community-linked programs 46The Young Adults Industry Training Scheme (YAITS Program) KanganBatman Institute of TAFE 46Young Refugees Pathways Project 47Community-based 48Bridging Education And Training (BEAT) 48Jobs Pathway Programme – Goulburn Valley Region 49Jobs Pathway Programme – Ovens Murray Region 51Melbourne Citymission Education Support Program 525. Characteristics of programs that work 54Program categories 586. Conclusion and recommendations 60References 64Appendix 1 67Guiding questions for stage 2 interviews with participants 68Guiding questions for stage 2 interviews with stakeholders 70Appendix 2 71Information collected during stage 1 interviews 71School-based Education and Training Programs for Alienated Youth 72TAFE-based Education and Training Programs for Alienated Youth 89Community-based Education and Training Programs for Alienated Youth 936

Executive SummarySuccessful learning for young adults who are ‘at risk’ of poor achievement in Victoriansecondary schools, or who are returning to study because of the requirements of theCommon Youth Allowance, depends upon a range of support. This Project investigatedthe variety of provision already available, drew some conclusions about ‘best practice’ in thelight of a substantial international and local literature review, and has generated a list ofRecommendations for policy developers.We were particularly asked to focus on schools’ programs, on school-TAFE-off site programs,and on completely ‘off site’ (that is, community-based) programs. It must be said that schoolsrecognise they would have to change a good deal to meaningfully address the learning needsof young, but experientially-rich, adults who are seeking to return to study. Indeed, there is astrong case that schools need to change into more adult learning environments just to betteraddress their current continuing students, many of whom are ‘at risk’ because of the dominanceof the tertiary-focussed curriculum in Years 11 and 12. Reforms in favour of a vocationaleducation and training (VET) perspective are, however, well underway in hundreds of schools.Nevertheless, these reflect, but do not exhaust, the possibilities for successful learning for ourtarget groups. There are many school-based, some TAFE-based, and several prominentcommunity-based programs which we have investigated, all of them concerned with theprovision of constructive, clear, caring and connected learning.In this, it should be recognised that local knowledge is crucial. Local ‘readings’ of youngadults’ needs - the context of their immediate daily lives - is often, and quite rightly, thestarting point for constructive (and therefore reconstructive) programs. Clarity of purpose,and a caring learning environment, are then evident in how these programs are conducted. Thefourth ingredient of successful learning programs is how they connect to each other and toadjacent agencies. All the programs we examined did this, but in a variety of forms ofassociation, which were, again, locally contrived.The following Recommendations, shaped by the literature review and the empirical survey,are driven by those four main concepts: constructive, clear, caring and connected learning. Inmaking them, we want to preserve the space for the local decision-making already apparent,which we regard as essential for the integrity and vitality of local solutions.Recommendation No. 1That an adult learning environment is required for all SL programs.Features of this are: common space and time to share experiences and to socialise; rules ofassociation which permit freedom to come and go (subject to formal learning agreements),and the expectation that all people involved are adults with the usual rights and responsibilitiesinvolving one another (included safety); explicit attention to learners’ experiences in the analysisand design of the program; a variety of activities to move learners beyond their currentexperiences; attempts to encourage the critical appraisal of these (where these may lead; wherethe program leads).7

Operational recommendations1.1 That dedicated space and times for SL programs be a condition of their conduct;1.2 That, within 1.1, learners and staff develop shared understandings of adult rights andresponsibilities;1.3 That needs’ analyses and agreed expectations draw upon the experiences the learners asadults bring to the program;1.4 That program outcomes, and their implications, be stated and clarified from the start.Recommendation No. 2That programs identify an individual’s entry level and articulate an agreed series ofinvolvements with an outcome that leads somewhere personally significant.Entry levels may be established by informal and/or formal assessment of skills, prior learningand life experiences, so that a learning contract or equivalent (such as an accredited course ofstudy) provides an authentic sequence of activities with a range of intermediate goals. It willbe important to establish a sense of early success, that the tasks be agreed and tangible, thatthey contribute to the overall outcome, and that they explicitly require collaborative learning,from which the individual gains a sense of social capability.Operational recommendations2.1 That individual skill levels be determined using a range of formal and informal methods(at least at entry or re-entry level);2.2 That an individual’s agreed learning pathway is the basis for the commitment for allparticipants involved, but that this pathway is regularly reviewed;2.3 That program activities explicitly involve the social nature of learning (in e.g. role plays,excursions, teamwork, reporting, writing).2.4 That program activities include evidence of the coalesence of thinking and doing (in e.g.reflective tasks, community-based enquiry, mentoring)Recommendation No. 3That SL programs are resourced so that they can provide continuous staffing for the lifecycleof a program or series of programs.This will need to be at a level which permits a concentration of effort in all the participants(learners and staff).Operational recommendations3.1 That an optimum staff-learner ratio range be established for all SL projects, that thisrange be 1: 5-10, and that staffing be resourced on that basis;3.2 That preparation, planning meetings, facilities and equipment stewardship, and themaintenance of accountability procedures are factored in to the work, and therefore isreflected in the staffing profile, and subject in total to 3.1;3.3 That staffing resources will enable employment of suitably qualified people, representinga range of professions and skills, subject to the connections and shared availability ofadjacent staff (cf Recommendation 4);3.4 That regionalised groupings of SL programs (across all sectors) be established to enable8

program leaders (at least) to meet regularly to share and learn from a wider range ofimplementations, and develop localised ‘best practices’ (cf Recommendation 4)Recommendation No. 4That SL programs should explicitly show how they connect with each other and withwider related agencies, in a way that best meets local needs and resources.Here, a full-service (site-focussed, integrated) arrangement at one end of the spectrum contrastswith a loose network of informal referrals, at the other end of the spectrum of provision, andprograms would need to locate themselves, by agreement, along this spectrum.Operational recommendations4.1 That vocationally-oriented SL programs and personal growth-oriented SL programsidentify what expectations they have of each other, and make linkages such that localresources are effectively utilised, and duplication avoided;4.2 That mechanisms for identification of entry and re-entry of young adult learners to SLprograms be standardised, and their individual learning pathways be recorded at locallevel;4.3 That all SL programs be required to show how they articulate into a variety of locallearner destinations: TAFE accreditated courses, labour market expectations, VCE andtertiary entry, specific literacy and numeracy, and information technology skill formation(short courses);4.4 That individual ‘case management’ strategies be explored as a way to tightly focus SLprograms in at least some situations.9

1IntroductionBackgroundIn the recently announced changes to income support for unemployed young people, theCommonwealth Government cited the changing labour market, the need to simplify thecomplexity of existing arrangements, the need for flexibility, and the desire to removedisincentives to participation in education, as the main reasons for reforming the programs foryouth in the 16-25 year old age bracket.The new means tested allowance, known as the Youth Allowance, replaced a number of currentincome support payments for young students and job-seekers, and has been described by theGovernment as a means of providing a simpler, more effective system to support these youngpeople as they make the transition from education to work and from dependence toindependence. The requirements associated with this allowance have been supplemented bythe introduction of enhanced mutual obligation requirements for unemployed 18-24 year olds.It has been estimated that these changes to the Commonwealth Youth Allowance for 1998/99will result in an additional 6000 students in Victoria either needing to return to, or remain in,education and training during this period.It is anticipated that the impact of these additional young people on education and trainingservices in Victoria will be significant. One cause for concern is the knowledge that many ofthese young people will have left school, or will be currently at risk in school, because theyhave not enjoyed their experiences in that environment. The government changes to incomesupport which require these young people to be enrolled in education and training activity willdo little to generate their enthusiasm to return, or remain, whichever the case may be.This report will focus on one of five interrelated research projects commissioned by the VictorianDepartment of Education to assist in the development of successful programs and arrangementsfor these additional students.Project BriefThe purpose of this project was to map existing programs and resources that are availableto young people who are returning or remaining in education and training as aconsequence of changes to the Commonwealth Youth Allowance.11

The major outcome sought from this project was a final report which identified programs andresources for the target group of young people, and which included:• accredited VET programs including traineeships and modules within the VET sector;• VCE programs including VET in schools programs;• specific literacy, numeracy and technology programs;• programs and resources which assist in developing work readiness skills and keycompetencies of young people;• relevant Curriculum and Standards Framework course advice; and• community base programs, non-government programs and other appropriate programs.The report was also required to identify the existing gaps in provision, and to provide adviceon the implementation of:• a school program based totally on site;• a program including school, TAFE and off site elements; and• a program that is delivered entirely off site, i.e. away from either school or TAFE locations.Structure of ReportThis report contains the following chapters:The Introduction includes information pertaining to the circumstances leading to theestablishment of the project, as well as an overview of the methodology applied to theorganisation of the project and the collection and analysis of data.The Review of Literature contains a review and analysis of local, national and internationalpublished documentation related to the design and conduct of effective education and/or trainingprograms for students identified as “at risk” or who have already left school and are deemed tobe “alienated youth.”Mapping the Field describes the conduct and outcomes of the survey of programs, resourcesand personnel associated with them. It is in two parts with the first section focussing on themapping of existing programs and resources, and the Stage 1 interviews with program personnel.The second part focuses on the Stage 2 on-site and telephone interviews with stakeholders andparticipants from the selected programs.Program Models outlines programs selected because they are consistent with the benchmarksestablished in the review of literature, represent models with potential for replication, andwhich appear to work effectively with the target group that are the focus of this project.Characteristics of Programs that Work discusses the key features to emerge from the fieldresearch in a context of four principles of effective programs for ‘at risk’ young people whichwas developed from the review of literature. It also includes some discussion on the matchbetween the selected programs and the on-site and off-site categories listed in the ProjectBrief. Implications for the planning of future programs for the target group are identified anddiscussed here.The Conclusion draws the findings from the previous sections together and includesrecommendations for good program design and implementation.An executive summary precedes the body of the report.12

MethodologyConduct of the project has involved the following phases:Phase One: Getting startedThis phase consisted of three parts.(i) The first part involved a preliminary review of literature to inform the development of theinterview proforma to be used in the initial selection of programs for the survey. Thisinitial review involved accessing a range of government and non-government documents,articles, reports, and videos both research-based and policy-based; and identifying relevantdocuments through searches on the Internet, online databases (ERIC, Family, AustralianEducation Index), including publication lists of relevant organisations and personalcontacts.The questions formulated as a consequence of this review, and used for the Stage 1 interviewswere:• Name and location of the program?• How do participants join/select the program?• What activities are taking place? (and how are these established as worthwhile?)• Who works as leadership in the program? (and on what basis: qualified? paid? etc)• How does the program relate to other programs? (homelessness, unemployment, substanceabuse, health, schooling etc)• What makes this program standout/successful, and where does it lead?(ii)The second part of this phase involved pursuing the numerous leads regarding potentialprograms and resources identified by members of the research team through their individualnetworks and through searches of various information databases including the WorldWide Web. An initial contact was generally made to determine whether the program/activity was appropriate for the project, and if so, whether the program leader was preparedto discuss it with a member of the research team. Arrangements were then made for aninterview which was usually conducted by telephone.The principles and practices underpinning the following activities were a major focus forfurther exploration:• curriculum interventions in schools;• school interventions that focussed on school policy and linked to broader communityyouth services;• regional approaches to youth education, training and employment;• community based programs and services that provided links and pathways to educationand training for young people; and• vocational programs and associated specialist services e.g. literacy, numeracy andemployment preparation in the post school sector.(iii) The third aspect involved the structuring of a database for this information. This took theform of a running sheet on which information gathered from the initial interviews wasrecorded.13

Data was entered in categories under headings such as:• Program and location;• Target group, Program team, Program length and Educational level;• Links and outcomes;• Activities; and• Critical characteristics/Determinants of success.The Project Officer kept this running sheet up to date at all times. This proved to be an extremelyvaluable resource for other members of the team when decisions regarding the selection ofprograms for the Stage 2 interviews and case studies needed to be made.Phase Two: Completion of literature review and preparation forinterviewsComponents of this phase included:(i) Completion of the literature review. This extensive review of local, national andinternational literature enabled the research team to identify characteristics and elementspresent in other apparently successful programs and resources designed to accommodatethe target group for this project. Furthermore, it provided a sound basis on which toformulate the detailed questions to be used in the Stage 2 survey of program participantsand program personnel, including youth workers and schoolteachers. The review was nota static process and was extended during the life of the project.(ii) Development of Stage 2 interview questions. General areas of focus for the interviewswith program stakeholders were context, participants’ experiences, staff and structure,and relationship to other dimensions of the participant’s experiences. A total of 19 questionswere developed as guide for researchers to use with this group.Questions used in the interviews with the program participants focussed on the general areasof getting involved, motivating aspects, preferred structures and future intentions. Nine mainquestions were developed for these interviews.Full details of both sets of questions are included in Appendix I.(iii) Selection of programs for the Stage 2 interviews. Criteria adopted for selection included:• the program catered effectively for (or had potential to do so) the target group (or partthereof); and/or• the program had successful elements with potential transference to other programs;• interviews should include school, TAFE institute and community based programs;• selection of programs should consider representation of rural and metropolitan locations,accredited and non-accredited, and socio-cultural diversity.Phase Three: Conduct and analysis of Stage 2 interviewsTen school-based programs, three TAFE, and six community based programs were selectedfor Stage 2 interviews. One TAFE interview did not occur. Seven of these programs werebased in rural or provincial areas. Some interviews with the program stakeholders wereconducted by telephone with the remainder and all participant interviews being conductedface to face and on site.14

The stakeholder and participant responses were analysed in conjunction with the benchmarkingcomponents derived from the literature, and several programs selected as potential models forwider application in the provision of education and training programs for “at risk” andunemployed young people.Phase Four: Advice and recommendationsRecommendations and advice regarding the design and implementation of Successful LearningPrograms were formulated from analysis of the information collected in both the review ofliterature, and in the field research undertaken for the project.15

2Literature ReviewBenchmark 1995Substantial recent literature surveys of programs for students ‘at risk’ fortunately provideus with a detailed and scholarly overview. We can do no better than to commence thisReview with a summary of the Australian (Batten and Russell 1995) and the American,Canadian and British literature (Withers and Batten 1995), which these three authors themselvesprovide (Withers and Batten: x-xi):The assertion can be made…that the literature from Australia and overseas shows that effectiveprograms that result in real achievement by young people do have a number of recurringfeatures, which include the following:• attention to the whole person, incorporating social and personal as well as academic andsocial development;• a focus on practical learning, related to the student’s life experiences and linked, whereappropriate, to a vocational pathway;• encouragement of students to take responsibility for their own learning and behaviour,and to be involved in decisions about the learning process, including the use of incentivesand negotiated contracts;• providing students with the opportunity to work cooperatively with others, both insideand outside the classroom;• high expectations of students, and provision of programs which challenge and extend;• positive reinforcement of achievement, building on student strengths;• establishment of a caring, supportive environment;• organisational and operational flexibility in order to be able to respond to individualneeds;• concern for students at risk that extends beyond the program through the use of followupcontact and monitoring;• appropriate evaluation of student progress by the use of assessment that matches thelearning that has taken place; and evaluation of the effectiveness of programs;• careful selection of program teachers and leaders, and the provision of professionaldevelopment opportunities for people in those roles;• integration of school-based programs for students at risk into mainstream educationalprovision;• involvement of parents and community in a collaborative endeavour for young people atrisk, and a fostering of links with agencies outside the school or program.16

We will develop some of these points forthwith, and return to these authors later in this Review.Another significant survey of research appeared in the same year as the above. Barr and Parrett(1995) identify and schematise effective programs right across schooling from infants toadolescents, and right across the United States. Amidst all the detail that such scope inevitablyentails, Barr and Parrett state:Students who fail in traditional classrooms have often been found to be very successfulin instructional programs that allow them to work at their own pace, focus on their owninstructional needs, use incentives for learning, and use teachers as facilitators….Suchindividualised, personalised learning has long been designed and available for specialeducation students. We now recognise that it is also essential and effective for at-riskyouth. (59-60)Barr and Parrett also have their list. They call it ‘What We Know About Effective Programs’(1995:Ch5). Amongst much detail, one illuminating research finding they quote, from theUniversity of Wisconsin at Madison, which perhaps sums up their list, is that ‘the key findingof our research is that effective schools provide at-risk students with a community of support’(1995:55).In what follows, Australian research evidence (some of it anecdotal) not included in the above,because it has appeared since, is discussed. The Review will attempt to build up the evolutionof the notion of ‘alienation’, first, by analogy (Section 2), then by synthesis (Section 3). Itmust be stated at the outset that ‘alienation’ is, in this Review, a heuristic device. It enables usget where we want to go. For reasons soon to be made clear, it cannot be entertained as anadequate conceptualisation of young people facing challenges in returning to studies. Thelatter half of the Review discusses some implications for both the nature of the learning involvedin good programs (Section 4), and also the nature of the institutions that provide that learning(Section 5). A conclusion (Section 6) will identify a list of principles for effective programs,which the project as a whole will thereafter use in the fieldwork.Analysing AnalogiesAlienation is a larger concept than a focus on those who are ‘at risk’ of leaving schoolbefore the mandatory age, or who in fact leave school after that age (say, 15 years)but with little success at learning - without completing a senior secondary course ofstudy. This section of the Review will build up that larger conception.If young people are to be persuaded that returning to study, given that they may have left undera cloud of failure, is realistic, then schools and other providers, such as TAFE, will have to rethinktheir educational practices to some extent. After all, to take up Barr and Parrett’sdisarmingly honest analogy, if what we know about how to teach ‘special’ students also appliesto ‘at risk’ students, then it should also apply to ‘returning’ students.Arguing also by analogy, Wyn and Holden (1994) state, in the context of their work on youngwomen and girls at-risk, that:17

It is likely that a significant group of young people will continue to leave school early.Their opportunities are greatly enhanced if it is possible for them to have access to postcompulsorysecondary education through re-entry programs which are designed to caterfor older students….older students who have spent a number of years away from schoolbefore re-entering are seen by their teachers as having a positive perspective on theimportance of education…Older students are more likely to have resources to supporttheir return to school, and also may have had time to develop an identifiable supportsystem through friends and family relationships. On the other hand, younger studentsreturning to school may be more likely to need the support of the school…[such as]assisting students in obtaining accommodation…a financial system within the localcommunity so that students could get a loan if their Austudy hadn’t come through…agrant was also set aside for the library to buy books…. Some young women face additionalconstraints… (44)Criteria for effective programs for young women have more recently been developed by Milne-Home et al (1996), of which child care, transport, housing and income support are key features.We cannot deal with those further here. But Wyn and Holden (1994) retrieve the main point oftheir earlier analysis by concluding that:the needs of re-entry students are no different from those of other students. Our evidencesuggests that the very issues that are important in developing a successful re-entry programare also crucial in developing a school environment in which all young women will feelthey can participate, and which therefore provide a positive alternative to leaving early(44).In the rest of this Review, it will be important to maintain that breadth of understanding of‘alienation’. A policy environment shaped by ‘returning to study’ initiatives requires centralconsideration of the ‘at-risk’ literature, as we have indicated, but the inference for programdesign from this literature is already before us. This inference is that the further education ofsuch ‘returning’ young people would be in fact impeded if what they saw schools were onabout was simply ‘more of the same’ - what they had already failed to achieve when they wereyounger.But Barr and Parrett remind us that, as the Wisconsin researchers found, effective schools inthis field build up a ‘community of support’. Indeed, the running has not been left to schools.Communities themselves have come up with many initiatives, which are linked, or are linkable,with schools and other education providers. This is increasingly apparent in attempts to mapthe field under discussion.A massive, forensic mapping effort, examining approaches across Australia to ‘under-ageschool leaving’, published just last year (Brooks et al 1997. See Appendix to this Review forBrooks’ table of ‘main factors affecting effectiveness of initiatives) finds thatA number of large church and other non-government organisations are funded directlyby the Commonwealth or State/Territory governments to operate initiatives…. Theseorganisations may also operate independently of government to provide a range of relevantservices, including family support, parent education, out-of-home care, youth services,as well as educational support. Some organisations are invited into schools to conduct18

programs for individual or groups of students in such areas as conflict resolution, angermanagement and social skills. (43)Brooks et al. conclude that ‘a complex mix of programs and a plethora of school services andlocal initiatives was seen to exist….[this] makes it difficult to assess the extent that needs…arebeing met’ (44). Local initiatives are often presented as community-based, and the role oflocal government is therefore more prominent than hitherto. For example, and developing thisReview, again, by analogy, we note the emergence of ethnicity as a dimension in youth policy- and the location of many programs on local government jurisdictions:It is through local government in particular that new youth community workers, includingthose with specific ethnic attachments, become most significant. ‘Communities’ aresupposed to provide the social networks to sustain the coming generation. In this context,ethnic communities take on new meaning, assuming new roles in controlling the youngthrough such initiatives as ‘community policing’, involving ethnic and other communitiesin consultation with the police, but also placing more responsibility on communitiesand individual families to control their own young. (Guerra and White: 1995:31)In quite another context, the community is also worked hard as a source of moral authority forlearning, or, in this case, juvenile justice, for re-learning:Young women who have received a custodial sentence and are assessed as suitable, areplaced, earlier than usual, into the community through the use of the extended temporaryleave program…a Voluntary Support Group is established…this group develops a ClientService Plan… When in the community, the young women…use existing communitysupports and professional services to facilitate the establishment of a long-term network.(Alder and Baines: 1996:62)This is not an outline of a returning to study program, but it does demonstrate many of thefeatures of one: individual needs, negotiated support, clear expectations, and a ‘pathway’ tosuccess. By analogy, we can look for similar features in other community-based programs,many run by non-school agencies such as churches, local government and the like.Another example of locally based and flexibly designed programs is found in the (normallygovernment-funded) area of labour market programs, which have mainly been job-creating(such as LEAP). Research indicates…some evidence that young unemployed, including those disadvantaged in the labourmarket, are able to gain access to community-based employment developmentprojects….The staff of community-based job creation projects report that they achievesome success partly because their small-scale projects can respond to local employmentneeds, can mobilise local employment networks and can allow close monitoring ofparticipants’ progress by committed staff…Young long-term unemployed were likely…tobe further education and training [rather than employment] and such outcomes wereconsidered positive by staff and the participants themselves. (Carson and Doube 1994:iv-v)The messages, even by analogies such as these, are constant: where staff are consistentlycommitted, practical outcomes are a shared expectation, and flexibility over individuals’ needsare all prominent, programs are effective.19

Indeed, these ‘messages’ have been particularly well unpacked in reports of two communitybasedpilot projects conducted in areas of high youth unemployment, the Northern Metropolitanand the Gippsland Regions of the ACFE (Adult, Community and Further Education) Boardstructure in Victoria (ACFE Board 1998). In 1997, action learning strategies focussed on theusage of a wide range of current ACFE programs, including the Certificates of GeneralEducation for Adults, access and preparatory programs, and general education programs, withthe pilots involving young unemployed people, aged from 15 to 24. In Melbourne, the pilotwas centred on the City of Darebin (local government) and the Preston Reservoir Skillshare.In Gippsland, a consortium of Sale-based organisations (adult education providers such as theneighbourhood house, schools, and labour market program agencies) ran the pilot.A range of issues need to be addressed at the state, regional and provider level ‘if programs forthe target group are to be successful in the ACE [Adult and Community Education] sector’(1998:6). These issues are worth listing, because they reinforce the analysis undertaken so farin this Review, and they reflect experiences in perhaps the most community-driven, lessinstitutionalised sector of the education panorama. The ‘key issues’ (1998: 6-7) arising fromthe pilot projects are:• the importance of developing networks with other networks who deliver services tounemployed young people in order to facilitate recruitment and referrals for assistance;• the need to market programs available through ACE providers for this target group toschools, other organisations who work with young people and other ACE providers;• the importance of ACE providers working closely secondary schools to develop earlyintervention strategies for young people wishing to leave school early or those who haveleft;• the need for professional development opportunities for community provider staff toacquire skills in developing and delivering programs to young unemployed people;• the importance of sharing existing customised curriculum and programs throughout thesector, and in identifying skilled practitioners who are available in regions to develop anddeliver programs;• the benefit of work experience placements as part of any program but with anacknowledgment of the difficulties associated with finding host employers and the timeinvolved in organisation;• the need for flexibility with student contact hour targets because of the varying needs ofpotential participants and the difficulties associated with engaging and maintaining theinvolvement of unemployed young people;• the importance of a suitable venue in which to deliver a program to this target group;• the need to focus on developing self-esteem and social skills in programs for youngunemployed young people;• the difficulties associated with access to transport for unemployed young people,particularly those in rural areas; and• the need for involvement of young people’s parents and carers.However, the reliance on a ‘community’ perspective, effective though this can be on ageographical basis, may mask the complexities of the alienating personal experiences of, say,long-term unemployment, as well as the manifold complexities of the institutionalisation ofthat alienation. We turn now to some attempt at synthesising that complexity.20

Synthesising ComplexitiesThe complexity of alienation, and trying to turn that complexity to the better provisionof programs, is a consistent theme in the literature. For example, a prominent Melbourneresearcher wrote:Supporting disadvantaged families and young people is about building linkages andbreaking down barriers. Interprofessional collaboration will bring with it anacknowledgment that disadvantage is seldom one-dimensional. Rather, young peopleand families are placed at risk by a range of traditionally-labelled education, welfareand health issues that compound their disadvantage.In these remarks, Maureen Ryan (1996: 3) identifies by implication the central current problemin mapping provisions for ‘at risk’, or ‘alienated’ young people. It is this: an integrated, holisticapproach is required, yet the very nature of ‘alienation’ is apparent in dis-integrative, fragmentedexperiences, which cut young people off from successful involvement with major socialinstitutions.Whether or not ‘alienation’ is an implicit judgement from amongst the socio-culturalmainstream, against which swim strong and viable youth cultures and sub-cultures, is outsidethe scope of this research project. There is a debate about the theorisation of youth culture(s)which revolves around the resort to totalising (all-encompassing) explanations for alienation,such as Marxism, and some versions of feminism may be regarded as exemplifying (White1993). Perhaps two consequences of various totalising explanations of alienation are thecontrasting tendencies in some research, and certainly in the mass media, to either romanticiseyouth (vox pops on ‘green’ issues, on global peace, on personal relationships) or to demonisethem (the pathology of ‘street kids’).This project endorses Kerry Carrington’s view (in White: Ch 5) that:…the major difficulty I have with cultural studies as a theoretical model for analysingthe policing of youth sub-cultures [is] its over-reliance on totalising conceptions ofpower and social control [which] attributes a false unity of purpose to the diverse sitesand agencies involved in the regulation (or government) of youth. Social concern aboutyouth and their participation in youth culture is not necessarily a repressive activity.(29)Carrington goes on to list the many justified ‘policing’ activities these diverse agencies (suchas charities, schools, churches, neighbourhood centres, youth refuges, gay and lesbian groupsand many state bodies) actually perform:Homophobic, racial and sexual violence, unsafe sex, excessive drug-taking, petrolsniffing,attempted suicide and other forms of self-destructive conduct…regularly occurin the context of young people participating in the exploits of youth culture. (29)Our interest is in the educational significance of young peoples’ alienation, against a backgroundof experiences, which frequently are destructive. So our focus is ineluctably interventionist:what learning programs can be identified - and what general features do the successful programspossess - which enable alienated or ‘at risk’ young people move beyond their circumstances?21

In this we look at labour market skill acquisition as much as lifelong learning skills, at accreditedand non-accredited programs, and at institutional and non-institutionalised programs - and atvarious admixtures of these polarities.Perhaps the place to start is the school. Ryan herself is keen to identify schools as ‘sites forholistic service delivery’. What does this mean? Some broadening of the traditional role of theschool is required, namely: the location of health care and family support professionals (eg.social worker, psychologist, drugs counsellor) in the school; the introduction or extension ofschool/work programs; the development of welfare support for the school community; and theprovision of vacation programs providing support in literacy/numeracy, social skills, sportand the arts (1996:4).Ryan advocates these as the elements of flexible models of schooling - Life Learning Projects,as she calls them - which represent ‘one-stop’ (integrated) provisions for students experiencingeducational disadvantage. Such integrative provision grows, for Ryan, out of the evolution ofcommunity schooling (at Kensington since 1975) and of homelessness (via the Wespac Youthproject since 1990).Something similar is reported from the same area of Melbourne. Sercombe (1996) describesthe Extra Edge program at Maribyrnong Secondary College, where alienation has a multiculturaldimension: 94% of the student population is from a non-English speaking background. Whilethis is not in itself disadvantageous, at Maribyrnong, most are refugees from Bosnia, the Hornof Africa, East Timor, and Vietnam. There is a track record here, too. Since 1988, the schoolhas been heavily involved in youth support services in the inner Western suburbs, with healthprofessionals, emergency relief for its independent students (people ‘returning to study’), andclothing and furniture supplies all coordinated through the school. Referrals and casemanagement in this context have now been enveloped in curriculum change and staffprofessional development across the school. In particular, the Extra Edge program, one of fiveStudent-At-Risk (STAR) projects in Victoria, has, since 1994, ‘employed teacher-trainedcoordinators…for government and non-government youth support services in the local area’(1996:1). Sercombe goes on to discuss a key point in the provision of such services:While it was part of my brief to develop STAR programs, I quickly realised it wasimperative that I did not single this group out. Alternative programs for ‘at-risk’ youngpeople send very clear, emotionally-loaded messages to an already vulnerable group. Itunequivocally points the finger, yet again, to somehow being different and not ‘fittingin’ to the mainstream….By developing program after program, ‘the system’ is off thehook, with the unspoken expectation that ‘a program’ will rectify a young person’sissue within a ‘funded’ time frame…. To be labelled ‘at risk’ or ‘disadvantaged’ alsocreates a prison of expectation, If you are from the West, of a non-English speakingbackground, and experiencing generational unemployment, the assumptions can bedeadly. (2)Yet the same point can be validly made across Victoria. Rural youth are isolated and face theirversion of generational unemployment now that globalised commodity markets have guttedprices for Australian primary produce - or at least the labour costs traditionally required towork the land and to upgrade technology to work the land. Provincial cities and towns, oftenheavily reliant on a few large employers in, say, printing, textiles and clothing, or agricultural22

machinery, are also susceptible to large-scale disadvantage. And many suburbs of Melbourne,settled when assured livelihoods were locally available in large manufacturing, or smallbusinesses, have felt the chill winds of recession and long term unemployment for all agegroups.Thus, in these ‘new times’, it may very well be the case that new sorts of workers and newsorts of schools are necessitated. An example of the re-thinking that needs to occur in classroomsacross the country is shown in current research on schooling and workplace learning.Re-Thinking LearningCumming and Carbines (1997), in a report on schools’ involvement in workplacelearning, detail six case studies - all non-Victorian - where schools have challengedthe dominance of the traditional academic orientation in their structures,administration, teaching and assessment and then in the codification of student achievement.They discuss ‘creative tensions and unresolved problems’, as follows (pp21-22):The implementation and expansion of workplace learning resulted in various tensionswithin each of the case study schools. A common problem was the school’s ability tomaintain an appropriate balance between general and vocational education. Havingdevoted so much time, energy and resourcing to achieve a convergence, in many casesthey became victims of their own success. The more their reputation grew..., the greaterwas the level of demand...Yet Cumming and Carbines make some comments on teacher culture, in the light of thisdemand:A common statement from teachers in traditional subject areas...was that, while theyregarded the broadening of vocational options as desirable, it was invariably at theirexpense...the pendulum had swung too far for their liking towards an instrumentalapproach to education.Instrumentalism notwithstanding, students reported that their work placements had shownthem a different, and more preferable, learning style, and they were able to define this asarising in experiences such as...being given responsibility, working on ‘real’ problems, being allocated varied tasks,being treated as adults, having a chance to show initiative/take risks...and that back at school, learning reverted to boredom, provoked by...being talked and directed, working from work sheets or the board, doing the samethings over and over again, being treated like little children, and having to conform andto mask any form of difference from other students.It is clear that workplace learning confronts much of the traditional school and teacher culture.But it also confronts much of the traditional technical and further education culture. In somerecent research on teaching and learning for disadvantaged groups in vocational contexts,Anderson et al. (1997), drawing on the work of Misko (1994), state23

Individuals appear to perform better when they are taught by teachers who share similarlearning approaches and they do better in tests which match their ways of perceivingreality…There is some evidence to suggest that learning outcomes are more successfulwhen delivery of instruction matches student learning styles…There is some anecdotal evidence that some TAFE teachers hold firm beliefs, based ontheir teaching experience, and reinforced by their peers, about how vocational knowledgeand skills can best be imparted to students….The role of the teachers in constructing theculture of the classroom and responding to the cultural backgrounds of the learners isincreasingly being seen as important in understanding teaching and learning processes.(1997:3)Even allowing for the behaviourist tone of this analysis (‘performing’ ‘delivery of instruction’),the main point is clear. Learning is an easier achievement where congruence between learners’experiences and teachers’ expectations is apparent. Tracking this through many types ofeducational provision has been a major and abiding research enterprise for several decades. Inthe current policy environment, program designers need to consider differences in vocationallearning approaches, between males and females, and on an age basis:Looking at TAFE students in apprenticeships and certificate courses, Anderson et al.report (1997:2) that ‘reading is not the preferred learning mode for a great many students(Misko 1994)’, yet for females ‘working with words, language and people and usingreading as a learning mode’ was a preference. Males ‘preferred to work with numbersand logic, building and repairing and designing things’. Significant differences betweenage and various learning preferences were identified:Younger students were more likely to be concerned with working in teams and gettingon with fellow students, knowing and liking the instructor, working independently andwith things, viewing visual illustration and using direct experience as a mode of learning.Older students, however, were more likely to prefer logically structured and clearlyorganised course work, competition, specific information about assignments and rules,authority, working with numbers and logic, working with words and language, listening,reading and [to have] above average expectations. (1997:2)Those learning preferences held by young people appear outside formal institutional settings.Other research, this time from evidence from ‘in the wild’ - outdoor programs for youngoffenders in detention (Reddrop: 1997) - reinforces certain desired characteristics of youngpeople’s receptivity to learning:These are, in summary, that a survival (or adventure, or experiential learning) approach increasesself-esteem by teaching youth how to discover behavioural alternatives; by providing immediatesuccess; by setting their own goals; by working with a small group (respect, cooperation); by‘stretching’ potential; by resolving stress appropriately; by applying skills in a simplifiedenvironment; by rule-following which is practical (safety); and by requiring honest, directcommunication. (19, 24)This project is about young people, and connects with their alienation from traditional schooling,and traditional learning, and teaching, approaches. We may have to look far beyond thetraditional settings to find learning preferences - but then, many of the young people who may24

e ‘returning to study’ will have moved far beyond these settings anyway, in terms of lifeexperience. We can unequivocally state that adult learning strategies must be at the heart ofprograms for alienated youth, and at the heart of those strategies is a respect for the experientialauthenticity of the learner.For this reason, it is important to agree with the plea from Anderson et al., for respect forclassroom diversity - ‘the conceptualising of disadvantage needs to accommodate diversityand difference and to acknowledge their link with systematic patterns of disadvantage andinequality’. They, and we, can offer no prescription for success. What is essential is a centralrecognition that ‘one shoe fits all’ is no longer (if it ever was) an adequate design feature foryoung people’s learning.Re-Thinking InstitutionsTraditional senior secondary schooling and traditional TAFE teaching, facing the newworld of workplace learning, would seem, on this evidence, to be in tension with it.Moreover, the new regard for young people as adult learners spills over into their nonschoollives. They are expected to take decisions framed by a host of sexual, gender, ethnic,religious, ability and family dimensions. Maturity - that is, a capacity for independent judgment- for that decision-making is, rightly or wrongly, imputed to young people from mid-teensonwards. The immediate concern, given this as a basis for policy and practices for alienatedyouth, is captured by Robyn Hartley, in an address to the Youth Affairs Council of Victoria in1995, when she stated:…the lines between dependence and independence in relation to young people are nolonger clearly drawn and there are many different patterns and combinations…Forexample, young people can live with their parents and be largely socially and financiallyindependent; they can live away from home and be financially supported by their parents.On the other hand, about one-quarter of the young people living ‘independently’ areliving in poverty. What, we may ask, in the meaning of independence in thesecircumstances? Isn’t it more productive to recognise the crucial role which interdependenceplays in all of our lives? (1996:4)Yet government policies, especially initiatives like the Commonwealth Youth Allowance, mayhave the effect of constructing distinctions between types of participants in, and recipients of,programs, which tend to fragment the experiences of young people in unhelpful ways. Thedifferential between over and under 18-year-olds, now emerging in the Youth Allowance, willinevitably have an impact on the sort of provision which schools and other program agencieswill try to develop. This is not least because there will be repercussions within families whensome members (under 18 yrs.) stand in more overtly supplicant relations to government welfare,compared to others (over 18 yrs.). Hartley draws our attention to the policy difficulties inherentin categorising participation, and she is right.Whilst this project is not centrally concerned with the categorisation of participants, it islegitimately mindful of the need for institutions and community agencies to design programsfor such participants which, first, respect the inter-dependent nature of young adults’experiences, and, second, recognise that these inter-dependencies are locally negotiated.25

The research literature on ‘alienated’ or at-risk youth is clear that the focus of well-designedprograms can be found in their allegiance to the experiential integrity of the young peoplethemselves. But schools, at least, if Ryan and Sercombe are right, will have to change out ofall recognition if ‘alienated youth’ programs are to be mainstreamed. Just getting a traditionalsenior secondary environment to seriously consider adult learning strategies in its classroomsis a large task. The further task of moving those strategies into shop-front or other communitysettings down around the corner - ‘mainstreeting’ the mainstream - is a massive hope.Worthwhile program design does, however, require that kind of hope. Alienated youth,especially those who may be attracted back to successful studies, such as the Youth Allowanceintends, are unlikely to return to an environment which itself alienated them, in the first place.But examples of worthwhile program design in schools in Victoria already exist. Batten (1989)in her detailed research on the STC course, concluded that, although ‘evidence of its successand influence is not hard to find’, it would ‘not be able to continue in its present form after1991’ (p217). This situation arose initially because of the inadequacy of the traditional narrowlyfocussed academic HSC, which was eroding school retention and student participation. It wasthe ‘Blackburn Report’ into post-compulsory schooling (1985), in its support for a singlecertificate, which denied the continuation of whole-course school-based curriculum diversity.This meant that, while the new two-year Victorian Certificate of Education, phased in between1989 and 1992, was serious about practical studies, and studies of work, it was not able tomeld these to any vocational, as opposed to academic, purposes. Yet the education researcher,Dean Ashenden (in Batten: 217), claimed of the STC course:The Victorian STC program is easily the best and most successful of the Australianattempts at an ‘alternative’ approach to democratic education. It has grown quickly [43schools in 1984; 117 schools in 1987]. It has succeeded in keeping at school many kidswho would otherwise have left. (emphasis added)The STC course had a set of educational principles, presented as a set of Course Intentions,and as a Checklist. The Checklist urged a whole-school program, within which:Classes should be organised on the basis of—close student-teacher and student-student interaction;—co-operation rather than competition;—heterogenous grouping;—commitment to the success of all individuals;—challenging, worthwhile units of work that reflect the everyday experiences of allstudents;—units which reflect the diverse character of society;—units which achieve a balance of action and reflection;—and which integrate theoretical and applied knowledge. (Freeman 1987:5)STC, even with inclusivity (as above) as its core concept, along with its cousins (the TOP andthe T12 certificates) were always on the educational margins, even although they successfullytargeted ‘at risk’ students. Now, ten years since Blackburn, Keating (1995) concludes his analysisof the implications for Australian schools of vocational education and training by claimingthat training reforms challenge that marginalisation:26

All States and Territories are encouraging the growth of vocational education in schools.Although approaches and programs vary, there is growing recognition that vocationalprograms should build on a strong general education and not limit students’ choices.The notion of an integrated approach to upper secondary curriculum has received strongsupport. This has been reflected in the report … The Role of Schools in the VocationalPreparation of Australia’s Senior Secondary Students [NBEET: 1994]. (p72-73)(emphasis added)In the late 1990s, these issues of retention, participation and integration are still with us. Theadded imperative of engaging the learning of those returning to studies, who are clearlyexperientially-enriched adults, yet perhaps resistant to traditional schooling, increases theurgency with which the main issues must be addressed.Another area which could be brought to bear here is the emerging field of enterprise education,especially in the OECD version, a ‘cross-curriculum’ approach, which emphasises anenterprising state of mind. Here, study, work and life in general are thought to benefit fromexperiences requiring the application of initiative and resourcefulness in increasingly complexand less structured activities (Curriculum Corporation 1995; OECD 1989; Patterson et al.1997). Such an approach would be congruent with the self-directive possibilities latent inyoung adults, rich in life’s experiences, who are contemplating returning to studies, whetherin a school or a community setting. Here, shop-front program provision could come closest tosome shop-front enterprise!Program design which is itself inclusive (as above), integrated into mainstream schooling, andwhich is challengingly provided in non-school settings, for those returning to studies, shouldbear in mind what is not compatible with such design. Cole, in the Schools and CurriculumUnit at VISE (1984: 69), cautions against ‘youth participation projects’ which:• are designed exclusively for the academically gifted or for those who are seen as beingacademically weak;• send large numbers of students into the community with little preparation and guidance;• draft students into activities over which they have little or no control;• engage students in trivial or demeaning work in a school, community or industry setting;• give a peer group or clique certain liberties and privileges because of its members’ seniorityor maturity;• consist of activities unsupported by committed and sympathetic adults;• provide experiences but forgo reflection and evaluation procedures involving youth andother participants;• disqualify students from continuing with their formalised education.From these negatives, we can extract a set of descriptors for worthwhile program design. Thelast section identifies these, in the light of this Review as a whole.27

ConclusionPathways are notoriously difficult to lay bare: in education, some are well trodden, andothers are obscured except to the initiated. VET in general has suffered because itsobscurity alongside the well-lit tarmac to tertiary has caused young people who canbenefit from such vocational studies to ignore them. Only in the last few years has this begunto be redressed (Dwyer et al. 1997). But at the same time, the whole notion of a pathway hascome under scrutiny. In the ‘new work’ environment, with structural (and long-term)unemployment, and short-term jobs more than ever the norm, young people in particular areconstructing or ‘packaging’ their experiences in ways that their parents may regard as ephemeraland short-sighted. A linear ‘pathway’ may be an unhelpful metaphor, and therefore an inaccuratepolicy assumption (Dwyer 1997). Program design for those returning to study from experiencesof vulnerability (or ‘riskiness’) must take that experiential context seriously, and build on thelateral ‘packaging’ of learning, rather than conclude, hastily, that linear ‘pathways’ areobligatory. Life for many young folk is a zigzag: a pastiche of challenges. Educators whoproblematise these as ‘alienation’ have some quick talking to do.In concluding this Review, we return to the research summary with which we began, but inmore detail, in the light of the ensuing analysis, which has shown how multi-dimensionalvulnerability to unsuccessful outcomes can be. But it has also shown that worthwhile programdesign starts with participants’ understandings of their worlds, then builds community supportin various ways into extending those understandings, the school or TAFE college being themost prominent institutional expression of ‘community’. Given that, we endorse the followingsummaries.Withers and Batten (1995: 33) state that ‘the characteristics of effective programs’ (drawingupon Wuest 1992), are those which:• have clear goals and objectives• are comprehensive, encompassing the full scope of—educational provision—employment—skills training—support services• are locally administered and governed• are designed in such a way as to reflect (‘are tied to’) the economic and social realities ofthe community• are given strong program leadership by a director• are coordinated with other services available to youthAccording to Withers and Batten, Wuest (1992) goes on to state that programs are located inplaces which minimise fears and a sense of past failures. For example, schools would not beused where programs were intended for substance abusers who were also early school leavers.The best class size is thought to be small where the ratio to leadership is 1

Further, Gambone (1993) (cited in Withers and Batten: 35) has established an even briefer listof ‘what the best programs have in common’:• …designed and run with a basic understanding of how adolescents make sense of theworld and their experiences• intervention efforts [which] target the appropriate level for each participant• the single most critical source of the support…is the existence of stable, caring relationshipswith adults• …structured and managed in a way which promotes and sustains activities andrelationships that enhance or boost the process of adolescent development.Withers and Batten note the congruence between these two lists. There are four main featuresof good programs to be derived (35), namely:• the relevance of (students’) cultural or community context is central;• individual needs and their initial assessment should be identified;• program staff should be enthusiastic and professional in their involvement;• the orientation of the program moves beyond the particular ‘risk’ to broader adolescent/young adult development.Based on these four main features, seventeen more specific features of good programs, derivedfrom this literature Review as a whole, and especially redolent of STC principles, suggestthemselves:the relevance of (students’) cultural or community context is centralprograms should locate themselves in a community/learner’s cultureprogram design should reflect this locationlearning activities/teaching strategies should show a commitment to contextoutcomes should have a significance/lead somewhere within their contextindividual needs and their initial/entry level assessment should be identifiedparticipation (not retention) is an explicit expectationautonomy (e.g. self direction, responsibility) for participants is a key valuecooperation (e.g. groupwork, roles) is central to learningchoice (e.g. pathways) is integral to program’s purposeprogram staff should be enthusiastic and professional in their involvementstaff must be committed and stableleadership should be committed and resourcefulprogram focus must be clear and communicableflexibility in engaging participants and other staff/agenciesthe orientation of the program moves beyond the particular ‘risk’ to broader adolescent/young adult developmentreferrals to other agencies are essentialcoordination of intervention is requiredpartnerships between program agencies is a strengthcollaboration, to focus on holistic intervention, is also a strengthintegration, or full-service provision, is the most holistic orientation29

3Mapping the FieldThe Stage 1 interviews have been categorised according to the major base of theiroperation – school, TAFE or community. This section provides an overview of theavailable education and training programs by mapping the more than 80 programsidentified during the initial phase of the project. This information is provided in a summarisedformat for the purpose of this preliminary report. More detailed descriptions are available inAppendix II.School-based Education and Training ProgramsThis project has identified a wide range of school-based programs geared to meet theneeds of young people at risk of dropping out or not returning to school. Of the 34school-based programs investigated for this project, approximately half were in ruralor provincial areas.All programs share the goal of meeting the needs of the target group discussed above, howeverclose analysis suggests that there is some variation in purpose and focus. Although most of theprograms have individual features influenced by contextual local needs, each has dominantfeatures that locate it in one of the following categories:(i) Programs that focus on VCE/VET educational and employment pathways; and(ii) Programs that focus on personal development and enhance participants’ assimilation withinthe community.Distinguishing characteristics of the two categories are now discussed.VCE/VET pathways programs are:• more likely to include work placement (generally 1 day per week);• more likely to be focussed on an education or workplace pathway;• more likely to be school-based with some TAFE/community access;• more likely to target Year 10-11 students;• more likely to utilise existing VCE/VET curriculum (often modified to suit participantneeds. Business, Industry and Enterprise and Technology are the most common VCEareas that subjects are drawn from by programs such as NIECAP, Endeavour VocationalPathway Program, and the Epping Vocational Preparation Program)• less likely to have attitudinal focused outcomes;• less likely to include non-teachers in the program;• less likely to have contact with non-school agencies.30

Leaders of these programs characterised the outcomes in terms of mainstream VCE, VETstudies and new apprenticeships (NIECAP Flexible Vocational Program), understanding ofwork (Endeavour Vocational Pathway Program), completion of nationally accredited VETmodules (Corio Community College/The Gordon TAFE Initiative) and enhanced employmentopportunity (numerous including Box Hill Senior Secondary College).Most programs in this category appeared to be of 1-2 year’s duration although the VET TrainingCourse at Richmond Secondary College (6 months) may prove to be a useful model for shortertermprograms. Information received on programs in this category tended to emphasize theencouragement and assistance provided to participants in achieving the education andemployment outcomes for which the program was designed. In this sense, there was littlereference to follow up services for participants upon completion of the program.Selection into these programs is typically via application and interview-sometimes involvingparents or guardian. Selection criteria is often based on providing places for the studentsjudged most likely to benefit from involvement in the program. A minority of programs suchas the VET Training Course at Richmond Secondary College requires functional literacy skillsto enable participants to cope with the course modules. Some students are targeted and counseledinto the program. Teachers, coordinators or school management can initiate referrals. Mostprograms also encourage voluntary participation.Programs in this category include the Northern Interactive Education Coordinated Area Program(NIECAP) directed Flexible Vocational Program piloted at Eumemmering Secondary College,Vocational Preparation Program conducted at Epping Secondary College, VET Program atLowanna College, Extended VCE at Box Hill Senior Secondary College, Projects to WorkProgram at Traralgon Secondary College, and the Vocational Program at Sale College inGippsland.Personal development programs are:• more likely to include a camp (length varied from 2-10days);• more likely to be formally or informally linked with local community agencies;• more likely to involve non-teachers in the delivery;• more likely to involve off school site community-based activity;• more likely to include students below Year 10 in target group;• less likely to include work placement;• not focussed on formal accreditation outcomes or pathways;• more likely to have a curriculum focus on literacy, communication skills, basic learningskills, behavioral management, team building, self esteem, social communication skills,and are usually supplementary to existing school curriculum.Leaders of these programs characterised the outcomes in terms of enhanced self-esteem, selfconfidenceand enhanced personal relationships. The Gate House Program contact person’scomments were typical of these, identifying “attempts to develop a positive classroomenvironment assisted by modules that engender a sense of social connectedness, security andself regard” as critical characteristics and determinants of success.Most programs in this category were from 20 weeks to one-year in duration, although overallthe length of programs varied from 5 weeks (Connect Project Adventure Unlimited) to 2 years(Gippsland Wilderness Enhancement Program). Some programs such as the Gippsland31

Wilderness Enhancement Program, ATLAS program at Laverton Secondary College, andConnect Project Adventure Unlimited, include follow up services and programs for participants.Selection into these programs is typically by school referral. Selection can be based on outcomesof survey re student perceptions of school and indicators of depression (Gatehouse Project in26 schools) or by counseling and interview to determine student commitment to succeeding inprogram (Practical Education and Knowledge Program at Flinders Peak Secondary College).Most programs also encourage voluntary participation.Programs in this category include the Gippsland Wilderness Enhanced Program located atBairnsdale Secondary College, the Blackwood Centre for Adolescent Development located atDrouin Secondary College, the Connect Project Adventure Unlimited, the Gate House Project,the Peace of Mind Peer Education Program at Wangaratta Secondary College, and the EdmundRice Educational Support Team (EREST) at Pascoe Vale and Lower Plenty.Community-based Education and TrainingProgramsProgram typesThree types of programs were identified in the community sector. These are:• Vocational programs• Intervention programs in non mainstream settings• Integrated services deliveryVocational ProgramsVocational programs are typified by either a focus on gaining a qualification or a focus on jobsearch skills.Generally, programs that focus on a vocational qualification are located in the TAFE andschool sectors. However the AUSMUSIC program is delivered in a range of settings thatinclude schools, TAFE institutes, community organisations such as the Salvation Army (theBEAT Program) and centres that cater for young offenders such as Moreland Hall and TuranaYouth Training Centre. It is an accredited Certificate Two level course in Music IndustrySkills and offers modules in rock music performance, management and guitar making. Becauseit is accredited, was designed and is delivered by people who have experience in the rockmusic industry, it has credibility within the industry and with students. However, for manyyoung people who participate in the program, its main attraction is that it fits into the “youthscene” culture.The strong association with youth culture was an important factor in the decision to run theprogram at Moreland Hall where it is also linked to a drug rehabilitation program. Althoughyoung people are attracted to the Program because of its association with the music industry,the coordinator believes they gain a broad range of generic skills in addition to music skills.32

Pre-employment programsMany of the pre-employment programs identified are Jobs Pathways Programs or JPET (JobsPlacement Employment and Training) Programs funded by the Department of EmploymentEducation and Youth Affairs (DEETYA). Typically, they assist young people with access totraining and work through traineeships and apprenticeships and job search skills such as resumewriting, interview techniques, personal grooming and general preparation for work. This maybe on a one-to-one-basis or via workshops run at the centres. Schools often refer students whoare at risk of dropping out due to lack of interest in school or in pursuing a tertiary educationpathway.These programs are generally staffed by people with expertise in career counseling, casemanagement, social work, youth work or teaching and training. In many cases, the programshave links with other services such as housing for homeless youth and health, so that youngpeople who present with particular barriers to work and education, can be referred to appropriateagencies.A State funded program run by the Retail Traders Association assists young people referred tothem by agencies concerned with homelessness, unemployment, substance abuse, health andschool programs, access to traineeships in the retail industry.Four programs were identified throughout the State that run pre-employment programs forKoori youth. Young people generally self-select into these Programs which they learn aboutby ‘word of mouth’. Some are referred by schools. These programs also connect with otherservices such as health, housing and family support. Two of the programs are located in countryareas. They offered assistance with access to traineeships in specific industry areas. A programlocated in Shepparton focuses on traineeships in automotive and building. Another in Robinvaleprovides training in landscaping, artifacts, textiles, upholstery and building.Intervention programs in non-mainstream settingsTwo community-based programs were identified that specifically run programs to developself-esteem of young people at risk of dropping out of education. The Western Bulldogs FootballClub (Footscray) use football culture as the focus for attracting young people into theirmotivational skills training programs. Most participants learn about the Program throughpersonal contact/‘word of mouth’.The second example is located in the Latrobe Valley. Located a few kilometres south of Morwell,an alternative program is run for young males at risk of not completing their schooling due topoor attitudes and behaviour. Schools refer students to the program, which is supported withfunds from the Latrobe Valley District Schools. This program taps into students’ personalgoals and ‘real life’ issues that affect male youth to assist them to develop literacy and numeracyskills, team building and interpersonal skills and modify behaviour.Integrated Services DeliveryThese programs are typified by their multi-focus approach to assisting young people at risk ofdropping out of education, or assisting those who have already dropped out with strategiesand support to access appropriate pathways. Youth workers or case management workers maybe the first point of contact as young people present with a range of life problems that prevent33

them from progressing or even participating in education and training. Therefore a majorfunction of these programs is to provide counselling services (both personal and career) tofirstly support young people who are referred to them. Secondly, they put them in contact withappropriate agencies or programs (eg. substance abuse, literacy, cultural groups) within wellconnected local youth support networks that includes schools and TAFE institutes. Examplesinclude the Richmond Youth Work Program (a program operating under the umbrella of theRichmond Employment Development Group), BATFORCE (Barwon Adolescent Taskforce –Geelong/Colac District), a Melbourne City Mission pilot project, Footscray, and the SchoolLinks Program, Springvale.TAFE-based Education and Training ProgramsTAFE institutes offer a wide range of programs that are suitable for the project target group.Nationally accredited courses such as the Certificates in Workplace Education (CWE) offeredby Gordon Institute have been used to accommodate “at risk” and unemployed young peoplethrough a number of short courses including the recently discontinued Labour Market Programs.Credit transfer and articulation can be an added attraction for some students. One example isthe arrangement between Gordon TAFE and Deakin University for graduates of Certificate IIIin Workplace Education to gain access to the Graduate Certificate of Education (Adult andWorkplace).Other examples of the CWE format being utilised for this target group are the DisabilityEducation program at Eastern Institute of TAFE where students undertake a course based atCertificate levels 1 and 2 in which they experience different vocational areas e.g. semi skilledhospitality, gardening/nursery labouring, screen printing and basic office skills. This is followedby a two-year program designed to develop competencies and delivered at the participant’space. Futures for Young Adults is a similar program conducted by Western Metropolitan Instituteof TAFE. This program focuses on young people with intellectual disabilities and aims toprovide them with appropriate workplace experience.Some programs cater for specific groups of young people. The Kangan Batman Institute ofTAFE provides Certificate courses in Employment, Art and Design, and Building andConstruction specifically for Koories.A significant number of non-accredited short courses are provided for the young “at risk” andunemployed people. Kangan Batman target Year 10 students with their Young Adults in IndustryTraining Scheme which is funded as a literacy and numeracy program but uses the attractionof automotive studies as the “hook” to gain participants. One of the objectives of this 20-weekprogram is to encourage participants to return to secondary school.Kangan Batman also offer a Preparation for Life and Work TAFE Tasters Program whichcaters for young people recommended by their school as “at risk”. Its objective is to providethese students with an idea of TAFE and employment opportunities. The LEAP North WestRadio Project for 15-20 year olds was also conducted at this institute and it was a concern ofthe leaders that this and other programs for this target group would be discontinued because ofthe cessation of funding.34

It should also be noted that a substantial number of the mainstream courses offered by TAFEinstitutes are available to this group of young people. Nationally accredited courses such asthose offered by the Faculty of Arts and Social Sciences at the Northern Metropolitan Instituteof TAFE can provide education and training skills and opportunities for participants. Whilstthey do not cater specifically for disadvantaged youth, additional support is provided for studentsidentified in this category.35

4Program ModelsAnumber of the 19 programs selected for Stage 2 interviews have potential for widerapplication as education and training programs for “at risk” and unemployed youngpeople. Fourteen of these are outlined here for the purpose of this reportThe following examples have been selected because they cover the field of school on-site andoff-site, TAFE and community based, and involve both rural and urban locations. They arealso consistent with the benchmarks established in the review of literature, represent modelswith potential for replication, and, perhaps most importantly, appear to work effectively withthe target groups that are the focus of this project.School-based – on and offsiteBox Hill Senior Secondary College: Extended VCE ProgramThe Extended VCE Program targets exit Year 9 students who are at risk of dropping out ofschool. The Program originated because of a small but significant group of students who weredrifting in the Curriculum and Standards Framework (7-10) Curriculum. These students showedlittle interest in studies in languages, history and geography and, if their literacy levels werelow, also had difficulty in achieving success in them. However they were interested in studieswith a practical focus such as technology. Surveys of students and parents from surroundingschool communities reinforced the view that there were sufficient numbers of these studentsto warrant establishing an alternative curriculum. The Senior Secondary College was a logicalsetting as it had the specialist curriculum infrastructure and staff to deliver the Program.The Program is slotted into the College’s normal VCE/VET program. However, these studentsare timetabled as a discreet group for a significant part of their studies to build groupcohesiveness. Their studies include eight periods of technology, plus English, maths andinformation technology. They also undertake a work placement.The Program is advertised through local press and students are selected into the program byinterview. The purpose of the interview is to select students appropriate for the Program (ie.genuine interest, at risk of dropping out of school, demonstrated maturity, no severe behaviouralproblems); counsel them about whether the Program is appropriate for them; and to explainexpectations to students and their parents. The interview process is important, not only forselection, but because students place more value on gaining entry to the Program.36

In 1997, there were 21 students in the program. There are currently 22 students in the 1998program. All would have dropped out of school had this Program not been available to them.What attracts students to the Program is the practical focus and the potential to gain anapprenticeship or traineeship and eventually a “job that you like”. The students appreciate theopportunity to early access to what they see as the relevant VCE and VET studies that willhelp them to achieve these goals. Another attraction to the course is the adult learningenvironment ie. “no bells, uniforms or junior students”. Students currently in the course saythe way their teachers “treat” them also makes learning interesting and enjoyable. They say“[the teachers] have a different attitude” to teachers in their previous schools.The “different attitude” may be explained by the school decision to handpick teachers to workwith this group of students based on the following criteria. These teachers:• are positive but demanding of students;• relate well to students;• have clear expectations of students;• make studies relevant to students; and• are committed to trying different ideas.These teacher qualities are essential contributing factors to making the Program work. Anotheris the project-based learning that occurs in technology studies. For example, in last year’sProgram, students built a catamaran and a trailer. They then raffled the trailer. Because theproject focus involves them in developing skills and knowledge in a range of technologies,students “get a taste” of what is possible before they specialise later in their studies. Thisenables them to make more informed choices and helps them set personal goals.Personal goal setting is part of the College’s ethos. This is reflected in the mentoring schemein which all staff, including the principal and the office staff, take part. They each have a groupof students who they counsel individually once a fortnight about their progress and furtheraction plans. The outcomes of these meetings are recorded on a student log sheet.These practices produced the following results: students have developed a more positive attitudeto learning; their self-esteem has increased; they enjoy school; and many have raised theirexpectations about their futures. For example, five of the 1997 technology group continued oninto electronics and another five opted for applied science studies. These are students whowould not have been expected to take this path as the Applied Science course has a strongmaths and chemistry focus.In summary, two comments from the Principal are pertinent. The first is that other schoolscould introduce this type of program and the practices that support it – “They just need to bemore flexible… This is just an accelerated VCE”. The second comment is that the students areattracted to the school because “it’s a good place to be”.Doveton Secondary CollegeDoveton has addressed the issue of ‘students at risk’ on three levels:1. The curriculum focuses on multi-level learning and is sufficiently flexible to accommodatespecial programs such as work education,2. Close links have been established with local support agencies and some of these serviceshave been integrated into the curriculum.37

3. All students are case managed.4. Staff development is aligned with agreed school priorities.The school’s re-shaped program began its development three years ago as staff concerns grewabout increasing numbers of younger students truanting and ‘drifting’, mounting classroombehaviour problems, increasing numbers of suspensions and low levels of literacy. Indicatorssuch as a 50% reduction in the number of suspensions, significantly reduced truanting, improvedcommunication skills and interpersonal relationships (student/student and student/staff) showthat this trend has turned around. The three major elements of the current program thatcontributed to this achievement are described below.Flexible curriculumAll students are tested at the beginning of the year, or on entry to the school, and again at theend of the year to determine their literacy and Curriculum and Standards Framework (CSF)levels. This data is collated and teachers design their programs to accommodate the range oflevels in their classes. Teachers are supported in refining their practice through professionaldevelopment, mentoring and coaching and the appraisal process.Work education is a key part of the Year 9 and 10 program and provides students who havevery low skill levels and are ‘at risk’ of leaving school, with a modified curriculum that includesa work placement (one day per week), and ‘vocation review’ (two sessions per week). Thisincludes industrial visits, job seeking skills and input about the study requirements necessaryto gain full time employment. In addition, students are supported with individual counselingand monitoring by a youth worker (one day per week) and through the sub-school structureand College networks with community agencies. Students are referred to this program bySub-school coordinators and are selected on the basis of evidence of one or more of the followingcharacteristics:• Contemplating school exit or currently not attending College• Low self esteem• Low level of social skills• Literacy and/or numeracy difficulties• Family or peer issues requiring attention• Personal issues requiring attention• Drug or alcohol issues requiring attentionThe work education program commenced in 1995 and 95% of those students who commencedthe program have continued their schooling and have a career goal.At VCE level, students studying Systems and Technology participate in an innovative programthat is closely connected to work and industry practices in the automotive field. Undersupervision of local motor body repair businesses, the students rebuild damaged cars to industrystandards. These cars are subsequently sold. All funds from this venture are re-invested in theprogram to purchase cars for future programs or to acquire more sophisticated equipment.Currently, 35 students are engaged in this initiative, with 12 additional students from SpringvaleSecondary College. This program is popular with students (there is a waiting list) who spendfive sessions per week in the school workshop and a half day per week in a work placement ina motor body repair shop.38

Integration of services provided by local support agencies into the curriculumDoveton has well-connected networks with a range of agencies who provide student supportservices. The relationship with these agencies developed in response to growing areas of studentneeds. For example, concern about aggressive behaviour amongst girls led to an initiative inthe Health and Physical Education program to address issues of self esteem, anger managementand needs of young women in general. This part of the Health and Physical Education programis jointly designed and delivered by teachers and a youth services agency.Students can also nominate to undertake special programs such as peer support and familymediation which are conducted by local agencies on the school site. A special program onconflict management has been developed to address relationship problems between studentsand their peers, family or teachers. The work education program is also supported by a youthservices agency to assist students develop life skills and the communication skills necessaryfor employment.Although some of the work is voluntary, each of these programs is included in the school’sbudget. The school recognises the important roles they play in improving learning outcomesfor all students, but particularly for disadvantaged students. However, some of the funds areprovided by external sources. A significant feature of the relationship between DovetonSecondary College and local agencies is that they work together to source funding and writesubmissions for tenders. This has proved to be mutually beneficial in terms of enabling themto develop strategies to address local social issues that affect students on a range of fronts,including working with families. Part of this strategy is to build relationships between studentsand the agencies so students can develop support networks that extend beyond the school. Inorder to manage the range of student service programs that are supported by agency staff, theschool has developed a set of operational guidelines. This sets out the desired learning outcomesand issues to be addressed as well as protocols for conducting sessions, counseling studentsand reporting. The Student Services Manager believes this level of coordination is essential toensure accountability and that the school maintains control of who is working with particularstudents. The coordination role also endeavours to keep the agencies in touch with one anotherand the general school program to avoid duplication and maintain effective strategies.Student case managementThroughout their time at Doveton, students’ learning levels are monitored closely and warningsigns are acted on. A focus of the staff development program has been to assist teachers todetect early warning signs of ‘at risk’ students who are then referred to the Student WelfareCoordinator who may nominate particular students for the programs that are delivered by theagencies described above. Also, with teacher guidance, these students are encouraged to setachievable goals and directions. For example, attending an after school tutorial program maybe a condition to going to the next year level.Staff developmentOver the last three years staff development has been a strategic component of addressing theissue of students at risk. Three areas have been central to improving student learning outcomesand retention of low achievers. These are:39

(i) accommodating student diversity in classes through appropriate design and teachingpractice;(ii) assertive discipline (and agreement to implement its principles); and(iii) detecting warning signs of students sat risk e.g. substance abuse, family/ peer breakdowns.Enabling structuresDoveton Secondary College is proud of its achievements in turning around students at risk.The structures and conditions that have enabled these achievements are:• managers who are flexible and willing to listen to concerns and introduce positive change;• a curriculum manager who is committed to developing multi level learning curriculum;• a review process that provides evidence of student learning levels, improvements in studentbehaviour (e.g. incident reports) and reductions in truancy (e.g. reductions in unexplainedabsences; and• coordination of student support agencies.Penola Catholic CollegePenola Catholic College Middle School Project is included in this study because of its focusedapproach to addressing student diversity and learning styles. Although this program targetsYears 7 and 8, the principles on which it is based are transferable. Also, a program aimed atmiddle school levels is worthy of inclusion because many of the school personnel interviewedindicated that signs of students being at risk of not completing a basic education were evidentin the early years of secondary school. In many cases this issue was being addressed throughliteracy intervention and transition programs.The Penola program is based on four major principles:1. A sense of belonging and support;2. Development of emotional literacy and resilience;3. Congruence of clearly articulated goals across school teams; and4. Curriculum and teaching practices based on multiple ways of knowing and learning.These principles are translated into practice in the following ways:• Increased time for home room teachers to spend with students to improve relationshipsand foster a sense of belonging;• Development of a bank of program units based on multiple intelligences and use ofcooperative learning approaches to increase student engagement in learning;• Common teaching approaches across classes;• Staff development targeted at facilitating adolescent well-being and teaching curriculumbased on multiple intelligences; and• Fortnightly team meetings that specifically focus on reflection on teaching and learningapproaches, pastoral issues and unit development.The program has been running for two years and early indications of successes include:• improved relationships between students especially in team-based tasks;• students’ increased sense of being ‘looked after’; and• increased discussion amongst teachers about positive changes that have occurred in theirteaching practice and consequent improved learning outcomes for students.40

Enhancing structures and conditionsThe key school structures and conditions that contribute to the Program’s successes are:• a principal who supports the program with adequate resources;• a head of campus who ‘makes things happen’ e.g. through the timetable;• initial targeting of teachers who were likely to show commitment to the program; and• focused staff development that supports the program through increasing teachers’understanding of its underpinning principles and practices.Practical Education and Knowledge (PEAK):An innovative curriculum at Flinders Peak Secondary CollegeFlinders Peak Secondary College is situated on the northern urbanised outskirts of the City ofGreater Geelong. The school provides a comprehensive curriculum, based on the CSF, forstudents in Years 7-10, and prepares students for study at VCE. A majority of the students whogo on to VCE do so at Corio Community College. Many of the students who attend FlindersPeak come from low socio-economic backgrounds and present with a broad range of social,economic, educational and cultural problems. This is illustrated by statistics which indicatethat 56% of students come from families that receive the Educational Maintenance Allowanceor Austudy; 40% come from families where no-one is in work; and 36% live with only oneparent.While the school has an extensive welfare program in place to assist students with difficulties,it has recognised the importance of linking curriculum, welfare and discipline, and has put inplace a range of activities aimed at making curriculum delivery and content more relevant tothe needs and interests of the students. One of these, Practical Education and Knowledge(PEAK), is the focus of this report.PEAK is a program designed to provide Year 10 at risk students with positive experiences thatwill promote the development of their self confidence and personal capabilities, particularlywith regard to successful involvement with further education and/or participation in theworkforce. PEAK students take all of their academic subjects in the same room which acts asa homeroom thereby encouraging a sense of belonging and stability for these young people.Sixteen students commenced the program this year and it is planned to include another four orfive in semester two.The course consists of a core (16 sessions), electives (8 sessions) and work placement for oneday per week (6 sessions) – a total of 30 sessions per week. The core studies include literacyand numeracy, work education and life skills, and are taken as a separate study from the rest ofYear 10.The Certificate of General Education for Adults (CGEA) is used to deliver the literacy andnumeracy components of the course, and it is expected that students successfully completingthe core will be eligible to receive Certificate 1 in General Education for Adults (Foundation).Assessment of the core is competency based using the guidelines and criteria inherent in theCGEA. It is intended that students completing the program are able to either attempt VCE,pursue a certificated course with a TAFE provider, or demonstrate their value to a potentialemployer.41

Teachers involved in the course have been provided with professional development incompetency based training. It is planned to continue this PD program with other teachers asthe course expands. Course organisers believe that the concept of enterprise education mayhelp to engage and hold the interest of the “at risk” students and are considering ways inwhich these principles may be incorporated into the course.The course only commenced this year, however, staff and administrators have already identifiedthe following positive developments:• a marked increase in self confidence among the PEAK students;• a high level of motivation toward their studies by students who would normally have leftschool at an early age;• 75% of the students in PEAK have shown significantly improved attendance whencompared with the same period last year (with truancy being a factor currently linkedwith students at risk and youth suicide, these improved attendance rates are a plus for theprogram);• students have demonstrated improved life skills through the organisation of school-basedactivities;• positive comments from employers regarding the attitude of the students during workplacements;• Youth Services Division of the City of Greater Geelong have been impressed with theprogram and plan to offer assistance with future activities.The PEAK program would appear to have much to offer as a model for the provision ofeducation and training for young people who have been, or are about to become, alienatedfrom mainstream education.Endeavour Hills Vocational Pathways Program:A Pilot Program at Eumemmerring Secondary College(Endeavour Hills Campus)The Endeavour Hills Campus of Eumemerring Secondary College is located in the easternmetropolitan area adjacent to the Mulgrave Freeway. It has a broad social mix of students,some of whom have limited life experiences and narrow or low aspirations for schooling andbeyond. As a consequence, some students “floated”, showing little interest in school andstruggling with the mainstream curriculum. Some of these students were identified as schoolrefusers. The Vocational Pathways Program was developed to stimulate interest and to helpthese students make connections between school, work and life.The program is based on a model developed by NIECAP (Northern Interactive EducationCoordinated Area Program) in response to high youth unemployment and falling retentionrates of students who begin Year 11 and 12 programs. Endeavour Hills has adapted this modelto accommodate Year 10 students. The model comprises:• a modified Year 10 English course• maths (based on a New South Wales text – covers basic business maths eg. budgeting)• three VET modules in information technology/computer studies• VCE Industry and Enterprise• two electives each semester42

• a work placement (one day per week).Students are attracted to the Program because of the work experience and because they “didn’thave to do some subjects (eg. science)”. This is the first year of the program and of the 65students who applied, 27 were selected. The criteria used for selection was:• the extent to which students showed interest in the Program and had parent support;• recommendations from year level coordinators.The Program is based on values of relevance, caring, trust and raising self-esteem. A smallteam of teachers was selected for the program through a call for expressions of interest. Theywere selected on the basis of their demonstration of these values in their teaching and willingnessto be flexible in the context of the teaching team. These attributes are important to the studentswho feel more comfortable with the small team of staff, and appreciate the relevance of theProgram content to their work placements and lives generally.Although the program is in its early stages, the staff are clear about the purpose and directionof the Program and the nature of the students they are attempting to accommodate. They teststudents regularly to gauge improvement and encourage students in their achievements. Somestudents have secured part time work as a result of their work placements and the rates ofabsenteeism for this group of students have declined.Curriculum Diversity at Footscray City Secondary CollegeFootscray City is a secondary college of about 1,400 students. It does not see itself as a ‘secondchance’ school, nor as a school which has a mainstreamed provision for ‘at risk’ students norfor adults returning to study. Rather, it has developed over the past decade as a large schoolwith great curriculum and client diversity at VCE level.There are about 600 students in Years 11 and 12, making the school a little ‘top-heavy’, but notsignificantly so. Within the education component of such a large population catering for ‘atrisk’/returning to study students are located strong welfare and community connections. Theseconnections are made by key coordinators such as those for student welfare, VET year leveland the like (there are quite large time allowances for this work).The staff is proud of the atmosphere of the school, and the way students care for the buildingand the grounds. The general attitude toward students is collegiate enough for staff to be ableto talk to students about, and perhaps through, their problems. Students often keep in touchafter leaving the College, which is evidence of good internal relations. There are no uniforms,which helps in the transition to adult students and study.There are also no attendance requirements for VCE, so senior students are free to come and goas their classes determine. However, there is no free day with the timetable that runs fromMonday to Friday. VCE students also have a tutor system, with staff grouped with students ona time-block basis of about one teacher to 15-25 students.The daily times and bells are different for VCE students and Years Seven to Ten with lunchtimesand recesses staggered between these two groups. Separation of these two groups is alsomaintained geographically by the judicious use of the building layout.43

There are VET subjects, of which the school is proud (it was built as a technical school in thelate 1970s), and a diversity within them and the VCE itself. For example outdoor education,information technology, horticulture, media, film and TV, drama, theatre studies and Englishliterature are all popular. Year Ten students often combine VCE subjects with their regularcourse, and many students take a three year VCE. There are no part-time students.The college recognises there are many opportunities within the VCE for students to negotiatetheir studies, such as over CAT requirements, and this could be made more widely known toprospective returning-to-study adults.In 1997, the Student Welfare Coordinator connected with 19 community agencies. Chiefamongst these is the Melbourne City Mission at Footscray, which is the hub of the Communityand Schools Support Program (CASSP). CASSP employs two staff who assist with transitionissues (those returning to school, ‘at risk’ at schools, and support whilst within a school) atFootscray and across the three other local schools involved.There is a steering committee that meets monthly, with a tie-in to JPET and other local agencies,such as those concerned with accommodation, health and family mediation. CASSP providesa place to study (downtown in Footscray) for those who live away from home (includingrefugees), and tutors who will collect students and take them to other agencies as for immediateassistance if needed. In addition, other agency involvement includes the Open Family, whohave a worker in Footscray, and BEAT, which is the only place in the area for 15 to 22 yearolds who are ‘in between school and….’. BEAT can take very challenging Footscray Citystudents and (in two cases in 1997) successfully integrate them into local TAFE.One School – Many Pathways: Hawthorn Secondary CollegeHawthorn Secondary College is a school of 650 students. It is the model school for the SirEdward Dunlop Program that marries the VCE and certain VET in Schools courses (inautomotive, retail, multimedia, desktop publishing and IT). Year ten students are also includedin this program. The program is an ‘umbrella’ for several pathways, involving full and parttimestudies. In addition, there is a breakfast program and a VCE contact ‘program’ of informalbut regular care that links students to a teacher (on an 8:1 ratio) if they are thought to be fallingbehind in their studies. There are also other social supports such as the supply of clothing tothose in need and important extras such as make-up and toiletries. Staff involved in the contactprogram meet twice a week.The school attracts many students into VCE from other public and private schools. (The collegecatchment spans metropolitan Melbourne with two students coming daily from as far away asMaldon and Traralgon). So the traditional student enrolment profile is an inverted pyramid.The year seven cohort (was 45 and now currently about 90) are joined at the end of Year Tenby many students from other schools to the extent there are over 100 in each of years 11 and12. Years Nine and Ten have a closely coordinated pastoral care program with lots of homeschoolcontact to address issues associated with the estimated 30% of students ‘at risk’.Indicators of success are the expansion of Year Seven, plus the ‘contact program’ mentionedabove. Year Ten electives are popular and are available via flexible delivery, which has requiredsome professional development of staff on diverse teaching styles.44

Years 11 and 12 have a four-day week with Wednesdays left free for catching up or seekingadditional staff help. The other four days run from 8.30 to 3.45 that encompass a full curriculumdelivered by a fully stretched staff.Connections with community agencies include: Booroondara Youth Services, Camcare, variousother health services and church groups. Access to these groups is by referral, usually by thesocial worker based at the College (she also provides service to students in ten other schools inthe area).Some recognition of youth suicide, and drugs issues is reflected in the level of governmentsupport, but all ‘harm minimisation’ strategies must come from specialised support staff soteachers professional development is advanced. There is currently a rotary funded publicityboard installed in the VCE common room, so leaflets on STDs, pregnancy and other sensitivematters of concern are available without the need for personal disclosure.Many worthy destinations are identifiable for ex-students. The success of the school is shownby prominent ex-students ‘dropping back in to say hello’.While there is a recognition of the ‘second chance’ status of the school in things like theabsence of uniform at senior level, the college would not be comfortable with a ‘lighthouse’status as a repository for other schools who may have an inability to adapt to the needs ofyoung adults returning to study. In any case, additional staffing to cater for these returneeswould be mandatory as the staff is fully-stretched at the moment.Blackwood Centre for Adolescent DevelopmentIt is a six-month early intervention program that caters for students at risk in the 12 –17 agegroup. Students are generally referred by their schools, although a student, parent, school oragency may initiate an expression of interest for placement in the program. Participants joinwith a variety of behavioural problems and many are intelligent underachievers (Programleaders suggest that 25% are “gifted” students) Both males and females are recruited to theprogram, and the breadth of ages enables some effective cross-age tutoring to be undertaken.The program, which is hosted by Drouin Secondary College and which services an area rangingfrom Berwick to Moe, focuses on risk and protection, and provides a balanced curriculum thataddresses academic subjects and promotes experiential learning in all key learning areas otherthan LOTE. The goal of the Blackwood Program is to promote social competence with a focuson the following areas:• self management• decision making and problem solving• communication• resisting negative and limiting social influences.The program attempts to combine the skills associated with social competence (emotional,cognitive and behavioural) in an integrated framework. When students return to their homeschool they are supported by Blackwood’s welfare worker. The welfare worker spends threedays per week establishing relationships with the Centre’s current group of students and twodays per week in supportive or containment work with students who have returned to school.45

This approach helps the transition and ensures the return to school is as smooth and successfulas possible.Program leaders believe that the program is attractive to students because it offers a genuineopportunity to change and is structured to provide achievable challenges. Teamwork is a keyaspect of the program. Students interviewed for this project cited troubles at school and athome as reasons for joining the program. They identified teacher relationship, teacher ratio,assistance with social skills (get on with the world), and the fact that it is not in a school, asreasons for finding the program interesting and challenging.This is an off-site program that has considerable appeal and potential.TAFE/Community-linked programsThe Young Adults Industry Training Scheme (YAITS Program)Kangan Batman Institute of TAFEThe YAITS Program is funded as a literacy and numeracy program and run in the Departmentof Automotive. It targets students who have an interest in motor mechanics and have droppedout, or who are at risk of dropping out of school prior to achieving Year 10 level literacy andnumeracy. Students are generally referred by schools and welfare agencies. The studentsgenerally fall into the age range of 15-17 years. Older students with severe literacy problemshave participated but the coordinator believes that extending the age range in the groups makesit harder to achieve group cohesiveness.The program activities include nine hours of automotive studies and twelve hours of literacyand numeracy. As far as possible, the literacy and numeracy components are related to thestudents’ interest in motor mechanics. For example, ignition systems may be the focus forreading (eg. manuals) and comprehension. Most of the students ride bikes as their mode oftransport, so there are lots of opportunities for “good conversations about bikes”. The emphasison relevance of these classes is appreciated by the students, many of whom have a genuineinterest in improving their reading and writing skills as a step towards getting a qualificationand a job. They are typically young people who found little relevance in their school experiences.Although it is the automotive focus that attracts students to this program, it is the relaxed andadult-like learning environment that helps to keep them in the program. Many were turned offschool by rules that made little sense to them and teachers and principals who, from theirperspective, were inflexible in enforcing these rules. In this program “you don’t get into troublefor talking or smoking” and “the teachers treat you with respect”. However, although rules arekept to a minimum, there are strict rules about attendance and no fighting.Some of the students have short attention spans and this, coupled with low levels of confidencein literacy and numeracy, inevitably leads to them distracting or provoking others in the classesunless they are kept on task. This is achieved in the YAITS program by employing a tutor towork one-on-one with students. The coordinator claims this has made a significant differenceto dramatically increasing the literacy levels of some students. Individual recognition and46

attention and teachers who “take time to teach you” are factors that have also helped to improveattitudes to learning, self-esteem, responsibility, social skills and work generally. Some of thestudents have sought and found part time or casual work.The Program has been operating for around five years. Last year 50% of the group of 15 gotjobs. Of the 1998 group, most are aspiring to apprenticeships or traineeships, some want topursue further training eg. The Certificate in Automotive, and the remainder either want a jobor enlist in the army.In summary, it is the automotive focus of the whole Program that attracts students and helps tosustain their interest – “if they kill off the auto, the students won’t come” (Coordinator). Anadult learning environment reduces anxiety in learning makes coming to classes at least tolerableand at best, enjoyable. Gaining a qualification is important to some students as a springboardto jobs or further training and therefore an important motivating factor. According to thecoordinator, there are not many programs for young people who are below Year 10 standard inliteracy and numeracy. Therefore, there is never a shortage of applicants for the Program. Themajor constraint is always the uncertainty of ongoing funding and funding to resource theProgram appropriately with materials for key activities such as spray painting and welding.Currently, this is partially overcome with contributions from students via course fees.Young Refugees Pathways ProjectThe Young Refugees Pathways Project arose out of a need identified at a conference held bythe Ethnic Youth Issues Network in 1993. It is the only refugee specific program in Australia.An independent evaluation of its pilot period during 1994-5 saw it deemed as an effectiveservice delivery model. However, due to a change in government, the program had a break infunding until July 1997. Currently the program is operating until June 1998, with DEETYAcalling for tenders under the JPET funding initiative.The program targets newly arrived refugee/ migrant young people between the ages of 15-25years. Many are from the Horn of Africa- Ethiopia and Somalia, Sri Lanka, and Bosnia. Theseyoung people may have: limited and/or disrupted schooling due to the refugee experience; areunder ASLPR (Australian Second Language Proficiency Rating) level 1+ in speaking, reading,writing and listening; have a low level of literacy or are pre-literate on arrival; or have intacteducation in their country of origin.Three project workers currently service the south-eastern, western and northern regions ofVictoria. The project workers provide these young people with individualised career counsellingand planning of pathways for further study, vocational training or work. Improving access andequity for the target group’s participation in existing education, training and language servicessuch as New Apprenticeships and VET is a major focus of their work. Considerable emphasisis also given to working with service providers raising awareness and advocating on behalf ofthe young people to ensure the development of appropriate pathways.The project team work with existing English as a Second Language (ESL) Centres, EnglishLanguage Schools, and Migrant Access Youth Courses and Young Adult Migrant EducationCourses run at a TAFE level.47

Young people are referred to the project by teachers at the English Language Centres or schools,by word of mouth or outside agencies. The project workers assist the young people acrosstheir placements and stay with them for as long as needed. All project workers are activelyinvolved in networks across the community. However, the short term nature of the fundingmakes it difficult to put in a substantial amount of time to network with other agencies andraise the profile of the project. Current funding arrangements also impede long term planningand the desire of project workers to evaluate what has been learnt from their experiences inorder to build on the existing knowledge of working with this target group.For the purpose of this case study, students attending the Young Adult Migrant EducationCourse at the Northern Melbourne Institute of TAFE, Collingwood Campus, were interviewed.This course is an accredited ESL program designed specifically for young migrants. The coreelement of this course is intensive ESL tuition in all skills. The course is designed to developbasic mathematical skills and knowledge, basic keyboarding and computer skills, and to providecareful vocational guidance and planning as well as Vocational Electives. The language levelfor entry is ASLPR 1-2. The course runs full time 21 hours/week over 30 weeks. English andStudy Skills, Maths, Computers, Work Experience, Vocational Electives eg Hospitality,Business, Tourism, Computers and Health and Community services make up the course content.The young people interviewed commented that they liked the program because: “we learnnew things”; “I can practise my English”; “the teachers are good people”; “I can ask questionswhen I don’t understand something”. The students said they felt safe in their environment andthey were treated like adults. Another important factor was that the young people all felt theywere at the same level in their class and did not feel the same sense of failure or that they werebehind in their learning as they had experienced in mainstream secondary schools.Community-basedBridging Education And Training (BEAT)BEAT is a program functioning under the auspices of the Salvation Army. It is a CommonwealthGovernment/ Salvation Army initiative that was originally set up in 1996 to respond to youthhomelessness. BEAT currently has a funding contract with DEETYA under the MAATS AccessProgram. It was funded by the previous government under the Pre-Vocational Programsinitiative. BEAT has two sites operating in metropolitan Melbourne- Collingwood and Footscray.For the purpose of this case study, the Collingwood site is described.BEAT is an example of a community-based program that encourages appropriate education,training and employment pathways for its young target group (aged 14-24). These youngpeople are characterised as multi disadvantaged by way of homelessness, frequent misuse ofalcohol and drugs, and offending behaviours. Young people are referred to BEAT by otheragencies, parents or self. They are often young people who have been unable to accessmainstream education services. A means to re-enter education and training is achieved by theprogram through direct service provision, development of early intervention strategies, casemanagement approach, outreach services and referrals to other agencies.48

The program provides participants with assistance to gain accreditation for their skilldevelopment in reading, writing, numeracy and oral communication. Generic skills are alsodeveloped around participation in the workplace, further education or training, and in thecommunity. Programs are offered in computers, gardening, photography, art, creative writing,learner’s permit, woodwork and music. BEAT staff work with young people on a one to oneand small group tuition basis.It is this style of teaching, the interesting range of subjects offered and the adult like learningenvironment that helps keep the young people attending the program. The young people spokento commented that they were treated differently at BEAT than at secondary school and TAFE.Reasons included: “there were no bells or uniforms”; “the program helped me develop myinterests”, and “the style of teaching was good because at TAFE the classes were too large andyou had to wait if you had a problem”.The program coordinator believes this program works because:• provides holistic support• does not just have an education focus, but assists with other issues the young person maybe facing• non threatening environment• individual pathways are tailored to facilitate a young person’s achievement of realisticgoals• curriculum is mixed and matched to the young person’s needs• self paced learning environment, however the young person is encouraged to make thenext stepsQuality of staff is seen to be essential to the success of the program. Current staff have a senseof commitment, understanding and tolerance, and ability to work in a team environment.A valued outcome of the program is a young person acknowledging learning and embracinglearning in their life. Other indicators of success can be as simple as engaging a young personafter they have moved from place to place, or having a young person consistently attend aprogram to returning to education or training or finding a job.As assistance with education and training is only one of the many issues facing the youngpeople involved in this program (housing, health, family etc) links with other service providersis crucial and cross referrals are a common practice at BEAT.In summary, the main impediment facing BEAT is the short term nature of the funding whichmakes it difficult for the program to plan strategically for the long term and attract and retaingood quality staff.Jobs Pathway Programme – Goulburn Valley RegionThe ECY (Employment in the Community for Young People) conduct the Jobs PathwayProgramme for the Goulburn Valley Region. The ECY is part of the Workplacement initiative,which is a National charitable, not-for-profit trust organisation with regional offices located inBrisbane, Melbourne, Shepparton (Goulburn Valley) and Sydney (now closed). Its mission isto directly engage Australian businesses in assisting unemployed and homeless young people49

to become contributing members of the community through supporting their access to andparticipation in employment.Core funding for ECY is through the Department of State Development and Community BasedEmployment Initiative of the Victorian State Government. Funding has been received throughthis source for the past four years. The Jobs Pathway Programme which is funded at acommonwealth level, is one outcome of ECY’s successful diversification into other sources offunding. Program staff at ECY have worked hard to develop linkages and a cooperative approachbetween other service providers and agencies in their region. The program is high profile inthe community and a concentrated effort has been made to ensure service providers in theregion are aware of the program and of one another in the scheme of supporting young people.Cross referrals are an essential component in this regional network due to the multiple at-riskcharacteristics that can be displayed by this target group. ECY has a clearly defined role inthis network, young people are assisted in getting ready for further education or training orfinding work. Welfare issues such as personal problems, independent living and budgetingskills, accommodation, health etc are referred on within the network.The Jobs Pathway Programme concentrates on young people (school leavers) in Years 10,11and 12. The ages range from 15-19 year old. A great deal of work is done with secondaryschools in the region. Workshops in: job search skills; application letters; interview techniques;resumes; and vocational issues, such as selecting subjects are run on school sites. Young people(15-24 year olds) are also linked into training and apprenticeships and job vacancies throughthe Community Based Employment Program. Staff provide advice to schools on ways to varytheir curriculum to keep young people in school.Staff in the program are also involved in 1:1 case management of individual clients. The needsof individuals are identified and all parties are involved in the negotiation of agreed goals anda contract is signed. Barriers to employment and ways to overcome them are worked out withthe client. Young people are encouraged to set up workplacements and participate in voluntarywork to increase their chances of employment and improve their confidence. A clothes rack isavailable for young people to borrow clothes to wear to interviews and case managers canattend interviews with the young people. Originally contracted to place 170 young people intowork from November to March, the Programme was extended to until the end of April bywhich time 190 had been placed. The retention of young people in the school system will bemeasured at the end of December 1998.The length of funding (programs are funded for a six month or twelve month period) makes itdifficult for agencies to give valuable staff necessary job security. This type of funding doesnot allow agencies to appropriately plan and forecast the provision of services and for continuityof employment of staff.Rural unemployed people face different problems in their effort to seek work, and agenciesface different concerns when assisting the unemployed. The cost of jobsearch is higher andthe isolation faced by rural people makes the process all that more difficult.50

Jobs Pathway Programme – Ovens Murray RegionThe Youth and Employment Services (YES) Unit of the Continuing Education Centre inWodonga is the appointed broker of the Jobs Pathway Programme for the Ovens MurrayRegion. This program is a DEETYA initiative.The Jobs Pathway Programme ultimately aims to assist Year 11 and 12 students in their searchfor employment and provides career and training advice to students who may be consideringleaving school before completing Year 12. However, even though the mandate for the YESUnit is to target young people in Year 11 and 12, program staff have found that the at risk agegroup in this rural setting of dropping out of school is now as young as Year 8 students.As well as providing services such as: guidance in choosing a career path workshops; assistancewith resumes; help in preparing job applications; advice on job interview techniques;opportunities to get paid work through apprenticeships, traineeships or other employment;and support after gaining employment, the Unit also works actively with students for whommainstream schooling is not appropriate. A Foundation Level Year 9 Certificate is offered toyoung people at risk of dropping out of the education system completely. This certificateprovides a pathway for young people to return back to school or get into TAFE. Studentsgenerally attend 1 day a week at their school and spend the remaining time completing thecertificate course offered at an offsite venue of the Centre.For the purpose of this case study, the course discussed at the interview was a Certificate ofGeneral Adult Education Level 1 with Certificate 1 in Basic Repair Skills (equivalent to Year9 certificate and modules out of TAFE vehicle trades course). Completion of this course wouldenable the student to go onto a Foundation Level 3 Year 10 Certificate and Certificate 2 in CarDetailing (equivalent to part of a traineeship and Year 10 certificate). From there, the youngperson would then be able to gain a traineeship at TAFE or employment.Upon entry or selection into the program, individual pathways are negotiated with the youngperson and their parent/ guardian. An audit of the young person’s skills is undertaken, andthey are required to take on a level of responsibility for working towards their goals. Teachingstrategies include both “chalk and talk” and hands on work. Team projects, such as rebuildingmotors, boats, and running a car detailing business, are also available. Young people are taughtin groups or on a one to one basis.In this particular rural region, second or third generation unemployment is a major problemwith a number of families living below the poverty level. A number of the young people haveno positive role models and are socially immature. Homelessness, drug and alcohol misuse,and physical abuse within the family are characteristics of this target group. Fundamentalssuch as being able to set an alarm clock to get up on time to get to the program cannot beassumed (Unit Coordinator). The program also provides work boots and overalls and food forparticipants. This is important, not only because many cannot afford to buy food or clothes,but for the young person to feel part of the work environment and on the same level as otheryoung people in the course.Self esteem building activities are reinforced throughout the program and a sense of ownershipis encouraged eg. young people are encouraged to bring in their own things, such as cars, tofix up. The Coordinator believes the program works because it is not operated like a school.51

Rules are negotiated with the young person and the environment is structured like a workplace.Strong relationships are built with the community and other service providers and existingnetworks are tapped into. Qualities of staff that are valued include: commitment and empathy,non-judgmental, good listener and great networking skills.Project goals include those recognised by the government ie. young people returning toeducation or training or finding jobs, and others, which may be as simple as: a young personturning up regularly to the program; a young person voluntarily attending a ‘detox’ program;minimal theft at the program; or no violence.Funding seems to be the main constraint to this program. The short-term nature makes itdifficult to plan for the long term and attract and retain good staff. The type of fundingarrangement does not acknowledge the substantial coordination time that has to be put into atarget group that has multiple at risk characteristics. It is also difficult to achieve outcomes ina rural setting where there are not a lot of employment options.Melbourne Citymission Education Support ProgramThe Melbourne Citymission Education Support Program (ESP) is an example of a communitybasedprogram that has a holistic and coordinated approach to supporting disadvantaged youngpeople to re-enter or remain in education and training as a key strategy in the prevention ofyouth homelessness. Funded by Victoria’s Community Support Fund (Gambling Tax) andnow in its third year of operation, it represents a group of local agencies and five schools whohave pooled expertise and resources to design and implement the Program. The agencies includeCentrelink Commonwealth Employment Service, Department of Human Service, WesternMelbourne Institute of TAFE, the supported Accommodation Assistance Program, CommunityHealth Centre, and the City of Maribyrnong. The participating schools are KensingtonCommunity High School, Footscray City Secondary College, Gilmore College for Girls,Maribynong Secondary College and Braybrook Secondary College.This structure provides an extensive network of support services that are also connected toexisting youth support programs run by Melbourne Citymission Western. These include:• Job Placement Employment Training (JPET) Program• Melbourne Youth Support Service (MYSS)• Western Region Accommodation Program (WRAP)• The Community and Schools Support Program (CASSP)• Youth and Family Reconciliation Program.Many of these Programs are housed in the same office as the ESP Program. This enables thetwo project staff to not only provide counseling and support for the problem/s young peoplepresent (eg. drug and alcohol abuse, family problems), but also to “catch them at the time” and“plug them in” to other specialist counseling (eg. suicide, pregnancy, family mediation).The target group for the Program is young people in the 12-18 year age group who “areexperiencing difficulties in participating successfully in education or those who left schoolbefore completing Year 10”. The Program Manager believes an important element of theProgram’s credibility with young people is that it is not based on a school site because it needsto be seen as being “outside school authority”. However, the project workers spend time in the52

schools so students get to know them. For example, some of their time is spent staffing arecreation room in one school so they can work with students who would not otherwise accessthe service – they can start talking to them then and there. Student welfare coordinators in theparticipating schools also refer students quickly and either drive them to the service or theproject workers pick them up.Amongst its activities, the Program runs a free tutoring program staffed by fourth year universitystudents or graduates on a sessional basis. This is an important aspect of the Program becauseit builds confidence especially in those who might be embarrassed about their low levels ofliteracy and numeracy. The sessional staff are thoroughly briefed about the characteristics ofthose they tutor (eg. be prepared for a “no show” and to arrive earlier or leave later) and thekinds of approaches that work and avoid perpetuating “patterns of failure”.Another strategy for building confidence is to assist participants to gain practical experiencein work. Casual work is easier to find than full time work and provides some money, whichhelps to raise self-esteem. Work experience occurs in conjunction with training provided byWestern Melbourne Institute of TAFE who have “fantastic trainers and links to work”.A further strategy is to work with families long term, especially in cases of school refusal. Theimmediate aim is to build enough trust so that even though a young person’s contact with theprogram may be intermittent, they know that the door is always open. The Program Managerbelieves that they will “decide in their own time with someone who provides assistance”.Usually they decide to seek assistance either because they are “heavily into strife”, “havefallen out with a peer” or are sick of their current state of affairs.In summary, the Program manager believes the factors that make this Program work are:• the commitment of the Advisory Group• the coordinated approach• flexibility of the model to be “really responsive to needs”• inter-departmental cooperation• organisational learning through action research• the value systems of the project workers (“they want to affect change”)• the added value provided by the participating agencies and the collective wisdom andexpertise of the staff who represent them (this provides more than the $80,000 grant forthe two project staff and the sessional staff for the tutoring program).53

5Characteristics of Programs That WorkThis section explores the commonalities between the specific features of effectiveprograms for young people at risk identified in the review of literature, and thecharacteristics of the programs highlighted during the Stage 2 interviews. The sectionwill conclude with a summary of factors to be considered in the development andimplementation of on-site and off-site education and training programs for the target group.Principle 1: The relevance of (students’) cultural or communitycontext is centralRelevance was a theme that was constant in the interview data. Many young people with lowskill levels struggle with ‘broad balanced’ curricula and cannot see the point of continuing thestruggle in subjects that they perceive hold little or no relevance for them, or which reinforcefeelings of failure. Most view work as a more interesting alternative. A number of programs inthis study have included work placements as a central feature to provide a focus for otheressential areas of learning such as communication skills and numeracy. Other programs havetargeted young people’s interest in music (BEAT) or cars (YAITS, Doveton Secondary College)as a way of engaging them in education. What matters to many of these young people arethings like getting a car or a driving licence, having money, or feeling that they are part of themusic scene. They will engage in educational programs if they believe that the programs willlead to these goals.On another level, many of the young people and program personnel interviewed cited relevantlearning climates as an essential feature of effective programs. The program participants sawthemselves as young adults and wanted to work in a climate that acknowledged this. No uniformsor bells were commonly identified as important symbols (Footscray City Secondary College,Box Hill Senior Secondary College). More importantly, they wanted to be treated with respect.For example, ‘being treated as a mature adult’ by staff who are ‘friendly, and who make youfeel comfortable’ helped to create a relaxed learning environment. ‘How they talk to you isreally important.’ A related issue is reasonable and relevant rules. Some program participantshad histories of being in trouble as a result of what they thought were unreasonable rules andprograms that were delivered in TAFE (eg. YAITS) or community-based (eg. BEAT) settingsoften provided the relaxed environment necessary to enable them to focus on learning. Similarresponses came from young people who were involved in literacy programs for refugees fromcountries such as Ethiopia and Somalia. For them a relaxed environment meant it was ‘a safeplace’ with ‘no racism’ and staff were helpful (Young Refugees Pathways Project).54

Within the school sector, programs that made a difference to engaging ‘at risk’ studentsoperationalised their programs in the following ways:• Existing programs were modified (extended VCE, Box Hill SSC)• Structures such as special groupings were introduced to foster group cohesion (Box HillSSC, Flinders Peak SC, Hawthorn SC);• Students ‘at risk’ are closely monitored or case managed (Hawthorn SC, Doveton SC,Footscray City SC);• Staff teams associated with ‘at risk’ groups meet frequently (Hawthorn SC, Doveton SC,Eumemmerring SC, Penola Catholic College);• Specialist programs are incorporated into the school budget and are regarded as an essentialpart of school activities (Doveton SC, Hawthorn SC);• Staff were selected to deliver the program on the basis of their ability to relate well to ‘at risk’groups, commitment and willingness to try new ideas (Box Hill SSC, Eumemmerring SC).The above elements contribute to programs that are viable, provide a more convivialenvironment for students who have had previously unhappy or boring experiences in schoolingthat Cumming and Carbines (1997) reported.The need to tap into the culture of young people ‘at risk’, think laterally and put in placeflexible structures and processes that provide meaning and choice in their learning isparamount. It is equally important to use this to generate expectations of an adult learningenvironment not least because those returning to study already live in one.Principle 2: Individual needs and their initial/entry levelassessment should be identifiedCatering appropriately for the individual needs of ‘at risk’ students requires clear identificationof their existing state and conditions with which they present, and considered decisions to bestaddress their needs. For example, there may be social or ‘living’ issues that need to be addressedbefore they are capable of grappling with learning issues. The Melbourne City Mission Programprovides a focal point to assist students from local schools with its links and accessibility torelevant support services. Similarly, at Doveton Secondary College early warning signs ofstudents ‘at risk’ are detected through enrolment data and testing every student at the beginningand end of the year so that teachers can design appropriate programs for their respectiveclasses and students have access to the support services they need. Staff in the YAITS program(Kangan TAFE) also use a literacy test to identify applicants’ skill levels to ensure they haveaccess to relevant programs.While collection of this kind of data may be confronting to some teachers, it does provideevidence that intervention needs to occur and could be used to support submissions forreallocation of school or agency resources. Used on an individual basis, it also enables strategicand more effective case management of students at risk (Doveton SC). Part of this process ishelping students to manage their own learning. For example, participants in the BEAT programare assisted to develop learning plans, which are developed into learning contracts. Thesebecome the blueprints for their learning and activities that occur in the following weeks. TheDoveton, Box Hill and Blackwood programs also place emphasis on goal setting and managinglearning with guidance from a mentor teacher.55

The review processes that already exist in schools provide structures and processes forsystematic data collection on identification of individual students’ skill levels. Theyalso make explicit the effects that school practices, such as teaching methods and supportservices, have on improving learning outcomes. They provide evidence for allocation ofresources and direction for staff development priorities. In community agencies, directattention to agreed learning pathways is a powerful way to shape commitment tooutcomes.Principle 3: Program staff should be enthusiastic andprofessional in their involvementSchools placed considerable importance on the role of teachers in SL programs. It wasrecognised that the arrangements to cater for issues of relevance and individual need discussedin the previous paragraphs would be of little value if the attitude and approaches of the teacherswere not complementary.The qualities sought by the schools were well articulated by Box Hill Senior Secondary College:• positive but demanding of students;• relate well to students;• have clear expectations of students• make studies relevant to students; and• are committed to trying different ideas.Eumemmerring Secondary College invited teachers to submit expressions of interest forinvolvement in their Pilot SL program. Teachers were selected on the basis of their willingnessto embrace the values of relevance, caring, trust and raising self-esteem, which underpinnedthe Pilot program. They were also expected to practice flexibility in the context of their teachingteam.Most schools were aware of the need to provide SL staff with appropriate professionaldevelopment. Doveton Secondary College supported teachers through the provision ofprograms, which focussed on• accommodating student diversity in classes through appropriate design and teachingpractice;• assertive discipline (and commitment to implement its principles); and• determining warning signs of students at risks eg. substance abuse, family/peerbreakdowns.Doveton also provided teachers with support to refine their teaching practice through mentoringand coaching and an appraisal process. Other foci for professional development identifiedduring the Stage 2 interviews were competency-based education (Flinders Peak) and flexibleteaching styles at Hawthorn Secondary College. Recent discussions with program leadersfrom the Industry Enterprise Education Program (Patterson et al, 1997) reaffirmed theimportance of selecting motivated teachers who are flexible and able to connect with ‘at risk’students in concepts such as enterprise learning are to be included in the SL program (FlindersPeak).56

This emphasis on having the ‘right’ kind of teacher in programs for ‘at risk’ young people,which is evident in both the literature and in our field research, is clearly well founded becausefor most students interviewed for this project, the clincher for their continued involvementwas the caring and accessible attitude of the staff and the supportive learning environmentthey created.Another aspect of the teacher role is the issue of leadership. It was apparent that most of thesuccessful programs relied on the leadership, enthusiasm and commitment of one or two keypeople. There are clear dangers in this model. In some instances the “driver’s” worth had beenacknowledged by the system, and she/he had been promoted to another position - to thedetriment of the innovative program she/he was leading. There is a clear need to establish astructure at the outset, which will ensure leadership stability.The other danger of this leadership model is ‘burn out’. Staff undertaking demandingresponsibilities such as these need to be adequately supported. This may take the form ofprofessional development in managing people and projects, adjustment of other responsibilitiesto provide real planning and organisational time, or the provision of administration or otherappropriate support. Voluntary and enthusiastic participation alone do not guarantee successfulimplementation of innovations. The role and responsibilities of program leaders must beacknowledged and they must be appropriately resourced.The above points raise clear resourcing implications if the implementation of theseprograms is to be successful. Structures must be put in place at the outset, which willensure adequate planning time, and regular, scheduled meetings of staff. A structurewhich ensures stability of leadership regardless of the inevitable movement of individualsin and out of the program is also essential.Principle 4: The orientation of the program moves beyond theparticular ‘risk’ to broader adolescent/ young developmentMost of the successful programs investigated in this project acknowledged the importance ofdealing with the whole person rather than focusing solely on the immediate curriculum content.Flinders Peak addressed the links between curriculum, welfare and discipline, while Box Hillintroduced a mentoring program, which involved students in setting personal goals. BlackwoodCentre for Adolescent Development provided a program which not only addressed academicneeds and included experiential learning strategies, but also focussed on the development ofstudent’s’ social competencies in self management, decision making, problem solving,communication, and resisting negative and limiting social influences. Schools such as Dovetonand Footscray City have strong associations with community agencies and are able to engagethis expertise on a regular basis. Agencies such as Citymission and BEAT have good connectionswith schools and TAFE institutes and can provide off-site programs when on-site programsare not working for individuals.Outcomes identified by staff and students in these programs affirm the benefits of the holisticapproach to education and training for this group of young people. Staff at Flinders Peak haveattested to a 75% reduction in truancy for students in the PEAK program while also noticinga marked increase in enthusiasm toward being at school. Box Hill identified a more positive57

attitude to learning and enhanced self-esteem together with an elevated expectation of futureopportunities as the key personal outcomes for their students in the SL program.Of course, it must be stressed that each of the programs enjoyed an equal level of success withtheir academic components of the program, the point of this discussion is to emphasise theimportance for programs to consciously plan to address personal needs such as self-worth andother welfare issues if they are to successfully engage and sustain these disaffected youth ineducation and training programs. Analysis of the programs and the school/agency relationshipsindicate that those schools which have interactive and seamless arrangements with communitybased support agencies are best placed to provide for the diversity of levels of alienation andother problems associated with this group of young people.If programs are to cater effectively for the development of the ‘whole’ person in a holisticand integrated manner, it is essential that schools establish a seamless association withlocal community based support agencies. This avoids placing unrealistic expectationson teachers who do not have the appropriate expertise, and ensures that the studentshave both academic and welfare support when they are needed. This clearly has staffingand funding resourcing implications, which need to be addressed at the planning, andimplementation stage of the program.Program categoriesThe existing programs selected for Stage 2 interviews are discussed below in terms ofthe categories identified in the Project Brief.On-site school programsSchool-based programs reviewed in this category include those conducted at Hawthorn andFootscray City Secondary Colleges. Whilst some minor activities take place off campus at TAFEinstitutes and other venues from time to time, the programs are essentially totally school-based.It should be noted that there is an apparent reluctance by some schools to accommodateSuccessful Learning Programs in their structures, at least insofar as this requires an identifiableand extant body of activities. This raises the issue of whether schools can effectively providefor all levels of ‘at risk’ students in mainstream programs. If this attitude were to becomewidespread, the task of effectively catering for the alienated young people driven back to, orto remain in, school by the changes to the Common Youth Allowance would be left to a fewschools. A likely outcome of this situation is that these schools would quickly gain a perhapsunwanted reputation for specialising with this type of studentThe Penola Catholic College Middle School Project is included in this study because of itsfocused approach to addressing student diversity and learning styles. Although this programtargets Years 7 and 8, the principles on which it is based are transferable. Also, a programaimed at middle school levels is worthy of inclusion because many of the school personnelinterviewed indicated that signs of students being at risk of not completing a basic educationwere evident in the early years of secondary school. In many cases this issue was being addressedthrough literacy intervention and transition programs.58

Programs with on-site and off-site componentsA majority of the school programs reviewed fit into this category because of the workplacementcomponent. This component and the associated acquisition of work readiness skills were integralto the design and delivery of these programs. Programs conducted at Doveton, Flinders Peak,Box Hill Senior and Eumemmerring Secondary Colleges were typical. Doveton, Hawthornand Footscray City also enjoy close associations with community agencies and elements oftheir program are conducted off-site with them.A number of the schools have established links with TAFE and community agencies so thatthe programs can incorporate elements of off-site activity with their predominantly on-siteprogram design. In this way, there is a ‘flow’ of activity between the schools and TAFE withcommunity agencies mediating and enriching the programs in general.The Young Adults Industry Training Scheme (YAITS) is an on-site TAFE based literacy andnumeracy program that caters for students referred on by schools and community agencies. Itis a useful model for a totally on-site education and training program within the TAFE sector.Programs delivered entirely off-siteThe Blackwood Adolescent Development Centre program is an example of a school-basedoff-site program because the ‘at risk’ young people are removed from their alienating usualschool environment and placed in an environment designed to support their attempts to changeattitude and behaviour. There would no doubt be resourcing issues in replicating thisarrangement, however the model would appear to have a potential role in accommodatingsome levels of alienation.A number of worthwhile off-site community agency based programs (off-site in that they arenot either school or TAFE based) have also been reviewed. It is clear from discussions withschools that the expertise available in these agencies is highly valued by those teachers andschools fortunate enough to have established close working relationships with them. There isa danger that some schools and teachers will be put off by initial difficulties (time, funding)they may be confronted with in endeavouring to gain regular or on call association with localagencies. However, ready access to expertise on welfare matters would appear an essentialaspect of any plan to implement programs for ‘at risk’ young people regardless of on-site oroff-site locations. This again has clear implications for staffing and funding resourcing ofthese programs. Programs reviewed included the Melbourne Citymission Education SupportProgram, Bridging Education and Training (BEAT) and the Jobs Pathways Programs in theGoulburn Valley and Ovens Murray Regions.The Young Refugees Project is another model for an off-site program. The Project team workswith English Second Language Centres, English Language Schools as well as Migrant YouthAccess Courses and Young Adult Migrant Education Courses conducted at TAFE level.In the current environment of limited and short term funding, it is not surprising to note someanecdotal evidence of competition and territorial jousting exists among some communityagencies. It would be essential that any proposal to establish school/agency structures toaccommodate the ‘at risk’ young people be aware of the need to avoid encouraging unnecessaryduplication of services or competition for participants.59

6Conclusion and RecommendationsMr Gradgrind walked homeward from the school, in a state of considerablesatisfaction. It was his school, and he intended it to be a model. He intendedevery child in it to be a model - just as the young Gradgrinds were all models.There were five young Gradgrinds, and they were models every one. They had been lecturedat, from their tenderest years….Charles Dickens, commencing Chapter Three of Hard Times, sets up a model of successfullearning which comes out of Gradgrind’s view of successful living: your children should beclones not just of you, the parent, but of each other. Of course, Dickens’ satirical target is justthis soul-destroying modelling of both living and learning, since the rest of Hard Times showsthe disintegration of Gradgrind’s view of the world.We live and learn in our own hard times. Young adults thought to be ‘at risk’ of poor learningachievements, or who have previously left schooling and since shown their vulnerability, bothsocially and vocationally, are a challenge for any provision of appropriate learning. This issimply because successful learning seems to be inevitably underpinned by successful living,and it is a tall order to take on the consequences of a young person’s health, home and economicsituation, where these have clearly had, or are currently having, a negative impact upon her orhis learning outcomes.So our research in this Successful Learning Project, even although it has identified programmodels, has eschewed ‘modelling’ of worthwhile provision, on the grounds that this is toomuch like Gradgrind’s ‘cloning’. People are thankfully too different to model the success ofeither living or learning, much less how the former feeds into the latter.Nevertheless, we are confident that in certain broad areas of provision, namely, throughschooling, in TAFE, and in community settings, sufficient evidence of worthwhile programscan be identified so that generalisations can be made.The Literature Review concluded with these four principles of good programs. In listing themagain, we can draw, from the empirical work which has since ensued, a series ofRecommendations which match these. Sub-recommendations show how these can beoperationalised in worthwhile SL (Successful Learning) programs.1. The relevance of (students’) cultural or community context is centralHere, we specified that programs, activities and outcomes should be context sensitive, in afairly broad way. One size does not fit all: a diversity of provision will be required, but all will60

need to show how they engage students or would-be students, where those people are to befound - where their living is located.Recommendation No. 1That an adult learning environment is required for all SL programs.Features of this are: common space and time to share experiences and to socialise; rules ofassociation which permit freedom to come and go (subject to formal learning agreements),and the expectation that all people involved are adults with the usual rights and responsibilitiesinvolving one another (included safety); explicit attention to learners’ experiences in the analysisand design of the program; a variety of activities to move learners beyond their currentexperiences; attempts to encourage the critical appraisal of these (where these may lead; wherethe program leads).Operational recommendations1.1 That dedicated space and times for SL programs be a condition of their conduct;1.2 That, within 1.1, learners and staff develop shared understandings of adult rights andresponsibilities;1.3 That needs’ analyses and agreed expectations draw upon the experiences the learners asadults bring to the program;1.4 That program outcomes, and their implications, be stated and clarified from the start.2. Individual needs and their initial/entry level assessment should be identifiedHere, contextuality is taken to its logical conclusion: the individual should be able to have heror his own needs identified with considerable precision. This requires the articulation of anownership of the learning, by that individual, so that participation in its achievement is elicited.Programs should move people on towards the realisation of expectations that themselves flowfrom the individual’s entry point.Recommendation No. 2That programs identify an individual’s entry level and articulate an agreed series ofinvolvements with an outcome that leads somewhere personally significant.Entry levels may be established by informal and/or formal assessment of skills, prior learningand life experiences, so that a learning contract or equivalent (such as an accredited course ofstudy) provides an authentic sequence of activities with a range of intermediate goals. It willbe important to establish a sense of early success, that the tasks be agreed and tangible, thatthey contribute to the overall outcome, and that they explicitly require collaborative learning,from which the individual gains a sense of social capability.Operational recommendations2.1 That individual skill levels be determined using a range of formal and informal methods(at least at entry or re-entry level);2.2 That an individual’s agreed learning pathway is the basis for the commitment for allparticipants involved, but that this pathway is regularly reviewed;2.3 That program activities explicitly involve the social nature of learning (in e.g. role plays,excursions, teamwork, reporting, writing).61

2.4 That program activities include evidence of the coalesence of thinking and doing (in e.g.reflective tasks, community-based enquiry, mentoring)3. Program staff should be enthusiastic and professional in their involvementFrom the viewpoint of the program’s staff, a clear vision, and committed, stable employmentare essential for a worthwhile program. This is to affirm that reliable, resourceful leadershipmust underpin such provision, so that learners’ choices are well supported.Recommendation No. 3That SL programs are resourced so that they can provide continuous staffing for the lifecycleof a program or series of programs.This will need to be at a level which permits a concentration of effort in all the participants(learners and staff).Operational recommendations3.1 That an optimum staff-learner ratio range be established for all SL projects, that thisrange be 1: 5-10, and that staffing be resourced on that basis;3.2 That preparation, planning meetings, facilities and equipment stewardship, and themaintenance of accountability procedures are factored in to the work, and therefore isreflected in the staffing profile, and subject in total to 3.1;3.3 That staffing resources will enable employment of suitably qualified people, representinga range of professions and skills, subject to the connections and shared availability ofadjacent staff (cf Recommendation 4);3.4 That regionalised groupings of SL programs (across all sectors) be established to enableprogram leaders (at least) to meet regularly to share and learn from a wider range ofimplementations, and develop localised ‘best practices’ (cf Recommendation 4)4. The orientation of the program moves beyond the particular ‘risk’ to broader adolescent/young adult developmentReferrals, collaboration, partnerships, networks and indeed site-focussed (integrated) servicesmark out the wider provision of the learning, and its connections to broader ‘life’ concerns.There needs to be some articulation or, even, integration of programs so that the whole person,not just their specific ‘riskiness’ is addressed, in due course and in due time.Recommendation No. 4That SL programs should explicitly show how they connect with each other and withwider related agencies, in a way that best meets local needs and resources.Here, a full-service (site-focussed, integrated) arrangement at one end of the spectrum contrastswith a loose network of informal referrals, at the other end of the spectrum of provision, andprograms would need to locate themselves, by agreement, along this spectrum.62

Operational recommendations4.1 That vocationally-oriented SL programs and personal growth-oriented SL programsidentify what expectations they have of each other, and make linkages such that localresources are effectively utilised, and duplication avoided;4.2 That mechanisms for identification of entry and re-entry of young adult learners to SLprograms be standardised, and their individual learning pathways be recorded at locallevel;4.3 That all SL programs be required to show how they articulate into a variety of locallearner destinations: TAFE accreditated courses, labour market expectations, VCE andtertiary entry, specific literacy and numeracy, and information technology skill formation(short courses);4.4 That individual ‘case management’ strategies be explored as a way to tightly focus SLprograms in at least some situations.In the Project Brief, plans to support young adults returning to study are expected to includeseveral features. We conclude by listing these features, and mapping our Recommendationsacross them:• innovative re-entry programs, including individual learning plans, the development anddelivery of specific curriculum models and assessment materials; (Rec.1.2, 1.4, 2.1, 2.3,4.2)• increased access to student counselling, career guidance and other more intensive formsof support; (Rec. 2.4, 3.3, 4.4)• development and maintenance of appropriate school, community and industry/enterprisenetworks to provide support for aspects of their studies; (Rec. 3.2, 3.4, 4.1, 4.3)• enterprising work opportunities; (Rec. 1.1, 4.3)• innovative curriculum delivery and staffing arrangements; (Rec. 1.3, 2.2, 3.1, 3.3), and• promotion of those schools and other providers who design innovative and successfulprograms. (passim)63

ReferencesACFE Board (1998) Young and ACE: Young Unemployed People in Adult and CommunityEducation. (Report) Gippsland and Northern Metropolitan Regional Councils of ACFE,for the Adult, Community and Further Education Board: MelbourneAlder, C. and Baines, M. (1996) ‘…and when she was bad?’: Working with young women injuvenile justice and related areas. National Clearinghouse for Youth Studies: HobartAnderson, T., Clemans, A., and Seddon, T. (1997) Teaching, Learning and DisadvantagedGroups in Vocational Education. (Paper) NCVER Annual Conference: University ofMelbourne, ParkvilleBarr, R. and Parrett, W. (1995) Hope at Last for At-Risk Youth. Allyn and Bacon: MassachusettsBatten, M. (1989) Year 12: Student’s Expectations and Experiences. (Research MonographNo. 33) ACER: CamberwellBatten, M. and Russell, J. (1995) Students At Risk: A Review of Australian Literature 1980-1994. (Research Monograph No. 46) ACER: Camberwell‘Blackburn Report’ (1985) Ministerial Review of Post-Compulsory Schooling: Report (J.Blackburn, Chair) Ministry of Education: MelbourneBrooks, M. et al (1997) Under-age School Leaving: A report examining approaches to assistingyoung people at risk of leaving school before the legal school leaving age. (Report) NationalYouth Affairs Research Scheme. National Clearinghouse for Youth Studies: HobartCarrington, K. (1993) Cultural Studies, Youth Culture and Deliquency. In White, R. (ed.)Youth Subcultures: Theory, History and the Australian Experience. National Clearinghousefor Youth Studies: Hobart pp27-34Carson, E. and Doube, L. (1994) Employment Development: Do Young People Benefit? (Report)National Youth Affairs Research Scheme. National Clearinghouse for Youth Studies: HobartChamberlain, C. and Mackenzie, D. (1997) Youth Homelessness: Towards Early Interventionand Prevention. (Report) Commonwealth-State Youth Coordination Committee, Victoria.DEETYA: CanberraCole, P. (1984) Youth Participation Projects: Possibilities and Limitations. In Cole, P. (ed.)Curriculum Issues. Schools and Curriculum Unit, Victorian Institute of Secondary Education:MelbourneCumming, J. and Carbines, B. (1997) Reforming Schools Through Workplace Learning.National Schools Network: RydeCurriculum Corporation (1995) Approaches to Enterprise Education. Curriculum Corporation:CarltonDwyer, P. (1997) Rethinking Transitions: Options and Outcomes of the Post-1970 Generation.(Conference Paper) National Issues Forum: Young People and Work: Is Vocational Educationand Training the Answer? UTS Research Centre for Vocational Education and Training:Ryde Dec 1-264

Dwyer, P., et al. (1997) Participant Pathways and Outcomes in Vocational Education andTraining: 1992-1995 (Research Report No. 14) The University of Melbourne Youth ResearchCentre: ParkvilleFreeman, M. (1987) One For All: Designing a Universal, Comprehensive and ChallengingSenior Curriculum. Curriculum Development Centre: CanberraGambone, M. (1993) Strengthening Programs for Youth: Promoting Adolescent Developmentin the JTPA [Job Training Partnership Act] System. Public/Private System: Philadelphia(annotated in Withers and Batten: 1995)Guerra, C. and White, R. (eds)(1995) Ethnic Minority Youth in Australia: Challenges andMyths. National Clearinghouse for Youth Studies: HobartHartley, R. (1996) The Future of Work with Young People. Youth Issues Forum, Winter 1996.Youth Affairs Council of Victoria: Fitzroy. Also on www.infoxchange.net.au/yacvic [ref. isto www]Keating, J. (1995) Australian Training Reform: Implications for Schools. CurriculumCorporation: CarltonMilne-Home, J et al. (1996) Pregnant Futures: Barriers to employment, education and trainingamongst pregnant and parenting adolescents. Women’s Employment, Education andTraining Advisory Group, DEETYA. Australian Government Publishing Service: CanberraMisko, J. (1994) Learning Styles. Review of Research No. 2. National Centre for VocationalEducation Research: AdelaideOECD (1989) Towards an Enterprising Culture: A Challenge for Education and Training.Education Monograph No. 4.Organisation for Economic Cooperation and Development:ParisPatterson, G., StLeger, P. and Ward, K. (1997) Enterprising Students, Enterprising Communities.Research and Evaluation Report for Industry Education Enterprise Program. Departmentof Vocational Education and Training, The University of Melbourne: HawthornReddrop, S. (1997) Outdoor Programs for Young Offenders in Detention: An overview. NationalClearinghouse for Youth Studies: HobartRyan, M. (1996) Redefining Schools as Sites for Holistic Service Delivery. Youth Issues ForumSummer 1996. Youth Affairs Council of Victoria: Fitzroy. Also on www.infoxchange.net.au/yacvic [ref. is to www]Sercombe, V. (1996) The ‘I Didn’t Think I Was Good Enough’ Syndrome. Youth Issues ForumSummer 1996. Youth Affairs Council of Victoria: Fitzroy. Also on www.infoxchange.net.au/yacvic [ref. is to www]White, R. (ed.) (1993) Youth Subcultures: Theory, History and the Australian Experience.National Clearinghouse for Youth Studies: Hobart65

Withers, G. and Batten, M. (1995) Programs For At-Risk Youth: A Review of the American,Canadian and British Literature Since 1984. (Research Monograph No. 47) Commissionedby the Dusseldorp Skills Forum. ACER: CamberwellWuest, J. (1992) Building a System of Effective Programs for In-school At-Risk Youth andDropout Youth. In Council of Chief State School Officers, Investing in Youth: A Compilationof Recommended Policies and Practices (Conference Report). Washington DC. (annotatedin Withers and Batten: 1995)Wyn, J and Holden, E. (1994) Early School Leavers: Young Women and Girls at Risk. YouthResearch Centre, The University of Melbourne: Parkville66

1APPENDIXGuiding Questions for Stage 2Interviews with participantsGuiding Questions for Stage 2Interviews with stakeholders67

Successful learning projectsDraft of questions for interviews with participantsGetting involved1. We are interested in knowing about the background of people who elect to be involved inthe program.What you have done over the past couple of years? For example, have you been involvedin other learning programs or work?2. We are interested in knowing what attracts people to this program.How did you first learn of the program’s existence?Why did you join this program?What did you have to do to join? Was it a hassle to enrol?The program3 What is it about this program that makes it interesting and challenging for you?(for example – only pursue the ‘hot’ issues – not all of them)ª the way it is organised (how it is set up, rooms, visits, equipment?)ª the attitude of the teachers/leaders (the way they relate to you?)ª the way that the teacher/leader teaches/facilitatesª the content (activities, things you do/learn/things that you get to use/ª the completion requirements (the commitment that you have to make)ª other aspects4 How do you think that you learn best?(for example)• listening to teacher/leader talk• reading, writing, discussing with each other• doing things eg. using computers, making things, drawing• visits to other organisations/workplaces5. Is it important that the program leads on to something else?(eg. another program, training, employment, credit for further studies such as VCE)What do you expect to get from this program?Designing programs6. If we wanted to suggest a program which would be attractive to you, what are the thingsthat we should consider, include and avoid (turnoffs)?(participants may only want to focus on one of the following, however I believe we shouldtry to get a picture of their attitude towards all three options)• in a school based program (what kinds of things would you like to do)• combining school, TAFE and other organisations (what kinds of things would youlike to do)• totally away from school and TAFE (what kinds of things would you like to do)7. What do you plan to do when this program is completed?8 The points listed on the next sheet have been drawn from the literature. Feedback from68

the participants will inform and strengthen our recommended action. (we can give eachstudent a copy to complete during the interview)Successful learning projectsParticipant: Age……… Sex………Which five of the following statements were most important for you?(number 1-5 in order of priority, 1 being the top priority)I enjoyed participating in this program because it:(i) was really practical(ii) related to my everyday life experiences(iii) was linked to an employment opportunity(iv) encouraged me to take responsibility for my own learning(v) enabled me to work cooperatively with others(vi) challenged and extended me(vii) valued my existing knowledge and skills(viii) supported and encouraged me(ix) helped me to think about what I was learning and doing(x) connected me to other things.69

Successful learning projects 1998Draft of Questionnaire for Stakeholders (MARCH 12 1998: 19main qnn)1. Starting with some questions about the context of your program (6 main qnn):Who does your program target?What is there about your program which you believe makes it attractive to such youth?How do program activities reflect this connection?What outcomes are valued?What evidence do you have of the achievement of those outcomes?How did your program originate?(In particular, is it adapted/transplanted from a similar program or setting?)2. Turning now to individual participant’s experiences in your program (4 main qnn):How does your program enrol/select individuals, and, then, involve them and their previousexperiences, in the program?What activities can you mention which the program expects to develop self-direction andself-esteem?What opportunities are there for individuals to learn from each other - say, in smallgroups, with specific roles or tasks, with agreed and shared outcomes and so on - throughthe program’s activities?At what points in the program are individuals’ preferred outcomes encouraged anddeveloped? How?3. Successful programs grow from quality staffing. These questions ask about staff andstructures(5 main qnn):What is the basis of your program’s funding, and how does this have impact upon staffing(level and type of appointment)?What are the leadership values implicit in the program?To what extent are these values apparent in the organisational setting in which the programis located?What strategies or mechanisms are there in place to facilitate communication and decisionmaking?How does the program link its operations and its staffing to other related programs?4. Finally, on the assumption that impediments to successful study usually involve severaldimensions of a person’s experience (4 main qnn):Can you mention any evidence of the program’s formal connections with participants’experience of interventions (referrals? case management? inter-agency obligations?)?How would you describe the relationships (if any) between this program and adjacentprograms?Are there changes you can discuss which show the evolution of closer (or less close)relations between adjacent programs?What are some of the constraints on the more effective delivery of your program?70

2APPENDIXInformation collected during stage 1interviews71

Program and LocationTarget Group, Program Team,Program Length & LevelSchool-based Education and Training Programs for Alienated YouthLinks and Outcomes Activities Critical Characteristics/Determinants of SuccessProgram and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of Success72Gippsland WildernessEnhanced ProgramBairnsdale Secondary CollegePaul Stolz03 5152 2602Students 12-14.5 years(Years 7-9)Participants referred to programvia schools2 year programTeam consists of a teacher,guidance officer, psychologistand a family therapist whocoordinates the programWorks with teachers and haslinks with community services– initial 10 day wildernessexpedition– follow up over 2 years withparents and teachers and theschool– recognised model at anational level– not a therapeutic project– low cost– 80% success rate onobserved behaviour changeand 1/3 early leavers havebeen employed– focusses on positive aspectsof student and encouragesteachers and parents torecognise the strengths ofindividual students– program aims to raise selfesteeemPossible contact for interviewcomponentFlexible Vocational ProgramNorthern InteractiveEducation Coordinated AreaProgram based at RMIT inBundooraIan HarrisonProject Officer9468 2774Piloted at EumemmerringSecondary College (Offered atBox Forrest and BrunswickSecondary Colleges later in1998, and possibly MeltonSecondary College)Program offered through theschool and students apply andparticipate in an interviewselection processMainly year 10 students, howeversome year 11 students with pooryear 10 results participateModel based on the formationof collaborative and cooperativepartnerships between industry,secondary colleges andproviders of post compulsoryeducation and training toprovide students from year 10onwards access to a suite ofvocationally oriented programsto study, that would providepathways into mainstream VCEstudies, further education oremployt3 components:1. School-based- WorkplaceCommunication, Industryand Enterprise (Unit 1and 2), Graphic Communication,metals and industryfocus in Northern suburbs,General Maths with industryfocus (practical), IT-Keyboard Techniques andOperations, Materials andTechnology, TechnologicalDesign and Development– can lead into mainstreamVCE (credit transferpossible) or newapprenticeships (withcredit)– subjects have an industryfocus– TAFE modules are broadbased training modules

Program Team: School-basedcomponent consists ofteachers, TAFE componentconsists of TAFE teachers2. TAFE modules3. Work placement73Endeavour VocationalPathway ProgramEumemmerring SecondaryCollege (Endeavour Hills)Tony Dermody9700 1333Year 9 and 10 students3 step selection process:1. meeting with parents as agroup to outline program2. interested studentsinterviewed with parent/guardian3. students perceived to benefitthe most selected byinterview panelNote: some studentsapproached and encouragedto applyTeam consists of:Careers and VocationalEducation teacher as Directorof program, 2 teachers, welfareofficer and curriculumcoordinatorNo direct links to otherprograms, however Director ofthe program is involved withHomeless youth AnglicanMission programs and welfareofficer connected to TheSalvation ArmyWork placement:– 4 days school, 1 day workplacement– work placement is found forstudents in the firstsemester, students have tofind their own in the secondsemesterSchool-based:– English, maths (businessfocus), VCE Industry andEnterprise, 3 VET modules(office skills and computerfocus), 2 electives eachsemester– program improves selfesteem due to increasingyoung people’sunderstanding of work andthe relationship betweenstudy and work– employers havecommented on theenthusiasm of students– workplace component– small team of teachers– program not seen as anunderachievers program,rather a challenge forstudents as it incorporatesVET and VCEPossible contact for interviewcomponentPractical Education andKnowledge (PEAK)Flinders Peak SecondaryCollegeRalph PatfordCurriculum Coordinator03 5275 2886Year 10 studentsStudents are chosen who:– are identified using the “AtRisk” indicators used by theNEC at Corio CommunityCollege– can convince the collegethey will make everyendeavour to fulfil therequirements of the courseExisting community agenciesutilised such as Geelong GroupTraining, Job PathwaysProgram and other communitywork schemesCourse consists of 30 sessionsper week, divided into 3 maincomponents:1. Core- literacy, numeracy,excursions, work education,life skills2. Electives- 2 electives unitsper semester3. Work- work placement of 1day per weekNew program at this stage,however aims to:– maximise opportunities forstudents at risk of havingtheir educational needs metin a positive way– improve self confidenceand capability

Program and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of Success74Funding sourceFlinders Peak providesstaffing, infrastructure andgeneral equipment andmaterials resourcescommensurate with the percapita resources provided bythe DOEAdditional sources offunding currently beingsoughtPossible students are identifiedby teaching staff, StudentManagement team, parents,external agencies or thestudents themselvesStudents are selected afterundergoing: studentcounselling and interview;parent interview; and studentcompatibility with selectioncriteriaProgram staffed by theequivalent of 1.5 teachers.Support team establishedconsisting of staff in theprogram, Year levelCoordinator, SeniorManagement representative,other teaching staff, personnelfrom the community andstudent representativesStudents also have access to ayouth worker– develops necessary skillsand motivation toundertake furthereducation or participationin the workforce– combination course ofstudy and appropriatework experienceVocational PreparationProgramEpping Secondary CollegeHerman Ritzinger9401 2599Available to students at the endof Year 10Students who are considered“at risk” are counselled into theprogram. The counsellingprocess also involves parentsProgram is coordinated by theYear 11 Coordinator withassistance from the Work andVocational EducationCoordinator– incorporates a range ofmodified VCE studies aswell as TAFE modules– VCE studies include:English, Technology Designand Development, Wood,Materials and Technology,Metal, GraphicCommunication– similar programs whichhave been run over thepast few years have led tovery positive employmentoutcomes for participants

– students also complete an“in-house” Maths programand take part in a one dayper week work placementprogram– range of VET modules arealso being incorporated intostudiesJoint initiative between CorioCommunity College andGordon TAFECorio Community College(CCC)Note: Talks have just begun todevelop this projectStudents can choose to join theprogram or be encouraged toattend the programJointprogram between CCC andGordon TAFE. CCC has signedan extended campusarrangement with GordonAt present the issue of links hasnot yet been addressed but willoccur. Briefing of youthsupport agencies in Geelonghas been arranged– literacy and numeracy focus– Certificate Level 1– some VETIS practicalmodules– some VCE subjects orcombination of the above– small group work– self-paced supervisedlearning– practical training– traditional VCE delivery– mentor support program– joint program across twosectors– meets the needs of thelocal youth in area– students can achievenationally accredited VET/VCE modules75Kensington Community HighSchool (KCHS)Stuart AndrewsPrincipal9376 1953Funding sourceStandard DOE funding forstaffSupport from the Extra Edgeproject and DOXAFoundationYoung people referred byguidance officers, studentwelfare coordinators, youthworkers, and government andcharitable organisationsTeam consists of teachers inKey Worker roles, StudentWelfare Coordinator, GuidanceOfficer, the Welfare andDiscipline Sub-committee andvarious support workers fromoutside agenciesKCHS works closely and hasdeveloped strong links withgovernment and charitableorganisations– each student belongs to oneof three core groups.Students are placed inworkshop groupings basedaround junior, middle andsenior programs– each group has a permanentteam of staff working withthem– Staff members maintain anactive Pastoral role basedon a “Key Worker” modeland are assigned studentson this basis– KCHS works closely withgovernment and charitableorganisations to ensure abroad range of supportfacilities for students andparents

Program and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of Success76– Programs offered: HomelessProgram, Breakfast andLunch Program, SuicidePrevention, Drug HarmMinimisation Program,Young Men’s/ YoungWomen’s Program,Vocational EducationProgram, and Special EventsProgram– Vocational EducationProgram provided throughfunding support fromDOXA. Students gaincomputer training, interviewskills, work placements,career counselling andguidance, extensive TAFEorientation visits andplacement and specialisedcounselling and assistance inmaking transition fromschool to work. Year 12swere supported in runningtheir own graphics designbusiness– the organisationalstructure, curriculum andpastoral programs aredesigned specifically tomeet the needs of thesestudentsWork Education ProgramWhittlesea Secondary CollegeLynn Reggars9716 2908Referrals are made from theYear Level Coordinator andcounselling with parents andstudentsTeam consists of VCECoordinator, career’s teacherand class teachersProgram doesn’t relate to otherprograms. Students who enrolin the school have a history ofnon attendance or have beenunemployed and areencouraged to join the group– work placement occurs oneday per week– modified English and Mathsclasses– some students involved inVET courses– too early to tell at thisstage

Positive School EnvironmentProgramBallarat Secondary CollegeErin M c Cusky03 5332 1643Some components of theprogram are carried out in classand all students participate,while students volunteer forother activities (eg peermediation)Team consists of a staffmember with experience incommunity development and aHealth and Physical EducationteacherProgram does not specificallyrelate to others. Some elementssuch as substance abuse arecovered in health class.Considering linking in withTurning the Tide projectVariety of activities that fallinto 3 sub-programs:1. Alternative behaviour toviolence2. Peer Mediation3. Bullying– a lot of evaluationmaterial has been gatheredand is available– student input in program– democratic process– longevity– sharing the issues– use of non-teachersPossible contact forinterview component77ATLAS ProjectLaverton Youth ServicesMarina9932 3000Students referred by StudentWelfare Coordinators andexternal agencies3 staff are youth workers andhave various qualifications egcounselling certificate– participants can be directedinto other programs offeredby this group– weekend camp that involveschallenging activities andhelp students get to knoweach other and the staffmembers– followed by 8 x 1 days– longevity (11 years)– program has developed areputation– fills a gap as lack of otherservices in area and highlevel of need incommunityWork Skills ProgramPeter Lalor SecondaryCollegeMark ThompsonCoordinator9464 01228 students per programTeam consists of IntegrationteachersProgram helps gain entry intopre apprenticeshipsSOSE Curriculum- workeducationOne morning each week,selected students are withdrawnfrom formal classes at thecollege and undertake schoolbasedactivities investigatingthe following issues:– work awareness– job searching skills– life skills– developing vocationalchoices– problem solving– self esteem– program provides theopportunity for students toenhance their literacy,numeracy andcommunication skills,while improving selfesteem and commitmenttowards work and schoolbased activities– program marketedthrough brochuredistribution– personnel are committed– enterprise

Program and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of Success– field trips to a number ofindustries, local businessesand TAFE collegesAs well as attending morningsessions held at the school,students choose their own workplacements for one day a weekin either local industry orbusiness78Connect ProjectAdventure UnlimitedPalm Lodge Drug andAlcohol Rehabilitation CentreLee Cooper03 5381 1062All year 9 and 10 students canparticipate (to avoid the stigmaof being identified)Individual students can receiveintensive or additional supportduring or after initial programTeam consists of employedcounsellors and somevolunteersProgram links into schools.Students who are identifiedhave access to follow upoutreach service– 5 week program 1 day perweek out of school. Funbasedand initiative-basedactivities– 5 day camp using what waslearnt. Team building, selfesteem and challengeactivities followed withprocessing of the experience– fun-based– non/ low threateningenvironment– challenge by choice– focus on self esteem– peer work– shared learning feedbackfrom students, parents,and teachers indicateschange in behaviourPossible contact forinterview componentGate House ProjectCentre for Adolescent HealthLocated in 26 SecondarySchools in 3 metropolitanclusters and one country areaHelen ButlerProject Officer 9345 7925All students in the 26 schoolsare surveyed to identifyperceptions of school and aboutindicators of depression12 of the schools havepreventative interventionsProgram currently targets Year9 studentsTeam can consist of any staffselected by the school- usuallyWelfare CoordinatorProgram encourages schools tomake links wherever possibleeg Turning the Tide, PeerSupport, Health programs– project started in 1997focussing on Year 8students, in 1998 it currentlytargets Year 9, and willmove to Year 10 in 1999 andYear 11 in 2000– attempts to develop apositive classroom environmentand had modules thataim to engender a sense ofsocial connectedness,security, self regard– collaboration betweenHealth (Psychologists)and educators– schools have ownershipand independence– project respects thestresses and demandsplaced on those runningthe programPossible contact forinterview component

Fusion AustraliaWendy Bell03 5331 5422Funding sourceChristian groupsVoluntary participation.Students are then identified byprogram volunteers for supportand assistanceTeam consists of Workers withFusion AustraliaReferral service to otherprograms– Breakfast Club (daily)– Lunch Times with aDifference (Weekly)– Christian Options seminars– Great escape day tripsRange of activities within eachprogram. Counselling andreferral as needed– relationships aredeveloped– role models of respect andtrust– prepared to invest in along term relationshipwith student79Projects to Work ProgramTraralgon Secondary College(West)O. Van den Eynde/ RobynNegline5176 2240Program targets students whoare at risk of dropping out ofschool or who stay at schoolbut have minimal educationalexperiences and outcomesCore of students arerecommended to join theprogram by coordinators,welfare coordinators- the subschoolteam. Later otherstudents may elect to join andfurther students may benominatedStudents and parents must havean understanding of theprogram and have a positiveattitude towards itStudents are timetabled withtwo teachers (10 out of 30periods) who have thenecessary nurturing skills andflexibility to work with thesestudentsThis is a coordinated programto give the students a “home”or “base” in the school– program is largelyembedded within a normalVCE. The core of theprogram is 10 timetabledperiods with committedteachers. The remainingcurriculum draws frommainstream VCE and VETcuriculum– tries to develop an individualprogram for each studentaccording to need (negotiated)– generally involved studentsin a project or enterprisewhich could be a workplacement, communityactivity or an activityassociated with a VCE study(equivalent in time to a VCEUnit 60-100 hours)– students also complete thecertificate in preparing foremployment and trainingand have assistance withEnglish skills.– Core elements of programincludes personal– program is to beindividual in nature tofully suit the individualneeds of students– essentially a normallytimetabled program- noextra resources involved– data not available atpresent, however studentsare staying in programand at school

Program and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of Successdevelopment, study skills,job seeking andcommunication skills– Students are encouraged tocomplete VCE unitsespeciallyWork Placement,Industry and Enterprise,Technology Units,Agriculture and HorticultureVET ProgramLowanna CollegeBrian Stephens 03 5127 6544Students either choose to jointhe program or are encouragedthrough counsellingProgram lead by VETCoordinatorProgram does not relate toother programsVET modules ranging from:– Hospitality (TAFE)– Automotive (TAFE)– Engin (TAFE)– Electronics (TAFE)– Alternative to normal VCEinvolving a certificatecourse and possiblyemployment80– Multimedia (Lowanna)– Information TechnologyCertificate 3 (Lowanna)Parents, Teachers, Studentsand Communities, WorkingTogetherKangaroo Flat SecondaryCollegeAmina Schutz54 477 722All students participate,however the focus is on Year 8(1997), Year 9 (1998), Year 10(1999), Year 11 (2000)As distinct from the onedimensional“high risk”approach, where individualstudents are selected, allmembers of the community areinvolved. However, high-riskreferrals are accommodated inmany different groups: eg.Exploring Together, ParentingFamilies Effectively, one-toonecounsellingThis school-based programbrings together professionalsfrom health and educationsectorsPrinciples and practices relateto all the root causes ofadolescent health– classroom curriculummaterial is embedded in KeyLearning Areas (object is tonormalise support, to affectbehaviour modification andto address alienation anddisengagement from school)– climate/ culture of schoolare to embrace 3 guidingprinciples- connectedness,respect and securityProgram aims to:– develop partnerships withparents– initiative which underpinsprograms is the Gatehouseproject whose objectivescomplement the broadservice objectives ofDHSs’ School-linkedParenting SupportPrograms– Gatehouse projectprovides the theoreticalbase– whole-school approach toyoung people’s emotionalwell-being

81Senior and Junior ManagementTeams with sub/ committeesprovide the program leadership.Salaried Teachers work withDistrict Staff, Social Worker/Psychologist(further funding through DHSfor part time workers to servicecluster of schools (socialworker)– provide programs that aredesigned to strengthenfamilies and extendparenting skills– integrate a range ofcurriculum initiatives thatfoster well-being– create a consistent socialenvironment which providesa secure and non-threateningatmosphere in which onecan communicate effectively– concerned withestablishing leadershippractices, structures,policies, professionaldevelopment andcurriculum designed toimprove the educationaloutcomes of students– program has been built intoexisting structures– strategies have beenvalidated and strengthenedvia the whole schoolcurriculum-based approach– high risk categories are stillidentified but within asofter context of acontiuum of need ratherthan add-ons which attractthe fear of stigma– school engages in highlyeffective on-goingreflective teaching andlearning strategies bothwithin a supportiveclassroom and within awhole school learningenvironmentRichmond SecondaryCampus (part of CollingwoodCollege)RichmondAnne BroadribbPrincipal 9427 0637––

Program and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of Success82Peace of Mind PeerEducation ProgramWangaratta SecondaryCollege and Ovens and KingsCommunity Health ServiceJoan Lesley Cochrane03 5721 5955Funding sourceWangaratta SecondaryCollege provides $2500 tosupport the program (camp,running costs)- ParentsAssociation and SchoolCouncilIn kind from Ovens andKings Community HealthService(YMCA Youth Grant nowdefunct for 1998)Target group are year 10students (as trained listeners forother students)Students are interviewed andselected at the end of Year 9 tobe trained as Peer Educators asYear 10 and 11 students. 14students are trained each yearProactive in preventionsupportYear 7 and 8 programs,Year 9 and 10 Health educationProgram and Drug education)Harm minimisation approach)Peer educators go on Year 7camp and act as teacher aides,run health sessions and gendergroups. Also act as a ‘friend’ tolonely students/ new studentsuntil they make friendsInitial training camp of threedays and workshops includesessions on:– health related issues– stress management– confidentiality– listening skills– policy– resource book– confidence building– self esteem– mandatory reporting issues– young people and the law– outdoor activities on teambuilding– program coordinators– quality of preventativeinformation offered bystudents to other students– respect for program fromstudents, teachers andparents– peer educators have a roleas friend for Year 7 and 8students– pamphlets for healthclasses– other schools useWangaratta as a resource– Kids Help Line hasrecognition as bestpractice- enquires arereceived from interstateand overseasTeam consists of somevolunteers (in kind) and somewho are paid for workshoppresentations, CommunityHealth Nurse, Drug andAlcohol Worker and SocialWorkerCoordinator at school is avoluntary position as no timeor money allocated toposition

Job Placement Education andTraining (JPET)Noble Park English LanguageSchoolFunding sourceDEETYA6-18 student are migrants orrefugees (newly arrived) doing?? English related to maths,science ???Program led by EducationTraining CounsellorReferrals from migrantresource centres and highschools– English language teachingand homework supportgroup to prepare students formainstream high school– the numbers who attend-21 in 1:1 tutoringFrancis MorcosEducation TrainingCounsellor9546 9578Edmund Rice Camps (Inc)Lower PlentyMark SmithExecutive Officer9439 6142Program caters for youngpeople up to 15 years of ageParticipants are referred bywelfare agencies (approx 100on database)No great linkscamp at school camp sites:– bushwalking– canoeing– horseriding– 1:1 ratio of leaders toparticipants83Funding sourcePrincipally funded byCatholic schoolsParticipants are generallydisadvantaged either socially(education difficulties) (40%)or economically (60%)Team consists of ExecutiveOfficer (trained and only paidposition) and volunteers (18-22year olds)The Passport ProgramGrassmere Youth ServicesNarre WarrenJenny StrangCoordinator9704 8377Participants are referredthrough Student WelfareTeachers/ Officers at secondaryschoolsGuest speakers on range ofissues including homelessness,unemployment, substanceabuse, health etc. Speakershave included police recruits–– given 6 months to workwith young people

Program and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of Success84Extended VCE ProgramBox Hill Senior SecondarySchoolWayne CraigPrincipal9890 05712 Specialisations:1. Technology- 22 students in19982. Sports Science- 26 studentsin 1998Students self select and areinterviewed twiceStudents are Year 10 level andeffectively are in Year 11 fortwo yearsThese students generally havean aptitude for sportAll participating studentswould have dropped out ifforced to continue the normalYear 10 CSF program (thesestudents see no relevance insubjects like history orgeography on LOTE, also iftheir literacy and numeracyskills were low, they would notbe able to cope with LOTE)Team consists of handpickedmaths and English staffVCE and VET programs lead toemployment andapprenticeshipsVCE based units plus VETmodules– Technology– English– Maths– IT– curriculum structure isrelevant with a wide studychoice– handpicked teaching staffwhose qualities include:positive but demanding;relate well to students;have expectations ofstudents; make English,Maths and IT relevant tostudents; and try differentideas– groups are not too big– students work in samegroup for part of theirstudies– students get a taste ofdifferent types oftechnologies before theyspecialise– 4 week work placement– adult enrolment meaningno bells or uniforms,respectPathways ProgramSenior CampusSandringham SecondaryCollegeAnn SmithStudent ManagerVET Programs 9598 7788Program offered to VCEstudents- students areabsorbed into the mainstreamTeam consists of StudentManagers, Student Welfare,and every staff memberacting as a counsellor (part ofschool ethos that hasdeveloped over time)Program relates to mainstreamVCE– Building studies– VCE Materials (Wood)– VCE Technological Designand Development (Wood)– VCE Maths– VCE English– study choices (800students at senior campus,therefore a lot of choicesoffered)– flexibility– adult environment– good support team forstudents

85Edmund Rice EducationalSupport Team (EREST)Pascoe ValeMaxine Barry/ Lynn Soussi9355 7644Service operates in the sixmetropolitan ChristianBrother’s schools: Bundoora,Toorak, St Kilda, NorthMelbourne, Pascoe Vale,EssendonStudents join the program viaschool nominations: studentwelfare personnel; staff; admin(principals, deputy principals);parents; student self referrals;Catholic Education Office(where parents have queried aparticular student’s case)Team consists of parallelleaders who are both qualifiedin Special Education to Masterslevel. Both are broadlyexperienced in special andregular educational settingsLeaders link students withrelevant agencies- programswithin and outside school egAustin Hospital, RoyalChildren’s Hospital; seasons/peer support within schools;and handle transition toalternative settings whereappropriate eg The Island,TAFE– systematic focus aiming todevelop flexibility,responsiveness,empowerment for students,parents and staff– methodologies that arepreventative, not reactive– continuation beyondoriginal 2 year pilot stagewas endorsed throughsurvey of staff, parents andstudents. Program willcontinue for another twoyears at least– great strength in theregularity and depth ofinvolvement in each school– Variety of Vocationalprograms– Jobs Club- Schools LifeSkills Program held atAdult and ContinuingEducation, Sale– Options for Work andEducation held at EastGippsland Institute ofTAFESale College Tony Ryan5144 1711Students join programs in avariety of ways:– nominated by Year LevelCoordinators and Careersstaff– also call for volunteersthrough advertising inschool newsletter, Year levelmeetings– panel selects candidateswhich comprises of YearLevel Coordinator andVocational and FurtherEducation Coordinator– Job Clubs: intensiveinterview preparation– TAFE Pre employmentProgram– Work placements– gives students variety intheir education– helps them see the role ofschool and to have adifferent perspective of theworld outside school– allows them to achievesuccess and gainrecognition

Program and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of SuccessProceed Education CentreDrouinMarina Savron03 5134 3111 (informationwas gathered via contacts atSCOPE)Note: centre in receivershipFunding sourcePrincipally funded byCatholic schoolsProgram took place Sept ’97Junior Job Club of 1 week’sdurationStudents identified as being atriskof dropping out beforereaching their potential atschool. All local secondaryschools are canvassed.Participants are selected byCareers teachersRestricted to those in Years 9and 10. Group of 10 involvedin the programVery incidentally– resume/ skills list– guest speakers fromindustry/ training,employees/ employers– interview practice– role playing with a youththeatre group– visiting tertiary institutions– participants visited tertiarycentres to learn aboutqualifications needed andcourse content and weretalked to by people in theindustry– all students decided it wasimportant to continue onwith their education86Leader had experience with jobclub work and had an interestin youth. Also had beeninvolved in govt- funded LEAPprogram to assist unemployedyouthVET Training CourseRichmond Secondary Campus(part of Collingwood College)Anne BroadribbCoordinator9427 0637Year 9-10 students who are notready for VCE or TAFEStudents do not havebehavioural problems, howeverare quiet and immatureCriteria for entry is functionalliteracy skills to cope with themodules6 month courseFull time teacher leads programLinks include:Automotive- Kangan BatmanTAFEHospitality- Youth EmploymentServices/ Group TrainingCompanyOffice Administration-Collingwood TAFE– students spend 3 days atRichmond SecondaryCampus, 1 day at a workplacement and 1 day atTAFE– areas include automotive,hospitality and officeadministration– 7 modules include writingskills, computer, youthissues, art, language skills– students are treated likeadults– students have choices– students are keen– not structured like school– pastoral care– time other than class timeis their choice

Support ProgramsMansfield Secondary CollegeRalph Davey03 5775 2022Support programs arepreventative and thereforebegin at Year 7 level upTeam varies according to theprogram: Year levelcoordinators, staff members,counsellor, speech therapist,aides and parents are allinvolvedFollowing support programsare in place:– literacy, integration andspeech related strategies arein place to identify studentswith learning difficulties– counselling is provided forstudents with behaviouralproblems– support is provided forstudents at risk of notcompleting units– support is provided forstudents at risk of notcompleting schooling– support is provided for allstudents with year levelactivities to improve effects/motivation– all students are encouragedto undertake enrichmentactivities–87Colac Alternative SchoolProgram (CASP)Colac Alternative SchoolSymon Chazan52 322 640/ 019 330 040Program is off site to allschools in the area, howeverdoes utilise school facilitieswhen requiredStudents are referred via mainstreamschools, communityagencies, police, youth workersetcYoung people not at schoolneed to enrol in a school beforethey can enrol at CASP.Schools pay $500 per studentfor the 20 week program. Theprogram is based on behaviourProgram relates closely withhomelessness, unemployment,substance abuse, health etcprograms. Workers from theseareas deal with the students andtheir familiesPractical and managerial linksare made with thesecommunity agenciesCASP is a co-operativeeducational annexe providingcase plan management forindividual students– emphasis on outdoor andphysical activity such asadventure activities (saferisk taking activities)– trade and practical subjectsare taught- core componentof basic skills are taughteach morning– provides an education tokids who have slippedthrough the system byinvolving the family andthe community

Program and LocationTarget Group, Program Team,Program Length & Levelmanagement not on behaviourmodificationContract is signed by studentand caregiverFunded team members include 2full time coordinators, 2 half timeteachers and 2 half time officeworkers. Service club support isprovided for a maintenancevolunteer, business support isprovided for reading volunteersand Youth workers from the localhospital based at school assistwith the mentor programLinks and Outcomes Activities Critical Characteristics/Determinants of Success– go on camps and mix withmainstream schools onoccasions– music and art encouraged– Internet and technologyinstructors– students participate in workexperience 1 day a week– literacy and numeracy aretaught “incidentally” invirtually all in-house activitiesand in many outdoor activities88Hazelwood Estate AlternativeProgramHazelwood EstatePeter Sedgwick03 5122 1343Program is a welfare strategyfor the Latrobe Valley DistrictSchools catering for malestudents at riskStudents are at risk of not fullycompleting their schooling dueto a wide range of circumstances,including poor attitudeand behaviourStudents are referred via theschools for consideration.Referrals are confidential andfeature a student profile form.Welfare coordinators also referstudents and their families tothe programProgram ties by addressingspecific needs of homelessness,unemployment, substanceabuse and healthPrograms offered are:– Basic Literacy/ Numeracyskills– Outdoor education– Social skills workshops– Wilderness experience– Technology– Harm minimisation– Work experience– Team building/ self esteem– Real life learning– Behaviour modification– Counselling– clear outcomes– tracking of students hasindicated long termsuccess– happier families– full evaluation by students/families/ base schools– addresses students specificpersonal goals– relates to real life issuesaffecting male youthTeam consists of Teacher InCharge (Teacher Consultant onDistrict staff paid for by theDistrict), fully qualifiedTeachers Level 2 and 1 aidepaid by District funds– Sport

TAFE-based Education and Training Programs for Alienated YouthProgram and LocationTarget Group, ProgramTeam, Program Length &LevelLinks and OutcomesActivitiesCritical Characteristics/Determinants of Success89- Certificate 3 and 4 andDiploma of MusicPerformance– Diploma of Arts (smallcompanies)– Associate Diploma of Arts(Theatre Tech)– Certificate 4 in MusicIndustry Skills– Diploma of MusicBusiness– Certificate 4 of SoundProduction– Certificate 4 and Diplomaof Video ProductionNorthern Melbourne Instituteof TAFEPeter LamburdFaculty of Arts and SocialSciences9269 1740Students join through:– word of mouth– VTAC application process– advertising in specificpublications eg Age, BEAT– past contact withgovernment agencies egCESCourses do not specificallyrelate to other programsstudentsare noted if they fitwithin a range ofdisadvantaged categories andadditional support is provided– courses provide a mixture oftheory, practical training inthe course areas and a workplacement component–– underpinning philosophyis to provide relevantindustry training andskills, as much aspossible, provide networkoptions for studentsthrough their placementopportunities– courses providearticulation options toHigher Education, but areaimed at providing artistswith skills in smallbusiness and industrysufficient for them tosurvive and function in adiverse and difficult artsindustry– Certificate 2 in KooriEducation Training andEmployment– Certificate in Arts andDesign (leads to advancedcertificate at TAFE)Young people join throughword of mouth. Groups formand indicate they would like todo a particular courseTeam consists of 3 leaders, anoverall coordinator (.3 days)and a Koori studentrepresentative (.8 days) and aRelated to local Aboriginaladvisory group– employment preparation– literacy and numeracy– resume writing– pre apprenticeships inFitting and Finishing– Art and design- 40 moduleson Koori art forms– cultural identityacknowledged– negotiate with the Kooricommunity

Program and Location– Certificate in Building andConstruction (Fitting andFinishing) – specificallyfor KooriesKangan TAFEDevina Woods9383 1300Target Group, Program Team,Program Length & Levelfull time building andconstruction course teacherLinks and Outcomes Activities Critical Characteristics/Determinants of Success– anger management andsubstance abuse built intocourses, as well as otherKoori issues90Certificate in Work Education(Disability Education)Eastern TAFEBill TaylorCoordinator9210 1126Participants join through:– the Future for Young AdultsProgram– advertisements– job placementSome young people are braindamaged, have a visionimpairment, learning disabilityor hearing deficitCourse leader is qualified andhas extensive experience indisability educationProgram does not relatedirectly to other programs, insome cases young people maybe homelessBased on Certificate level 1and 2:– semi skilled hospitality– labouring assistant(gardening/ nursery)– screen printing– office skills (phone,photocopying)– allows for young peopleto try out differentvocational areas (10weeks at a time), followedby 2 year course buildingup competencies– course delivered atstudents paceLEAP North West RadioProjectKangan Batman TAFETom Kapulitsa9318 2488/ 0419 330 665Note: Program discontinueddue to funding cuts15 to 20 year old young peoplegain access to the projectthrough CES case managersEmployment EducationPrograms works as leadershipin the projectProject does not relate to otherprogramsNorth West F.M. radio program– communication skills– interviewing techniques– other genetic subjects– number of benefits forparticipants, howeverstudents were sent thereby CES– more practicalplacements were needed

91Young Adults in IndustryTraining SchemeKangan Batman Institute ofTAFESteven Hodder9350 1244Funding available for literacyand numeracy components,however no funding formaterials eg for spraypainting or weldingTarget Year 10 studentsParticipants are aware of coursethrough word of mouth (otheryoung people who have donethe course, parents), othercourses at Kangan, juvenilejustice, schoolCourse has been operating for4-5 years as an outreachprogramPart time course is spread over20 weeksTeam consists of SocialScience teachers on short termcontracts and support isprovided from DepartmentalManagerJobs, pre-apprenticeships– literacy and numeracycourse (12 hours) withautomotive as focus (9hours)eg. Students learn to read themanual for ignition systems orhave to label parts– automotive is area ofinterest– staff and students workhard– for many students this istheir last chance“breathing space” fromjuvenile justice– encourage students to givesecondary school anothergo– Department Manager has atechnical schoolbackground and isextremely supportive ofprogram– no shortage of students,however funding problems– students tend to be quieteras treated like adultsPreparation for Life and WorkTAFE Tasters ProgramKangan TAFENola GrantManagerEducation and EmploymentProgramNote: Will cease due to lack offunds April 30 th , 1998Participants are recommendedby schools. Effort is made toreach students before they leaveschool and have problemsTeam consists of programleader and coordinators intraineeships, recreation andhorticulture– relates to school education – Camp- self discoveryactivities to find out whichstudents want to find a joband which ones want to goto TAFE to get a traineeship– work with schools and theirVET in schools programs togive students at risk an ideaof TAFE opportunities– staff don’t give up– Institute and industrieswho take on the traineesare supportive

Program and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of SuccessCertificate of WorkplaceEducation (CWE)Gordon Institute of TAFEGeelongDr Lyn WakefieldDesigner/ Coordinatorof Certificate of WorkplaceEducation035225 0676Very mildly disabled 15-19year oldsKooringal in Geelong hasstudents doing 4 units(Certificate 1)- rewritten (‘easyspeak’) for these studentsTeam consists of SpecialEducation teachers andSupervisors (during workplacements)CWE has become increasinglypopular in VET-In- Schools Eg:1. 1992 Centralian College inAlice Springs and TAFE inNT genereally2. QLD TAFE as DistanceEducation (5 colleges)3. Victorian schools as VET-In-Schools4. Catholic Schools vialicensing agreement on theNET eg St Augustines inGeelong- displaced youthmake surf-boards off site5. Irianjaya (buy the CD etc)– Certificates I, II and III offera generic skills frameworkin the areas of personal andinterpersonal skills;mathematical skills; oralcommunication skills andwritten communicationskills– assessment of outcomes byvideos/ role plays/ ‘doing’rather than written tasks,group work– very portable– very flexible (emphasisesdiverse literacies- oral,grammar, prose etc)92– Certificate of WorkEducation– Job Net– Futures for Young Adults(for young people withintellectual disabilities)Western MetropolitanInstitute of TAFELeon CoxHead of DepartmentWork Education Program9284 7076Futures for Young Adultsprogram caters for young peoplewith intellectual disabilities whoare over 18 years of age andcannot continue at special schoolParticipants apply as a result ofcourse advertising or word ofmouthPotential participants are interviewedwith parent or advocatePotential participants partici-patein a workshop of 6-8 people tosee how they work with othersCore team consists of teacherswith a background in specialeducation. Head of Departmentwas a coordinator of a SpecialSchoolFocus is on work and what elsestudents can do if they can onlyget part time work- the realityis there are insufficient jobs fortheses students– (brochure to come)– activities are hands on due tolow literacy and numeracy– focus on interaction in theworkplace- gaining andmaintaining employment– quality staff that arecommitted and believe intheir students

Community-based Education and Training Programs for Alienated YouthProgram and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of SuccessAUSMUSICRock Industry trainingprogramOld Albert Park PrimarySchoolPete SteedmanCompany Secretary9718 1361Funding source:Initially by DEET and thenDISHNational initiative1 year courseStudentsModules run in schools,TAFEs, teacher traininginstitutions and communitygroupsTutors range from people in theindustry to TAFE personnelProgram crosses schools,TAFEs, teacher training institutionsand community settingsFits into “Youth scene” cultureVersions of program for youngoffenders run in Turana/Mooreland HallTAFE level- Certificate 2 inMusic Industry SkillsRecognition and Prior Learningand Credit Transfer– workbooks, manuals, videos– strong accreditationstructure (ANTA/ OTFE)– Northern MetropolitanTAFE running accreditedcomponent– vocational input as distinctfrom academic– industry involvement interms of tutors andcommittee members– tutors have rock musicexperience– credibility– ownership of successfulstudies93AUSMUSIC -Inhouseprogram at Mooreland HallDrug Rehabilitation Programand TuranaAndrew M c Sweeney018 170 769Mooreland Hall is open accessto participants Advertise inlocal newspaperJuvenile justice youth are a“captive audience”Musicians teach the courseProgram relates to BEAT andother AUSMUSIC programs– Mooreland Hall offers fullAUSMUSIC (BMIS) course.Covers everything fromplaying music tomanagement– Juvenile justice youth areoffered some AUSMUSICmodules eg 14.3 and fiveextra– program is unique– relates directly to theculture of young people– provides other genericskills as well as specificmusic skills– ability and fundingdetermine which modules,beyond the skeleton courseare offeredWestern Bulldogs TrainingCentreWestern Bulldogs OvalDavid ArnoldCoordinator 9689 3100Approximately 300 participantsover 2.5 yearsParticipants areselected non-bureaucraticallyviaword of mouth, personalcontactsTeam consists of exteachersNetworking with MoorelandHall, Centre Link etc– activities individuallynegotiated eg motivationskills, VCE content– uses local culture iefootball setting to makeless intimidating

Program and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of SuccessYouth Employment Services,FitzroyBrotherhood of St LaurenceGrant MutchCoordinatorEmployment Action Centre9419 0888140 young peopleTeam consists of 2 caseworkers 1 housing worker and aprogram coordinatorReferrals from youth housingprojects50% return to school or TAFE90% outcome rate– 1:1 counselling (personal &employment)– pre vocational training– housing service– range of services offeredin-houseable to offer additionalsupport through their owngroup training company andgood relationships with localemployeesJobs Pathway ProgramMaroondah Careers GroupRingwoodAshley ClinchCoordinator9870 2401 DEETYA funded800 young people registeredTeam consists of careercounsellors and employmentcounsellorApproximately 400 youngpeople gained tertiary places– job search skills– apprenticeship/ traineeshipinformation sessions– two prong approachfocussing on JPET andschool retention– work with young peoplebefore they leave school– local employers aresupportive94Back to School ProgramThe Open FamilyRichard TragereOutreach Worker9689 7032/ 0411 187 780750 young people per yearParticipants referred bycommunity workers, youthworkers & social workers fromDept Social ServicesTeam consists of individualoutreach worker who issupported be paid workers andvolunteersService involves liaising withand referring people to a rangeof other programs– provide referred clients withschool requisites– lobby schools on behalf ofstudents to get themenrolled- advocacy role– 24 hour service– Outreach worker alwayson call– long term commitment topeople in the programJob PathwaysFootscray SkillshareWestgate CommunityInitiatives Group IncSusan DraperCoordinator9279 0113DEETYA fundedSchools contact program whenstudents do not have jobs andare not going on to tertiaryeducationDiverse team with range ofdifferent skills eg Socialworker, Adult educatorNumber of different programscontacted for students withparticular issues– program includes resumewriting, job applications,employer led workshops,general job assistance– refer students to TAFE anduniversity program if theyhave particular interests ortalents– networking throughcommunity groupsincluding schools andemployers

State fundedApproximately 500 participantsin Traineeships scheme, 250participants in CBES300 participants in JobsPathway Scheme which isincluded in CBESTeam consists of qualified paidtrainersTraineeships and CBES haveyoung people referred to themfrom homelsessness,unemployment, substanceabuse, health, schooling etcprograms– specific retail skills – high quality trainers whoare industry specific andhave very goodcommunication skills– local employers trustjudgement of programteam when young peopleare referred to them95BEATThe Salvation ArmyCollingwoodCommonwealth Government/The Salvation Army initiativeAlan Brooker9415 8491Approximately 140 youngpeople seen over 12 monthsParticipants join through:walking off the street; bringingtheir friends along; referralsfrom schools, health centres,NGOs, church organisations,word of mouthThe Salvation Army work asleadership in the program andthe team consists of contractedemployees and sessionaltrainersConnected to The SalvationArmy and outside supportservices. Will refer to otherprograms that support targetgroup– one-to-one casework– literacy and numeracyprograms– art programs- photography,3D work (accredited)– IT- computers, multimediaand Internet training,creative writing and artscanning– Guitar making course (AUSMUSIC)– obtaining car licence– offer combination ofone-to-one and smallgroup tuition– each teacher has a smallcaseload– non-threateningenvironment– local autonomy- sitespecific– selected staff who want towork with the programand are experienced– strong resource base– open door policy(however, has structureand discipline)– small groups on siste atthe one time (regional)– strict overseeing policy toreturn young people backto school, training or work– program package isnegotiated with eachyoung person

Program and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of SuccessGood Shepherd Youth andFamily ServicesCity of Brimbank AnthonyLai9364 320010-40 participantsParticipants are selected viareferrals and 1:1 counselling,personal contact, drop-in(program seen as a safe place),school-based/ communitycentre in North SunshinecontactQualified and experienced teamconsisting of communitydevelopment/ counselling/youth workers, also Vietnameseyouth worker– participants bring their owninterests for support/advocacy/ referrals/networks– outings– self esteem classes– women’s issues– men’s isues– 10-12 week program inschools– clear pathways to work(even after they find it)96Jobs, Placement, EmploymentTraining Program (JPET)Melbourne City MissionFootscrayPeter WilsonCoordinator9687 499770 participantsTeam consists of manager and2 ex school teachersGenerally integrated withhomelessness andunemployment programsReferral serviceWork preparation ProgramAssisting young people to getback into school– many other services tolink into and network with– voluntary program thatyoung people attendbecause they want toAboriginal ServicesCES/ DEETYPrestonColleen MarionKoori Case Manager9485 4400Note: Program ceases April30 th , 1998CES directs Koori youth toAboriginal ServicesTeam consists of Case Managerand career consultantsProgram links to Marj TuckerHostel for Homeless Koori girls– set up pre employmentcourse (communication, selfmanagement, cross culturalskills, job application skillsetc)– program works with thecommunity

Goulburn Valley Communitydevelopment andEmployment ProjectSheppartonGlen StewartManager03 5831 4207Nation-wide programParticipants join through wordof mouthTeam consists of Board ofDirectors, Training andEmployment Manager,Supervisor etc (104 staff intotal)Program links to other Kooriorganisations in the area– employment program– apprenticeships– traineeships– auto and building– numeracy and literacy?program– program has foundemployment for a largenumber of people– success rate of 20%– students are matched tothe job apprenticeship ortraineeshipCommunity Development andEducation ProgramMurray Valley AboriginalCooperativeRobinvaleMatthew MalanAccountant03 5026 4329Participants who are eligible forthe Dole can participate inprogramProgram is accessed throughword of mouthTeam consists of Coordinatorand SupervisorThe Cooperative runs a numberof different services that theprogram links in with. Programalso links with ATSIC andHealth and Family ServicesEnrolment of Dole and providetraining in the following areas:– Landscaping– Artifacts (Aboriginal)– Textiles– Upholstery– Building– a lot of local interestamong Koori people97Koori Youth Access ProgramSkillshareWarrnamboolIan CarstairsManager03 5562 3913Some referrals to programcome from schools, howevermainly word of mouthTeam consists of trained paidstaffProgram works with youngoffenders– activities are designed toassist participants to reachtheir goals– traineeships andapprenticeships– participants are not spokendown to– programs tries to empowerparticipants– program focuses onbuilding self confidence– participants are listened torather than have ideasimposed on themCentrepackCentre CareAlburyJeanette Hodgson02 6041 6800 (until May1 st , 1998)Participants are referred byCentrelink’s National Offices– client skills are assessed–– program gives peopledignity– program respects peopleas individuals

Program and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of SuccessRichmond Youth WorkProgramRichmond Youth GroupRichmondMaria LieberthYouth Worker9428 7842Target group consists of youthaged 12 to 25 yearsParticipants join programthrough networks with schoolsand other agencies eg SkillShareProgram is led by a YouthWorker with experience withNESB peopleThis program is part of theRichmond EmploymentGroup- an umbrella group thatmanages:– The Youth Work Program– Jobs Club– Skill Share– Language Centre– Youth worker conductsschool visits and works withteachers to develop on-siteschool programs or runsthem eg Peer education(in the past Pathways toExcellence Program was run)– Program is part of amultidisciplinary program(provides links to otherservices and resources)– intervention programs arerun at schools– program is flexible– program is holistic (a lotof work is based outsidethe education system)– youth workers provide aresource for young peopleto approach in confidence98– program acknowledgesdifferent groups of youngpeople eg cultural, willrespond in different waysto different approachesJobs Pathway ProgramContinuing Education CentreOvens Murray RegionCommonwealth fundingTrish JamiesonManager of the Yes UnitAlbury/ Wodonga02 60 564 399Students are referred either byself, parents, teachers or otheragenciesStaff are employed on the basisof:– demonstrated experienceworking with young peopleeg multiple disadvantagedstudents– empathy– demonstrated understandingof vocational education andtraining– program works very closelywith the JPET Program– joint school/ Community/TAFE partnership– refer all welfare issues toappropriate services– closely works with SchoolCounsellors andCoordinators and alwayswith students involved– program distances itselffrom parenting issues andfocuses on what theproblems areStudents are seen on anindividual basis, not in schoolbut at the centreWorkshops on:– Personal development– The World of WorkPathways are found toalternative education egcommunity providers andTAFEReferrals to other agencies forexpertise are made if all elsefails in the students staying atschool– students are given choicesand control about theoutcomes– program is nonthreateningas it is not inthe school “system”– equity and access and aphilosophy about“learners” being in controlof their own “learning”– exploring and impartingknowledge andinformation about a rangeof options

– tertiary qualification ifnecessary– willingness to explore everyavenue– flexibility– equity– non-judgemental attitudes99Adult Community Education(ACE) programsAdult, Community andFurther EducationBarwon South WesternRegional CouncilCombination of DEETYA,OTFE and ACFE fundingVivienne BurkeRegional Director03 5221 8248Programs are for people 15+who have left the secondaryschool system (some ACEprograms providers work withyounger people in alternativeschool settings)ACE providers are communitybased,not for profit,organisationsStudents are targeted by theACE providers individually orthe provider works inconjunction with anotherorganisation with whom theyoung person is alreadyassociated with in some wayTeam consists of skilledteaching/ training staff andcourse coordinatorsACE providers have local linkswith health, welfare andtraining servicesNeeds analysis, combined witha high level of programknowledge, is used todetermine what programs arebest offered to particular groupsof peopleActivities include:– literacy– work skills– workplace skills– learning to learn– communication skills– personal management/development skills– group interaction/socialisationeg VCE units for 16-22 yearolds who have been out ofschool for various lengths oftime and literacy for youth inworkskills/ labour markettraining programsNote: need to speak toindividual ACE providersabout their programs foryouth at risk

Program and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of SuccessEmployment Access ProgramWestern Juvenile Justice UnitVictorian Department ofHuman ServicesVictorian Government fundedJoe Touk9312 2244Participants are ex offenders inprotective care and are at riskclients recommended byrelevant young offenders andprotective care agencies (30people on books)Clients have an averageeducation level of year 9Coordinator runs programProgram ties in with a numberof other agencies– job search preparation,resumes, personal groomingetc– ??– follow up– commitment to workingwith young people– knowledge of the clientele– generally work 1:1– have good relations withother departments in thesystem100Employment Access ProgramDepartment of HumanServicesBox HillRay PriceEmployment Access ProgramCoordinator9248 7482Participants are referred bySocial/ Youth Workers, JuvenileJustice courts, non-governmentagencies, ?? youth services,Salvation Army etcProgram led by Coordinatorwith youth work qualificationsRefer to clients to otheragencies as necessary– TAFE activities– focus on preparing youngpeople for work or training– 1:1 counselling– worker has knowledge andan understanding of clientgroup so they can haveempathy with the clients– program is voluntary– encourages youth to dothings for themselves andset short and long termgoalsBATFORCE (BarwonAdolescent Taskforce)Regional Network of YouthMichael BarrowConsultant and Policy Maker03 5221 4339Taskforce promotes linksbetween schools, youth workersand other relevant agencies todevelop preventive, rather thanreactive strategies for the region45 agencies funded by DHSparticipate in the RegionalNetwork of YouthPeople view the network asmutually beneficial and itpromotes avenues for referralDeputy principals and youthworkers meet to discussplanning activities eg a forumfor enhanced mutual obligation– monthly meetings of 15-30people, mostly fromGeelong (also includedColac)– policy and planning groupsare set up to work onspecific tasks eg integratingservices, adventure activitiesetc– seek funding for initiatives– focus on positives– reward systems eg tokeneconomy- token obtainedfor good behaviour can beused to purchase wanteditems– consultant rules– a lot of staff interactionand cross fertilisationwithin the network

101Young Refugees PathwaysProjectEnglish Language CentreBrunswickAnne GiddensProject worker9387 8493Young Refugees PathwaysProjectEnglish Language CentreBrunswick (Cont)3 project officers service 3different regions1. Northern: Brunswick,Collingwood, Flemingtonand Broadmeadows EnglishLanguage Centres2. Western: Maribyrnong,Tottenham EnglishLanguage Centres3. South-Eastern: Noble ParkEnglish Language CentreParticipants join program viathe ELC locations, are referred/self referredParticipants also join via ethniccommunities- Ethnic YouthIssues NetworkTarget group of young people15-21 yearsProject worker for Northernregion is an ex-highschoolteacher. Multigovernmentaldepartments andagencies are all involved-Reference group includesDEETYA, DHR, DIMACommunity development focusFor young people over 18-AMESFor young people under 18-ELCNorthern Metropolitan TAFE atPreston has a ‘Young AdultMigrant English LanguageProficiency program for ‘0’levels on the ASLPR 1-5 scale(previously ‘0’ has not beenengaged by accredited courses-Migrant Access Coursesadapted for disrupted schooling17-25 year olds assumed a ‘1+’ASLPR rating)– Various negotiated pathwaysdepending on needs eghealth/ mental health (wartrauma), families/ ageproblems, advocacy inmainstream services– See links column– Cambodian Youth Group– Home Tutor Program– School Holiday Program– SportParticipants join via YouthWorker who liaises withschoolsTeam consists of Youth Workerand Social WorkerSpringvale Community HealthCentre runs program forparents who have children withdrug problemsLinks with Westall andSpringvale Secondary Colleges– home tutoring– social activities such asdiscos– construction of a CambodianCalender– links with mainstreamservices such asCommunity Health Centreand local secondaryschools

Program and LocationCambodian Youth SupportServicesCambodian Associationof VictoriaSpringvaleMr Chea9546 3466Target Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of Success102Disadvantaged YoungPeople’s (DYP) ProgramGrassmere Youth ServicesNarre WarrenKarina Gibson9704 8377Note: Program stops on April30 th , 1998Participants come from schools,juvenile justice (HumanServices), word of mouth, andoff the streetProgram Leader has a Diplomain Youth WorkProgram tries to get peopleback into school or into TAFE,as well as work readiness– 1:1 program intensivesupport, vocational trainingand 3 month post placementsupport– Wilderness Programinvolving 2 weeks away inthe bush dealing with selfesteem issues etc– being able to work withkids 1:1– empathy and confidencebuildingThe IslandNorth FitzroyThe Island is a Schools of theFuture Priority Program of theCollingwood CollegeThe Island is funded by theVictorian Department ofEducation, and makes regularsubmissions to variousindustry based organisations,individual companies andphilanthropic trustsThe Island provides places forup to 48 young people at a timeEnquiries usually come from:– young people with aninterest in developing theirmanual skills– schools- Student WelfareCoordinators, CareersOfficers, Assistant Principalsetc– outside agencies such asHealth and CommunityServices, private andgovernment youth agencies– parents and guardiansStudents seek to achieve thefollowing outcomes:– TAFE programs– Apprenticeships andTraineeships– Work with further training– Return to mainstreamschoolingWorkshops are provided in:– Building and Construction– Carpentry and Woodwork– Automotive– Cooking and Catering– Literacy and Numeracy– Manufacturing andEngineering– Physical Education andSport– Art and Design Studio– Computer Graphics and IT– Adolescent Health andNutrition– program acknowledges thatsome people achievesuccess in their schoolingmainly through practicaland manual approaches tolearning– programs are developedaround the individual hopesand aspirations of youngpeople who participate– participants are supportedto gain the skills,knowledge, attitudes, valuesand behav-iours which areintegral to living andworking

Vihra Neykoff MigiosCoordinator9489 0611Participants are enrolled as fulltime students of theCollingwood College and areeligible for Austudy, Abstudy,secondary maintenanceallowances and transportconcessionTeam consists of teachers andspecialist industry instructors– Occupational Health andSafety– Music– Camps (2 per annum)– Outdoor EducationLiteracy and Numeracy isintegrated into all programs andis also provided for in smallgroup sessions– central to this is thedevelop-ment of socialskills and the confidence toparticipate in educationand training103

APPENDIX IIICURRICULUM OUTLINE FOR ENDEAVOUR HILLS VOCATIONAL PATHWAYS PROGRAMProgram and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of Success104