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

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