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

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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
Page 2 and 3: Providing Education and Trainingfor
Page 4 and 5: ForewordThe Commonwealth Government
Page 6 and 7: ContentsForeword 3Acknowledgments 4
Page 8 and 9: Executive SummarySuccessful learnin
Page 10: program leaders (at least) to meet
Page 13: The major outcome sought from this
Page 17 and 18: 2Literature ReviewBenchmark 1995Sub
Page 19 and 20: It is likely that a significant gro
Page 21 and 22: Indeed, these ‘messages’ have b
Page 23 and 24: In this we look at labour market sk
Page 25 and 26: Individuals appear to perform bette
Page 27 and 28: The research literature on ‘alien
Page 29 and 30: ConclusionPathways are notoriously
Page 31 and 32: 3Mapping the FieldThe Stage 1 inter
Page 33 and 34: Wilderness Enhancement Program, ATL
Page 35 and 36: them from progressing or even parti
Page 37 and 38: 4Program ModelsAnumber of the 19 pr
Page 39 and 40: 3. All students are case managed.4.
Page 41 and 42: (i) accommodating student diversity
Page 43 and 44: Teachers involved in the course hav
Page 45 and 46: There are VET subjects, of which th
Page 47 and 48: This approach helps the transition
Page 49 and 50: Young people are referred to the pr
Page 51 and 52: to become contributing members of t
Page 53 and 54: Rules are negotiated with the young
Page 55 and 56: 5Characteristics of Programs That W
Page 57 and 58: The review processes that already e
Page 59 and 60: attitude to learning and enhanced s
Page 61 and 62: 6Conclusion and RecommendationsMr G
Page 63 and 64: 2.4 That program activities include
Page 65 and 66:
ReferencesACFE Board (1998) Young a
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Withers, G. and Batten, M. (1995) P
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Successful learning projectsDraft o
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Successful learning projects 1998Dr
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Program and LocationTarget Group, P
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Program and Location- Certificate i
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Program and LocationCambodian Youth
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APPENDIX IIICURRICULUM OUTLINE FOR
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