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

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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
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 and 14: The major outcome sought from this
Page 15: Data was entered in categories unde
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
Page 67 and 68:
Withers, G. and Batten, M. (1995) P
Page 69 and 70:
Successful learning projectsDraft o
Page 71 and 72:
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
Page 105:
APPENDIX IIICURRICULUM OUTLINE FOR
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