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

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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
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 and 16: Data was entered in categories unde
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: ConclusionPathways are notoriously
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
Page 73 and 74: Program and LocationTarget Group, P
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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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