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

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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
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 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: them from progressing or even parti
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
Page 87 and 88:
Program and LocationTarget Group, P
Page 89 and 90:
Page 91 and 92:
Program and Location- Certificate i
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Program and LocationCambodian Youth
Page 105:
APPENDIX IIICURRICULUM OUTLINE FOR
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