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

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ForewordThe Commonwealth Government is seeking to encourage young people to remain ineducation or training until they have sufficient skills or qualifications to obtain longterm employment. Payments to young people aged 15 to 24 have been consolidatedas the Youth Allowance. Commonwealth policy requires, with some exemptions, under-18year olds who left school without completing Year 12, to engage in full-time education ortraining, or undertake a combination of activities such as part-time study and voluntary work.These arrangements were introduced on 1 January 1999. Since July 1998, young people whoare 18 – 24 have had mutual obligation requirements, some of which relate to education andtraining.To prepare information and advice about young people expected to remain in school or returnto education and training as the result of the introduction of the Youth Allowance, the Departmentof Education undertook a series of research and development projects entitled the SuccessfulLearning Projects. These projects were funded by the Australian National Training Authority.Reports from three of these projects were published in 1998. They have been keenly soughtafter, and are being republished to allow for wider distribution. A fourth report on mentoringis being published for the first time. The issues raised in the reports and their findings areimportant in developing policy and programs for young people affected by the Youth Allowance.Providing Education and Training for at Risk and Unemployed Young People is one of thereports from the Successful Learning Projects. It documents the variety of programs andresources already available - in schools, TAFE, and in the community - and analyses thecharacteristics of programs that work.I commend the professionalism and expertise of the researchers: Kevin Ward, Pam St Leger,David Beckett and Graeme Harper from the Department of Vocational Education and Trainingat the University of Melbourne, in the way they undertook this project. While their conclusionsare offered as advice, and are not necessarily the views of the Department, nevertheless thereport provides us with significant insights into the views and experiences of the young peoplewho require a range of opportunities for access and success. Responding to their needs is achallenge for us all.Howard KellyGeneral ManagerSchool Support Services DivisionDepartment of EducationJuly 19993
AcknowledgmentsThe authors wish to express their appreciation to the following people for their significantcontribution to the conduct of this project and to the preparation of this report:Amanda HilditchChris Thomson and Kate BaulchProject OfficerResearch Assistants.The authors also wish to thank the following people for giving generously of their time andinformation during the Stage 2 round of interviews:Andrew McSweeneyAllan BrookerDavid & Julie HayesWayne Craig & Anna RossTrevor CrellinTony DermodyKaren PykeNoel LoganDavid GallagherLynton OatenMelissa WalkerTrish JamiesonStephen HodderChristine FerrySally JamesPat MurrayTony RyanDavid BeckwithAnne GiddensAusmusicBEAT CollingwoodBlackwood Centre for Adolescent DevelopmentBox Hill Senior Secondary CollegeDoveton Secondary CollegeEumemmerring Secondary CollegeFootscray City Secondary CollegeFlinders Peak Secondary CollegeGeelong Regional Vocational Education CouncilHawthorn Secondary CollegeJobs Pathway Program at SheppartonJobs Pathway Program at WodongaKangan Batman Institute of TAFEKensington Community High SchoolMelbourne CitymissionPenola Catholic CollegeSale CollegeWangaratta Juvenile Justice ProgramYoung Refugees ProjectThankyou also to the young participants of the programs who shared their experiences withthe project team during the Stage 2 interviews.4
Page 2 and 3: Providing Education and Trainingfor
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 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
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5Characteristics of Programs That W
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The review processes that already e
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attitude to learning and enhanced s
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6Conclusion and RecommendationsMr G
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2.4 That program activities include
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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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