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

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ContentsForeword 3Acknowledgments 4Executive summary 71. Introduction 11Background 11Project Brief 11Structure of Report 12Methodology 132. Literature review 16Benchmark 1995 16Analysing Analogies 17Synthesising Complexities 21Re-Thinking Learning 23Re-Thinking Institutions 25Conclusion 283. Mapping the field 30School-based Education and Training Programs 30Community-based Education and Training Programs 32TAFE-based Education and Training Programs 344. Program models 36School-based – on and offsite 36Box Hill Senior Secondary College: Extended VCE Program 36Doveton Secondary College 37Penola Catholic College 40Practical Education and Knowledge (PEAK): An innovative curriculum atFlinders Peak Secondary College 41Endeavour Hills Vocational Pathways Program: A Pilot Program atEumemmerring Secondary College (Endeavour Hills Campus) 425
Curriculum Diversity at Footscray City Secondary College 43One School – Many Pathways: Hawthorn Secondary College 44Blackwood Centre for Adolescent Development 45TAFE/Community-linked programs 46The Young Adults Industry Training Scheme (YAITS Program) KanganBatman Institute of TAFE 46Young Refugees Pathways Project 47Community-based 48Bridging Education And Training (BEAT) 48Jobs Pathway Programme – Goulburn Valley Region 49Jobs Pathway Programme – Ovens Murray Region 51Melbourne Citymission Education Support Program 525. Characteristics of programs that work 54Program categories 586. Conclusion and recommendations 60References 64Appendix 1 67Guiding questions for stage 2 interviews with participants 68Guiding questions for stage 2 interviews with stakeholders 70Appendix 2 71Information collected during stage 1 interviews 71School-based Education and Training Programs for Alienated Youth 72TAFE-based Education and Training Programs for Alienated Youth 89Community-based Education and Training Programs for Alienated Youth 936
Page 2 and 3: Providing Education and Trainingfor
Page 4 and 5: ForewordThe Commonwealth Government
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
Page 55 and 56: 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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