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

Operational recommendations4.1 That vocationally-oriented SL programs and personal growth-oriented SL programsidentify what expectations they have of each other, and make linkages such that localresources are effectively utilised, and duplication avoided;4.2 That mechanisms for identification of entry and re-entry of young adult learners to SLprograms be standardised, and their individual learning pathways be recorded at locallevel;4.3 That all SL programs be required to show how they articulate into a variety of locallearner destinations: TAFE accreditated courses, labour market expectations, VCE andtertiary entry, specific literacy and numeracy, and information technology skill formation(short courses);4.4 That individual ‘case management’ strategies be explored as a way to tightly focus SLprograms in at least some situations.In the Project Brief, plans to support young adults returning to study are expected to includeseveral features. We conclude by listing these features, and mapping our Recommendationsacross them:• innovative re-entry programs, including individual learning plans, the development anddelivery of specific curriculum models and assessment materials; (Rec.1.2, 1.4, 2.1, 2.3,4.2)• increased access to student counselling, career guidance and other more intensive formsof support; (Rec. 2.4, 3.3, 4.4)• development and maintenance of appropriate school, community and industry/enterprisenetworks to provide support for aspects of their studies; (Rec. 3.2, 3.4, 4.1, 4.3)• enterprising work opportunities; (Rec. 1.1, 4.3)• innovative curriculum delivery and staffing arrangements; (Rec. 1.3, 2.2, 3.1, 3.3), and• promotion of those schools and other providers who design innovative and successfulprograms. (passim)63