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

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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
ReferencesACFE Board (1998) Young and ACE: Young Unemployed People in Adult and CommunityEducation. (Report) Gippsland and Northern Metropolitan Regional Councils of ACFE,for the Adult, Community and Further Education Board: MelbourneAlder, C. and Baines, M. (1996) ‘…and when she was bad?’: Working with young women injuvenile justice and related areas. National Clearinghouse for Youth Studies: HobartAnderson, T., Clemans, A., and Seddon, T. (1997) Teaching, Learning and DisadvantagedGroups in Vocational Education. (Paper) NCVER Annual Conference: University ofMelbourne, ParkvilleBarr, R. and Parrett, W. (1995) Hope at Last for At-Risk Youth. Allyn and Bacon: MassachusettsBatten, M. (1989) Year 12: Student’s Expectations and Experiences. (Research MonographNo. 33) ACER: CamberwellBatten, M. and Russell, J. (1995) Students At Risk: A Review of Australian Literature 1980-1994. (Research Monograph No. 46) ACER: Camberwell‘Blackburn Report’ (1985) Ministerial Review of Post-Compulsory Schooling: Report (J.Blackburn, Chair) Ministry of Education: MelbourneBrooks, M. et al (1997) Under-age School Leaving: A report examining approaches to assistingyoung people at risk of leaving school before the legal school leaving age. (Report) NationalYouth Affairs Research Scheme. National Clearinghouse for Youth Studies: HobartCarrington, K. (1993) Cultural Studies, Youth Culture and Deliquency. In White, R. (ed.)Youth Subcultures: Theory, History and the Australian Experience. National Clearinghousefor Youth Studies: Hobart pp27-34Carson, E. and Doube, L. (1994) Employment Development: Do Young People Benefit? (Report)National Youth Affairs Research Scheme. National Clearinghouse for Youth Studies: HobartChamberlain, C. and Mackenzie, D. (1997) Youth Homelessness: Towards Early Interventionand Prevention. (Report) Commonwealth-State Youth Coordination Committee, Victoria.DEETYA: CanberraCole, P. (1984) Youth Participation Projects: Possibilities and Limitations. In Cole, P. (ed.)Curriculum Issues. Schools and Curriculum Unit, Victorian Institute of Secondary Education:MelbourneCumming, J. and Carbines, B. (1997) Reforming Schools Through Workplace Learning.National Schools Network: RydeCurriculum Corporation (1995) Approaches to Enterprise Education. Curriculum Corporation:CarltonDwyer, P. (1997) Rethinking Transitions: Options and Outcomes of the Post-1970 Generation.(Conference Paper) National Issues Forum: Young People and Work: Is Vocational Educationand Training the Answer? UTS Research Centre for Vocational Education and Training:Ryde Dec 1-264
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Providing Education and Trainingfor
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ForewordThe Commonwealth Government
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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
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: 2.4 That program activities include
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 91 and 92: Program and Location- Certificate i
Page 103 and 104: Program and LocationCambodian Youth
Page 105: APPENDIX IIICURRICULUM OUTLINE FOR
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