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

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1APPENDIXGuiding Questions for Stage 2Interviews with participantsGuiding Questions for Stage 2Interviews with stakeholders67
Successful learning projectsDraft of questions for interviews with participantsGetting involved1. We are interested in knowing about the background of people who elect to be involved inthe program.What you have done over the past couple of years? For example, have you been involvedin other learning programs or work?2. We are interested in knowing what attracts people to this program.How did you first learn of the program’s existence?Why did you join this program?What did you have to do to join? Was it a hassle to enrol?The program3 What is it about this program that makes it interesting and challenging for you?(for example – only pursue the ‘hot’ issues – not all of them)ª the way it is organised (how it is set up, rooms, visits, equipment?)ª the attitude of the teachers/leaders (the way they relate to you?)ª the way that the teacher/leader teaches/facilitatesª the content (activities, things you do/learn/things that you get to use/ª the completion requirements (the commitment that you have to make)ª other aspects4 How do you think that you learn best?(for example)• listening to teacher/leader talk• reading, writing, discussing with each other• doing things eg. using computers, making things, drawing• visits to other organisations/workplaces5. Is it important that the program leads on to something else?(eg. another program, training, employment, credit for further studies such as VCE)What do you expect to get from this program?Designing programs6. If we wanted to suggest a program which would be attractive to you, what are the thingsthat we should consider, include and avoid (turnoffs)?(participants may only want to focus on one of the following, however I believe we shouldtry to get a picture of their attitude towards all three options)• in a school based program (what kinds of things would you like to do)• combining school, TAFE and other organisations (what kinds of things would youlike to do)• totally away from school and TAFE (what kinds of things would you like to do)7. What do you plan to do when this program is completed?8 The points listed on the next sheet have been drawn from the literature. Feedback from68
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Providing Education and Trainingfor
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ForewordThe Commonwealth Government
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ContentsForeword 3Acknowledgments 4
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Executive SummarySuccessful learnin
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program leaders (at least) to meet
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The major outcome sought from this
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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 and 64: 2.4 That program activities include
Page 65 and 66: ReferencesACFE Board (1998) Young a
Page 67: Withers, G. and Batten, M. (1995) P
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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