eSeArcHThe current research project involvesthe college working in collaborationwith Deakin University and rMItUniversity to provide evidence aroundthe development <strong>of</strong> transition programsthat best meet the needs <strong>of</strong> young parents;develop a digital and print repository<strong>of</strong> individual cases <strong>of</strong> students thathighlight a range <strong>of</strong> transition issues foruse in pr<strong>of</strong>essional development for bothbeginning and experienced teachers;provide recommendations for thepr<strong>of</strong>essional development <strong>of</strong> teachers; andsupport workers on how to best meet thetransitional, educational, parenting andpersonal development needs <strong>of</strong> this cohort.the methodology includes semistructuredinterviews with past andpresent parenting students to exploretheir experiences <strong>of</strong> transition back toschool. In December 2009, the researchteam from Deakin had completed 16interviews. the interviewees provideddiverse feedback concerning thechallenges they face, their hopes andaspirations, and their plans for the future.Some have clear goals for further study,e.g. nursing; others access the programfor the support and social contact it <strong>of</strong>fers.the interviews revealed a number <strong>of</strong>issues for young parents. Challengesinclude child care, illness, subsequentpregnancies, transport, family crises,homelessness or its threat, anddiscouragement from others. Youngparents have to balance the needs <strong>of</strong> theirchildren with the demands <strong>of</strong> schoolingas well as satisfying their own needs toretain social contact with their peers.For the support workers in YPaP,measures <strong>of</strong> success for YPaP caninclude both ‘hard’ and ‘s<strong>of</strong>t’ outcomes.a focus on personal growth can leadto re-engagement with education asparticipants gain a sense <strong>of</strong> the futureand see a place for themselves in it.there is an identified need for scaffolding<strong>of</strong> learning units – a flexible approachenables students to complete the VCeover three years. however, the researchteam also reported anecdotal evidencereflecting a general misunderstanding<strong>of</strong> VCe, VCaL and Vet pathways. thenotion exists that completion <strong>of</strong> VCe issocially more acceptable, where ineffect alternate pathways might lead tobetter outcomes.Partnerships with the community extendthe range <strong>of</strong> services provided by YPaP.external agencies such as GlastonburyFamily Services, City <strong>of</strong> Greater Geelong,Bethany and Salvation army deliver arange <strong>of</strong> programs and extra curricularactivities. other partnerships withGeelong Business and Pr<strong>of</strong>essionalWomen, telstra and Vic roads havesupported the provision <strong>of</strong> scholarships,mentoring and material aid.YPaP is an outstanding model <strong>of</strong> atargeted intervention program makinga significant difference to educationoutcomes for young people. the researchhas broader application to issues arounddisadvantage, disengagement and themultifaceted needs <strong>of</strong> community. theproject’s research report will be publiclyavailable in mid-<strong>2010</strong>.read more about the Young Parentsaccess Program at coriobaysc.vic.edu.au SReferencesAngwin, J., Harrison, L., Shacklock, G. &Kamp, A. 2004, ‘Taking your Baby to School’:the Young Parents Access Project ResearchReport 1. Deakin University & SGRLLEN,Geelong.Armstrong, L. 2003, ‘Corio Bay Senior College– Young Parents’ Access Project’, Health<strong>Education</strong> Australia Journal, v.3, n.3, pp.12-15Shacklock, J, Harrison, L & Angwin, J. 2007,‘Teaching, learning and the “dilemma<strong>of</strong> difference” for parenting students in schoolsettings’ in A Wierenga (ed.), Are We ThereYet? National Youth Affairs ConferenceProceedings: Peer reviewed papers,Youth Affairs Council <strong>of</strong> Victoria (YACVic),Melbourne. http://www.yacvic.org.au/policy/items/2009/01/259389-upload-00001.pdfShacklock, G., Harrison, L., Angwin, J. &Kamp, A. 2006, Teaching and Learning andthe Young Parents Access Project at Corio BaySenior College Report 2, Deakin University &SGRLLEN, Geelong.Phone:5241 9581forbookingsCarrington Financial ServicesNovated Lease ServiceWe can now...n Search for a New or UsedMotor Vehicle for youn Organise your Financen Complete all yourpaperworkn Provide an InitialNo Cost IllustrationContact John Doyle or Prachi Marfatia on (03) 9820 868824 <strong>Shine</strong> Feb <strong>2010</strong>
ResearchRising above the parent trapphoto by Drew wardCompleting Vce is a challenge for every student – let alonethose who have a young child <strong>of</strong> their own … or three.surprise. It felt really good – I’m not aperson who likes the limelight. My dadtook me to the awards night and he wasreally proud <strong>of</strong> me. I know my parentshave been disappointed in me in thepast but I feel as though I’m making upfor it now.How has YPAP helped yourchildren?One <strong>of</strong> the best things is that the childcare centre is close by so I can visit mykids during the day. I was still feeding mydaughter when I started this year. Gypsistarted at child care full-time in Term 4and Rydah started going to child care fulltimeat the start <strong>of</strong> second semester.Kim Butcher is 27 years old. Sheleft school halfway through Year 12,nine years ago. Kim re-engaged withschooling by joining the Young ParentsAccess Program (YPAP) at Corio BaySenior College in 2009 where she willcomplete her VCE over three years. Shehas three children: Lynkon, 6, Rydah,3, and Gypsi, 16 months. Last year, Kimstudied Psychology, Health and HumanDevelopment, English and Media.What drew you to the Young ParentsAccess Program at Corio Bay?I belonged to a young mothers group aspart <strong>of</strong> the CREATE (Geelong) program.Lorraine from YPAP came to speak to thegroup and it sounded like a good idea,because I am interested in becoming amidwife, and knew I needed to continuemy education. I left school halfwaythrough Year 12 because I didn’t see it asbeing important. I slept in a lot and didn’ttake it seriously. I was shy and didn’t askthe questions I should have. I had alwaysstruggled and couldn’t comprehendwhat school was all about.What have you learnt as a result?The most important thing I have learnedfrom YPAP is to believe in myself. Iknow now that if I put the effort in I willsucceed. I have also learned ICT skills.Because I had been out <strong>of</strong> school for nineyears, my ICT skills were out-<strong>of</strong>-date.Tell us about your recentachievementsAt the awards night this week I waspresented with two awards – the InsightEnglish Award and the Norman BendersCitizen’s Award. I knew I was going toget one award but the other one was aWhat were the challenges?The biggest challenge was organisingthree children so I could get to school ontime every morning! Having to balancelife, kids and homework isn’t easy, andnot having a supportive partner at homedoesn’t help … but the workers at YPAPhave given me such great support: they’vebeen wonderful.“I know my parentshave been disappointedin me in the past butI feel as though I’mmaking up for it now.”What opportunities have openedup for you?Next year I will study General MathsUnits 1 and 2, Health and HumanDevelopment Units 3 and 4 and EnglishUnits 3 and 4. I will also do VET in childcare services which will involve workexperience at a day care centre. Before,school was for social contact with myfriends: now I know learning is thepathway to my future. I want to go touniversity to study nursing. S<strong>Shine</strong> Feb <strong>2010</strong> 25