Research and Reports
Fri, Jul 16, 2004; by Bill Coppinger.What is Post-Compulsory Education and Training?
Post compulsory education and training concerns education and training for all those of 15 years of age and older. However, young people aged between 15 and 24 have been the main focus of work in the post-compulsory area, for a number of reasons.
Research indicates that if these young people do not make a satisfactory transition from education and training towards sustainable employment by their mid-twenties, they continue to be disadvantaged on many measures, both financial and social . Members of this cohort are also likely to be in most need of effective systemic support. They start with limited experience beyond the school, yet face a complex mix of providers and potential pathways, and must make important decisions at a time of their lives which is often one of rapid personal growth and change.
Finally, the 15-24 year old cohort is the most numerous group in post compulsory education and training, and the subject of targets for improved outcomes articulated by the Government in its Goals and Targets for Education and Training
[Source: Dept. Education and Training]
In this section you will find many of the research and project reports that are relevant to the work of the Central Ranges LLEN.
Kirby Report
In August 2000, the final report of the Ministerial Review of Post Compulsory Education and Training Pathways was released.
The Review was chaired by Peter Kirby and is often called the "Kirby Report". You can access the report from these links:
Ministerial Statements relating to Post-Compulsory Education and Training Policy
Ministerial Statement - Knowledge and Skills for the Innovation Economy
Ministerial Statement - Improved Educational Outcomes: A better reporting and accountability system for schools [1.76Mb]
Research in the Department of Education and Training (DE&T), Department of Victorian Communities and related Authorities [Now DEECD]
At Risk Students: Who, Why, When?
Dr Deb Hull’s research report highlights appropriate tools or strategies to enable government secondary schools to meet the MIPs accountability requirement of identifying students at risk of disengaging from education and training.Note: The CRLLEN requested to participate in trials but we understand a larger roll-out is a possibility in 2006/2007
MIPS Mapping Tools
- The tool can be used to map and evaluate individual interventions designed to retain and engage students, and increase the numbers of young people who complete a year 12 or equivalent pathway.
Schools participating in the trial can access information guides and templates from links to the EduLibrary secure eduweb site listed below.
You will require an Edumail logon to access any of these documents. If you require assistance, contact post.compulsory@edumail.vic.gov.au
[Source: SofWeb]
Changing the Way Government Works - Dept. Victorian Communities and IPAA [ Nov 2004] [476KB]
- The CRLLEN and its Community Based VCAL is is featured in this document [Page 17]
Federal Government and External Reports of relevance
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The Intergenerational Report 2002-2003
Other useful Research
How Young People are Fairing Report 2010 [The Foundation for Young Australians] is a National Report on the Learning and Work Situation of Young Australians.
Some key findings in the report to consider:
The unemployment rate for teenage males rose to 18.8% compared to the current adult unemployment rate of just 5%
The number of teenagers starting apprenticeships and traineeships dropped by more than 15,000 with two thirds of losses occurring in male dominated trade occupations
The proportion of teenagers "disengaged" from work or education is 16.4% which means that 246,000 teens - one in six - are currently not studying or working.
Part 1 National Survey of Young Australia
Part 2 National Survey of Young Australia
Victorian Indigenous Children & Young People's Report
Balert Boorron - Victorian Children Plan 2010-2020
Brighter Futures - Improving service delivery for young people
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- School Contribution to Rural Communities: Leadership Issues
Successful rural community development efforts focus on harnessing the resources already present to find community solutions to community concerns. For theseefforts to be successful, high levels of cooperation, communication and trust need to be built within the community.
This paper is based on a pilot study which investigated the role of the local school(s) in the process.
The study found that not only do schools educate youth, but they perform a myriad of other functions within their communities, from providing physical resources such as facilities and equipment, to involving community members in the academic, sporting and cultural activities of the school, to encouraging youth and community members to work together to develop a greater understanding of their community and its potential.
As school and community work and learn together, relationships are built and strengthened, and networks, extending into and beyond the community, are established.
The study also investigated those factors which influence the nature and extent of a school’s contribution to its community, and found that leadership, both within the school and in the wider community, is central to the school-community partnership. A leadership philosophy which supports community participation and shared decision making ensures that relevant solutions are found to meet local community needs. This philosophy is based on the importance of relationship building and establishing networks. Community leadership processes which harness and develop existing schoolcommunity relationships and networks are therefore laying a solid foundation for rural community sustainability.
The discussion paper concludes:
A strong partnership between local schools and their communities is an important tool in generating social capital. However, effective school-community partnerships do not happen by chance; they are carefully planned and involve high levels of commitment and energy from both groups of participants. This study has provided some indicators of the effectiveness of school-community partnerships: strong commitment to the partnership from school and community leaders; a high level of cohesiveness within the schools and within the community; a shared school and community belief that the partnership is viewed as long-term and integral to community development; wide-ranging and ongoing involvement by community members in all aspects of the school’s organisation and management; wide-ranging and ongoing involvement of school students and staff in a range of community activities; strong sense of ownership of the school by the community, and high visibility of the school within the community.
The role of school and community leadership in determining the effectiveness of the partnership is central. Effective community and educational leaders are those who recognise the value of developing and strengthening the school-community partnership, and who are equipped with the tools to enhance this partnership. The study has provided some indicators of effective school and community leadership which enhances the school-community partnership. Such leadership actively engages in relationship building; facilitates two-way communication strongly supports and encourages the involvement of a wide range of community members through active participation in ongoing activities as well as planning and decisionmaking, and supports both a philosophy and practice of shared leadership.
New Directions - Pathways to Work - 2000
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Unequal in Life -1999 [the distribution of social disadvantage in Victoria and New South Wales]
Online Discussion Forums
Follow this link to gain access to the Online Discussion Forums- Topic: 'The Research Well' - a "well" of information and links to research, reports and other useful, intersting, intriguing or perhaps humorous information.
