education for vulnerable children and young people acwa 2002 conference
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Education for Vulnerable Children and Young People ACWA 2002 Conference “What works? Evidence based practice in child and family services” Monday 2 September 2002 Robin Sullivan Commissioner for Children and Young People Swiss Grand Hotel, Bondi Beach Sydney. Vulnerable Young People. - PowerPoint PPT PresentationTRANSCRIPT
Education for Vulnerable Children and Young People
ACWA 2002 Conference“What works? Evidence based practice in child and family
services”
Monday 2 September 2002
Robin SullivanCommissioner for Children and Young People
Swiss Grand Hotel, Bondi Beach Sydney
Vulnerable Young People
Source: National Education and Employment Forum, 2002
Indigenous and non-Indigenous year 8-12 full-time students, July 2001
Source: EQ Corporate Data Warehouse 2001 & Commonwealth Department of Education, Science and Training Centre Information System 2001
48.3
76.475.1
90.7
0
20
40
60
80
100
State 73.6% Non-state 90.4%
School category
Pe
r c
en
t
Indigenous Non-indigenous
Queensland retention rates
Create’s Educational Report Card 2002
• 19,783 on child protection orders
• 18,241 in out-of-home care placements
Young People in Care
Source: Create Foundation. (2002).
Australia in 2001
• 26,060 homeless young people
• This represents 1.4% of the total youth population
• Increase of 8.4% between 1994 and 2001 of homeless 12 to 18 year olds
Homelessness
Source: Chamberlain & MacKenzie (2002).
Number of homeless young people by education or employment
• School student ……...…………….. 8,485
• TAFE student ……………………… 2,148
• Unemployed ……………………… 15,038
• Full-time work ………………………... 389
Education or employment
Source: Chamberlain & MacKenzie (2002).
• Universal, as well as targetted programs should provide education entitlements for children and young people
• These programs should be coordinated, where applicable, with those providing housing, health and other support options.
Implications: policy & practice
Source:National Youth Affairs Research Scheme 2002
Present tension
Between adulthood and exclusion
Source:National Youth Affairs Research Scheme 2002
2015 tension
Between adulthood and exclusion
• Having a steady job …………..……1– involvement in work as a career…….…………….7– doing well in studies………………...…………...…8– earning a lot of money…………….……………...10
• Family relationships……..……………..2
• Developing friendships….. ……..……..3– marriage or living with a partner………..……...…9– having children………………..…………..…..…..12
Personal priorities
Source: Dwyer, Harwood & Tyler (1999).
• Involvement in leisure time activities…4
• Owning your own home……….………5
• Travelling to different places……….…6
• Being physically attractive…….……..11
• Working to correct social problems....13
• Involvement in community activities...14
• Staying in my local area……………...15
Personal priorities cont.
Source: Dwyer, Harwood & Tyler (1999).
$74,000 = Lifetime cost of each early school leaver (ESL)
1/2 cost = monetary & 1/2 = social Cost of one year’s ESL = $2.6 billion Reducing ESL = sound investment:
– individuals– government– country
Yield 12.5 % rate of return
Dusseldorp Skills Forum
Source: Spierings (2000).
Total discounted direct monetary costs of early school-leaving: Australia, 1999
Males Females Persons
$m $m $m
Individuals 286 230 516
Government 444 345 789
Total direct monetary costs 730 575 1305
Source: Dusseldorp Skills Forum
Employment and Education Status
Source: Bridging the Gap between the “Haves’ and the “Have Nots” - Report of the National Education and Employment Forum (NEEF)
Industry distribution of employmentin Australia: 1989-1999
Agriculture % Industry % Services %
1989 5.3 26.4 68.3
1999 5.0
0.3%21.6
4.8%73.4
5.1%
Industry distribution in Aust
Source:OECD (2001).
4 Domains
Source:Pitman, J.A. & Herschell, P. (2002). p 65.
Worthwhile learning
Experiential Learning
Personal growth and development Personal Career Management Management of Personal Finances
Generic Skills
The 49 Common Curriculum Elements(of the QCS Test)
Foundation Literacy Making Judgments and Decisions Creating and Producing
Syllabus-based Learning
Board subjects (as currentlydesignated)
Board-registered subjects (as currentlydesignated)
Other syllabus packages accredited byQSA
Non-syllabus-based Learning
Worthwhile Learning in the SeniorStage State of Educationencompassing eligible learning notlocated within any of the other threequadrants.
WORTHWHILELEARNING
Flexible non-time based education and training should be option.
Knowledge and skills acquired through voluntary or service based activities, as well as paid employment accepted for education and training accreditation and certification
Implications: policy & practice
• Protection resistance to health compromising or future-jeopardising behaviour
• Enhancement promotes thriving, greater positive outcomes, buffers youth against adversity and builds on young people’s innate abilities
• Resiliency promotes ability to beat the odds, to ‘bounce back’ or “recover
Asset Taxonomy
Source: Search Institute (1997).
Unruly Strong willedStubborn DeterminedUnmanageable CreativeAnger Sense of justiceDepressed UnmotivatedNot trying DiscouragedHyperactive Full of lifeSelfish Good ability to look after
themselvesDisturbed
AS
Distressed
Reframing BehavioursPositively
Source:Family Services Australia. (2001, October).
Programs should incorporate asset identification and building with a focus on the development of personal and social capital
Implications: policy & practice
EET Consultants
EET Consultants
PO Box 12671Brisbane George Street Q 4003
Level 14, T&G Building141 Queen StreetBrisbane
(07) 3247 5525 or
1800 688 275 (outside metropolitan area)
1800 113 611 (employment screening hotline)
www.childcomm.qld.gov.au
Our contact details