Learning Alternatives: Last Chance or Real Choice ‘Thinking about Tomorrow’ conference DUSSELDORP SKILLS FORUM September 2003

Very early leaving estimates n ABS: 16,000 Year 9 or below leavers in 2000 Ô 51% in ‘at risk’ activity 6 months later n ABS: 39,000 Year 10 leavers in 2000 Ô 45% in ‘at risk’ activity 6 months later n ACER: 15,500 aged years absent in 1998 Ô Increase from 9,000 in 1988 n NYARS: 20,000 very early leavers in mid 1990s Ô Further 50,000 students requiring special assistance

Types of initiatives n Partial withdrawal - community based n Partial withdrawal - school based n Separate community school n Specialist outreach into school n Whole school approaches n Event-based activity

Innovative teachers n Attributes -creative, passion, altruism n Skills - people, techniques, standards n Knowledge - youth, subject matter n Values - sharing, accountability n Strategies - research, network, seek support

Program design for at risk youth n Connect to student culture or context n Operate within a climate of adult learning n Flexibility to accommodate individual needs n Enthusiastic staff that relate to students n Connect to broader community agencies

Focus of initiatives n Stronger curriculum skills - learning strategy n Improved well-being - retention strategy n Behaviour modification - management strategy n Community involvement - attendance strategy Development of life skills - exit strategy n Employment preparation - exit strategy

Production Schools n 100 schools, 12,000 participants per year n Renew appetite for learning n Binding working community shaped by youth n Workshop based n Continuous flow through school

Production Schools n Diverse workforce n Do not deliver formal qualifications n Most students with year 10 but without Year 12 n Wide age range of students: 14 to 22 years n Positive outcomes for per cent of students n Embedded as part of Danish education

New Zealand alternative policy n Students aged 13 to 15 years n 400 in 1998; 1000 in1999; 1,820 in 2002 n Compulsory school attendance to 16 years n Formal funding contracts between schools - government - and community n Formal process of assessment, evaluation & tracking

Key questions to consider n What is the real extent of student disengagement in your school? n Do you offer alternatives? n How do they fit into the current system? n Is the ‘real choice’ or ‘last chance’ paradigm appropriate? n What is needed to support alternative settings, and the people working in them?

Next steps n Review of legislation n Case study of Real Learning - Real Futures n National data base of good practice n Development of a community of practice n Learning Choices Expo: June 2004, Olympic Park, Sydney