A website based on a project by QUT researcher Kathy Mills, offering online information and teacher resources about multimodal literacy learning that draws on both Aboriginal and Torres Strait Islander and Western ways of knowing, being and doing.
The institute was established by Berry Street (a Victorian social service charity) to respond on a national scale to the complex social issues that impact on children’s experience of childhood in Australia through collaboratively building and sharing knowledge, encouraging public dialogue and mobilising leadership. It offers a “Knowledge Hub” tab with online resources and a “Training and Events” tab for workshops and seminars.
Access to flexible learning programs (FLPs) for students who have been excluded or diverted
from mainstream school settings is increasing internationally. While still technically
“engaged with education” such students face long-term vulnerability with respect to
acquiring marketable employment skills post-school. Language and literacy skills are central
to such training; hence this study describes the oral language and reading comprehension
profiles of a sample of FLP students.
Pamela. C. Snow, Linda Graham, Emina. J. McLean, Tanya. A. Serry (2019)
The research for Putting the Jigsaw Together focused on the provision of education for disadvantaged
young people through flexible learning programs in Australia. The overall goal of the project was to both
assess and enhance the potential of flexible learning programs to contribute to marginalised young people’s
learning and wellbeing, as well as to national educational attainment and social inclusion goals.
The purpose of this study was to examine how education operates inside custody, for young people in Victoria who have been remanded into custody or who have received custodial sentences. The study aimed to identify how improvements could be made to further support
education inside custody. It also investigated how education has the potential to assist young people to imagine positive futures for themselves and bring their plans to fruition.
This research aims to shed light on the role of private providers in delivering training to a particular cohort of learners, young people who have left school early. The authors surveyed 130 private ‘for profit’ registered training organisations (RTOs) to find out their perspectives on teaching and learning practices, engaging with early school leavers, and the educational and wellbeing support services provided to the young learners.
While the private RTOs in the study were eager to show a willingness to support the learners to complete their qualifications, unsurprisingly, their ability to do so is limited by the commercial realities of running a business in the ever-changing vocational education and training landscape.
This report seeks to renew Victoria’s interest and determination to improve school and student engagement in Victoria. This report showcases positive practice examples of engaging schools, documenting the ways which leading schools engage children and young people. Our purpose is to share these experiences with all schools, families, government agencies and community organisations, so all children and young people can be engaged in their learning. The report identifies principles of good practice every school might adopt – along with system changes and assistance required from government for all Victorian children and young people to stay engaged at school. This report was prepared by an alliance of community sector organisations including the Victorian Council of Social Service (VCOSS), Centre for Excellence in Child and Family Welfare (CFECFW), Youth Affairs Council of Victoria (YACVic), Early Learning Association Australia (ELAA) and Hume Whittlesea Local Learning and Employment Network (HWLLEN).