Case STUDIES
Case study overview
This section provides a detailed analysis of nine Victorian and international case studies which demonstrate elements of better practice approaches to raising student education aspirations.
A range of programs for potential case study analysis were identified following a desktop review, the intervention mapping exercise, survey feedback and stakeholder consultation workshops. Case studies were selected for analysis based on the extent to which they included:
· A range of lead agencies, including the Victorian Government, Federal Government, Non Government Organisations, community agencies, universities and schools.
· A range of target cohorts, including low-SES students, school leavers and secondary school students, especially those at risk of disengaging.
· The availability of data relating program outputs and achievement of outcomes/progress made towards achievement of identified objectives. Where possible, case studies with quantitative data were reviewed.
· A range of activities undertaken to improve education aspiration including financial support, mentoring, tutoring, training, etc. Programs which employed multi-faceted approaches were a key focus, given the literature review findings confirming the importance of such strategies.
· A range of geographic areas, including individual Victorian regions, state-wide and nation-wide programs, as well as those operating internationally.
Stakeholders consulted proposed a number of case studies for potential further analysis and inclusion.
A selection of nine case studies were selected from those proposed, with consideration given to the five factors identified above to ensure a broad representation of program activities, agencies, target cohorts and geographic areas. Any programs submitted as potential case studies by stakeholders that were omitted from analysis are shown in the table to the right, along with commentary outlining the rationale for this.
A summary of each case study is available in this section, while detailed analysis is provided in Appendix A.
Case study 1 – Regional Schools Outreach Program
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Program overview
The Regional Schools Outreach Program (RSOP) is a multi-faceted equity project which aims to build aspirations of students to undertake the VCE and tertiary education. The project focuses on students from low socio-economic, regional and remote backgrounds and employs a partnership approach between the University of Ballarat and selected regional schools throughout Victoria to undertake a range of student, parent and school engagement activities.
Lead agency
University
University of Ballarat
Region/area
Ballarat and surrounding communities, including Ararat, Stawell, Horsham, Nhill, Hamilton, Maryborough, Warrnambool, Portland, Bacchus Marsh, Bendigo, Mildura and Swan Hill.
Target cohort
Students in Years 8-11 in the University of Ballarat’s catchment area, being the communities of Ballarat, Ararat, Stawell, Horsham, Nhill, Hamilton, Maryborough, Warrnambool, Portland, Bacchus Marsh, Bendigo, Mildura and Swan Hill. Most of these communities have lower participation rates in post-secondary education than the national average.
Key activities
· School visits from university students and staff to assist in developing a positive attitude to tertiary education.
· University experience camps.
· Parent sessions regarding the importance of education, potential pathways, subject selection, family support, the tertiary system, good study habits, benefits of and barriers to further education.
· University experience days with activities facilitated by faculties, student accommodation representatives, clubs and societies.
· School visits to provide detailed information regarding tertiary education opportunities, how to select a course/university, financial considerations, scholarships, accommodation options, pathways, public transport and support services.
· Mentoring from university students.
· Teacher briefings.
Program outcomes
The RSOP has been evaluated internally on a number of occasions. While these evaluation reports are not publicly available, noted findings include:
· the proportion of Year 10 students indicating that they were likely to or definitely would access tertiary study increasing from 56 per cent before their participation in the RSOP to 73 per cent after;
· 95 per cent of Year 11 teachers reporting that the RSOP helped clarify how their students feel about further study;
· a 36 per cent fall in the proportion of students undecided about their post-school destinations after attending activities associated with the RSOP;
· an increase in student knowledge of the benefits of further education, in particular the levels of graduate salaries and the support available to minimise the costs and effects of leaving home, such as the availability of scholarships, accommodation and students support services;
· improvements in self-esteem and resilience among Year 8 and 9 students;
· improved student motivation to complete Year 12 (or equivalent) qualifications; and
· improved visibility of university education opportunities within school communities.
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Source: Trevor Gale et. al., Interventions early in school as a means to improve higher education outcomes for disadvantaged (particularly low SES) students – Component C: Case studies of selected Australian university outreach activities (Australian Government, 2010).
Case study 2 – Chances for Children
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Program overview
Chances for Children aims to provide help to students from financial and/or socially disadvantaged families who would have difficulty accessing educational, social or cultural opportunities without financial support. Since its establishment in 2001, it has provided assistance for approximately 730 young people from kindergarten to university, and in 2010-11 had
an annual operating budget of $620,000.
· The program provides:financial assistance for young people to engage in educational, social and cultural opportunities (e.g. tutoring, music lessons, sporting equipment provision) they would not otherwise have an opportunity to experience; and
· mentoring for students from regional areas engaging in university study or apprenticeships.
Lead agency
Community organisation
Mallee Family Care, in partnership with local community businesses.
Region/area
North West Victoria
South West New South Wales
Target cohort
Kindergarten to university age students from financially and/or socially disadvantaged families who would have difficulty accessing educational, social or cultural opportunities without financial support.
Program outcomes
The 2010 evaluation of the Chances for Children program noted that:
· Parents and tertiary students believe that the program ‘enabled their children or themselves to achieve something that would not have otherwise been possible’, and had a positive impact in ‘assisting young people to attain potentially unreachable dreams’.
· Many respondents ‘expressed their gratitude for the support received and indicated that Chances for Children funding provided relief, hope and opportunities for families and young people’.
· 85 per cent of all respondents felt the assistance received had positively impacted on the way they now viewed and interacted with their community, and as a result, many families and tertiary recipients were more interested in giving back to their local community.
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Sources: Daniel Edwards and Bob Birrell, Chances for Children – Analysis of socioeconomic indicators of North West Victoria and South West New South Wales and Recipient and Community Perceptions of the Program (Monash University, 2006); Daniel Edwards, Chances for Children – Mentor Program Outcome evaluation Report (Monash University, 2007); Ilma Lo Iacono and Gary Webb, Chances for Children – A Socio-Economic Analysis of North West Victoria and South West New South Wales and Chances Program Evaluation (La Trobe University, 2011).
Case study 3 – Beacon Foundation Programs
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Program overview
The Beacon Foundation seeks to work with schools nationally to develop and implement programs to help inspire and motivate students to either stay in school and increase their educational engagement and attainment or choose a positive pathway that enables successful transition to employment, further education or training.
The Foundation employs a multi-faceted approach to student engagement and achievement by assisting schools to design and implement a range of programs that support young people to achieve personal success from themselves and their communities through engaging and influencing the attitudes and behaviours of the broader community.
Lead agency
Non-Government Organisation
The Beacon Foundation, a not-for-profit organisation.
Region/area
Over 130 secondary schools across Australia, generally with an average Socio-Economic Indexes for Areas (SEIFA) score of 945.
Target cohort
Secondary students from low-SES schools, especially those who are ‘falling between the cracks’ and at risk of disengagement.
Over 46 per cent of students at Beacon schools are in the bottom quarter of socio-educational advantage, as ranked by their family backgrounds, with challenges of family poverty, low value placed on education, intergenerational welfare dependence and limited local work opportunities commonplace.
Key activities
· Charter signings: A public pledge by Year 10 students that by the following year they will be in further education, employment or training.
· Beacon Student Ambassadors: Ambassadors
are elected from within the participating cohort to provide a link to the organisation and running of the Beacon program within the school community through event hosting.
· Business Blackboard: Opportunities for local businesses to visit the classroom to share their knowledge with students, matching real life situations to the school curriculum.
· Personal Development and Employability Skills: A range of initiatives which seek to raise aspiration, self-esteem and employability skills.
· Speed Careering: Workshops which enable students to obtain up-to-date and first hand information about their future career options from business leaders
· Industry Knowledge: Site tours, school visits and sponsor developed programs which enables students and teachers to learn about specific industries and careers.
Program outcomes
Key outcomes of Beacon Foundation programs include:
· 48 per cent of students demonstrating a positive change towards education aspiration following program participation.
· 38 per cent of students demonstrating improved school enjoyment following program participation.
· 54 per cent of students demonstrating improved school participation following program participation.
· 34 per cent of students reporting improved career and industry knowledge following program participation.
· 98.8 per cent of students fully engaged in work, education or training in the six months following completion of year 10, four per cent higher than the national average.
· An unemployment rate of 0.3 per cent of Beacon students post Year 10, some five times lower than the national unemployment rate for 16 year olds.
· A Social Return on Investment ratio of 11:1.
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Case study 4 – Advancing Country Towns
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Program overview
Commencing in 2011, the Advancing Country Towns project aims to create new opportunities for small towns experiencing rapid change in three principal areas: education, employment, skills and training and integrated services. The Benalla Job Readiness and Aspirations initiative is a component of this program, established in 2012, and seeks to prepare young people for the local workforce and assist them to gain employment through:
· a collaborative working approach between Registered Training Organisations (RTOs), employment service providers, LLENs, schools and employers to identify employment opportunities for young people;
· encouraging and enabling employers to support Benalla’s young people to find appropriate part-time work; and
· contributing to improved participation, job readiness and aspiration in young people in Benalla through the development of linkages between families, Benalla College and community partnerships retain young people at school and increase the number of students completing Year 12 (or equivalent).
Lead agency
State Government
RDV, in conjunction with Benalla City Council, Regional Development Australia and other community organisations and State Government departments.
Region/area
Benalla
Target cohort
Young people aged 16 to 18 years, most of whom are not in education, employment or training, lack family support and have no interaction with the local job network. Participants are generally experiencing low self-esteem, generational poverty and do not have role models.
Key activities
· Facilitation of a pilot program to develop linkages between families, Benalla College and community partners to contribute to student success (including completion of Year 12 or equivalent and retention in school).
· Parent engagement survey.
· Audit of current communication and collaboration practices.
· Brokering activities by the North East Tracks LLEN to link possible employers to young people looking for work.
· Engagement with the local Workplace Learning Coordinator to place young people into school-based apprenticeships.
· Ten-week job readiness program in which participants are trained in employment skills including employer/employee interactions, workplace behaviour, job finding skills, etc. Participants who complete the program are invited to a graduation ceremony attended by family, friends and local business owners.
· Mentoring from local business owners.
· A Facebook page to facilitate communication between young people, business owners and community agencies regarding job opportunities and training courses.
· Mock job interviews with local business owners.
Program outcomes
· To date, nine program participants (out of 12) have found employment opportunities, two of these without assistance from local community job networks.
· Improved collaboration between local employers, employment agencies and job seekers.
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Case study 5 – Expanded Pathways, Improved Transitions
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Program overview
Expanded Pathways, Improved Transitions seeks to improve outcomes and destinations for young people by expanding pathways and transition support through partnerships with schools, training organisations and local businesses.
The program uses a partnership arrangement in which seven self-selected schools in the Geelong region seek to improve outcomes and destinations for young people by expanding curriculum pathways and transition support using school-developed initiatives and programs.
Lead agency
Secondary schools
Local, self-selected schools, with guidance and input from partners including TAFEs, Deakin University and the Geelong region LLEN.
Region/area
Geelong region
Target cohort
Young students in the senior secondary years of schooling, however some school-specific projects involve middle years acurriculum development in preparation for senior years student pathway choices.
Key activities
Program outputs vary according to each school and the nature of program(s) designed and implemented. Example programs include:
· Orientation for staff that provided a greater understanding of VET options and their benefits.
· Victorian Certificate of Applied Learning (VCAL) for Girls, a program for girls at risk of non-attendance and with social issues focusing on animal handling skills, VET hairdressing and aged care opportunities and a fund-raising program for bushfire victims.