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The adult and community (ACE) sector and technical and futher education (TAFE) institutes provide programs for young people which re-connect them to education. This report suggests these programs and settings are considered effective pathways for some young people who have left school early. The researchers found students are attracted to the programs by key features, including the quality of relationships between students and staff, flexible mode of delivery, choice of study areas, and opportunities for personal autonomy. Appended are: (1) Case studies; (2) Interview questions for TAFE and ACE staff; and (3) Interview schedule-- Young people.

Student Action Teams (SATs) were established in 20 Victoria, Australia, secondary schools in 1999, with 11 of those schools continuing with their teams in 2000. The Student Action Teams are comprised of groups of students who identify a school or community issue, research it, make plans and proposals about it, and take action on it. Such initiatives, as part of the school curriculum, engage students in purposeful activities that are valued by the students, that have broader community value, and that meet or exceed mandated curriculum goals. An evaluation, based on progress reports and issues papers, an extensive database, and case studies, found that the SAT program resulted in positive outcomes, including a high identification of students with SATs, flexibility of the teams to work on local issues in a responsive way, integration of the SAT concept into the curriculum, and community links to safety and crime prevention initiatives. Personal and educational outcomes for students included increased awareness of community safety issues, enhanced communication and teamwork skills, and school credits. Issues to consider include the following: (1) understanding of community safety and the "at-risk" requirement of the program; (2) training in leadership, team work, community, and safety; (3) program support and accountability; (4) organizational sustainability; and (5) integration of SAT into the curriculum. Appended are: Initial Program Information, Schools Involved list, and Reference list. (Contains 11 references.) (KC)

This paper provides an update on the 1998 findings from an Australian longitudinal study begun in 1991 and titled the Life-Patterns Project. Based on 1,430 returns of the questionnaire and interviews of a sub-sample of 100, it examines implications of patterns beginning to emerge as participants enter their mid-twenties and reassess their priorities. Chapter 1, a summary of 1998 results, reports that 67 percent were in full-time jobs, 48 percent were in their preferred career area, and having a steady job was participants' number-one priority. Chapter 2, on diversity of patterns, discusses development of a typology of life patterns with these five focuses: vocational, occupational, contextual, altered, and mixed. Case studies illustrate the features of each pattern. The chapter shows education is not the only factor determining how successful a young person is upon entering the work force. The relationship among control, choice, and risk at various points on the "continuum of control" is discussed. Chapter 3 focuses on the multi-dimensional lives of participants, with varying priorities given to work and life. Chapter 4 reports these findings regarding career and personal fulfillment: for many participants, the disjuncture between educational achievement and career prospects has come as a surprise; and participants wanted to achieve and maintain a regular job in which they can improve their career prospects, but not at the cost of their personal relationships. (Contains 18 references.) (YLB)

In Australia, the Youth Allowance (a form of government income support) is being changed to require that most youth under 18 who receive it be engaged in full-time education or training. This change has positive and negative potential impacts on young people, schools, families, technical and further education, adult and community education, and community agencies. According to interviews with students, young people, teachers, and support workers (n=104), young people say they stay in school because of a general understanding that is what one does, a commitment to obtaining the deferred outcomes of education; a success in learning and its associated pleasure, family pressure, and the importance of social links. They talk about why they left school both in terms of a breakdown in the positive reasons for education, as a growth in the negative impact of school, contrasted with the positive alternatives that are perceived to exist outside school. Barriers are both systemic and specific to individual schools. Positive responses of education to these barriers have been proposed. Essential components of an appropriate education response are as follows: (1) development of core social and relational skills; (2) roles of real value for young people; and (3) appropriate and targeted skills. (Appendixes contain 52 references, 3 tables, and the instrument.) (YLB)

A follow-up study of participants in the "Life Patterns of the Post-1970 Generation" project (1,334 of 29,155 initial participants) focused on backgrounds, living situations, work and study involvement, and life experience and future expectations. Data indicated that 49 percent had attained a career job within 3 years of graduating. The majority seemed satisfied about their progress in achieving their main priority in life; about 75 percent were expecting things to improve in the near future; and 23 percent were running into difficulties. Of the 59 percent in full-time jobs, 43 percent had career prospects related to their field of study. The study was designed around two typologies of transition: vocational integration and life patterns. Participants were analyzed using vocational integration: 49 percent were vocationally integrated, 34 were integrating, and 17 were inactive. The following distribution of respondents into the five categories of the life patterns typology (VOCAM) emerged: 27 percent with a Vocational focus, 13 with an Occupational focus, 10 with a Contextual focus, 7 with Altered patterns, and 43 with Mixed patterns. Analysis of the problem of choice revealed the complexity of young people's experience, different levels of awareness of structural factors, and need to allow for a longer time frame for outcomes. Many respondents were acutely aware of factors that inhibit them from succeeding; many tended to blame themselves. (Appendixes include the life-patterns typology, identification of the VOCAM typology groupings, and 34 references.) (YLB)

A 1996 project examined student aspirations, experience, and outcomes to identify barriers to participation in and effective delivery of vocational education and training (VET). The sample of 4,000 students in Victoria, Australia, finished their schooling in 1991. Findings indicated the following: 37 of 81 interviewees were focused and cautious about taking risks; 35 had taken a less straight-forward path; 28 of the 35 planned full-time study but were more prepared to take a risk than the focused group. The majority of young women looked at their studies in terms of where they wanted to go; more males looked at VET as a means of helping them find their way. Positive aspects of VET were practicality, teachers' experience within their industry, and teacher help. Negative aspects were as follows: classrooms and facilities; lack of information; difficulties with cross-crediting; isolation; costs; and outdated courses. The overwhelming majority of participants showed a dramatic shift from negative preconceptions to highly positive reassessments of VET's value. Questionnaire findings indicated the following: that a majority of VET students gave a good rating to building conditions, teaching quality, and staff interest in students; most VET students agreed universities were overrated; and a majority saw VET as useful for future employment, relevant for personal development, and worth recommending. VET providers perceived a slow turnaround in awareness of and attitudes toward VET. The most serious barrier to participation was undervaluing of the VET pathway within public policy and attitudes and in school settings. (Contains 17 references) (YLB)