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52 stories
Week 46: Supporting disadvantaged learners in the Australian training system
ACER’s monitoring and evaluation work is supporting the advancement of access and equity in the Australian training system.
An action-learning research project is working with practitioners to identify the features of good practice when delivering services to people from disadvantaged backgrounds. The research, led by Senior Research Fellow Justin Brown, is identifying strategies to reduce individual and system barriers to participation, progress and achievement of disadvantaged learners in the vocational education and training sector.
ACER, in collaboration with the Faculty of Education at Monash University, is evaluating the features of good practice in service delivery across seven programs for Victoria’s Department of Education and Early Childhood Development. The evaluation has developed a conceptual model, an evaluation framework and a good practice resource kit to assist practitioners to engage learners in education, training and employment pathways.
The project was in a unique position to contrast the common and distinctive strategies which programs use to target particular cohorts, including Indigenous students; young people in out-of-home-care; young people at risk of homelessness; people with intellectual disabilities; asylum seekers and refugees; and homeless adults. ‘We’re identifying and examining common features of programs delivered to disadvantaged learners, and also of assistance provided to support outcomes, with reference to other research and literature reviews,’ says Justin.
‘In working closely with the practitioners, we’re also providing an assessment of the elements that constitute an effective service delivery model for disadvantaged learners, including pedagogy and service delivery models that are applicable and scalable for future delivery.
‘Often the principles guiding these types of research projects stem from a need to better understand the types of strategies at the system, regional and local level that most effectively support learners in achieving their aspirations for education, training and employment,’ says Justin. ‘In turn, it is vitally important that systems regularly monitor, evaluate and report the impact of these strategies in terms of participation, progress and achievement of different types of learners.’
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Week 52: State of the art psychometric and statistical analysis
Week 51: Assessing civics and citizenship
Week 50: International research into teaching and learning
GOAL 1
Learners and their needs
every learner engaged in challenging learning opportunities appropriate to their readiness and needs
GOAL 2
The Learning Profession
every learning professional highly skilled, knowledgeable and engaged in excellent practice
GOAL 3
Places of learning
every learning community well resourced and passionately committed to improving outcomes for all learners
GOAL 4
A Learning Society
a society in which every learner experiences success and has an opportunity to achieve their potential
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Pursuing Quality and Equity through Evidence
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© 2013 Australian Council for Educational Research
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