Non formal education provision for youth at risk in … Curric NRS 4 Resources Prod Ped Outcomes...

Non formal education provision for youth at risk in Australia

Cheryl Livock - PhD Candidate, Queensland University of Technology, Australia

Lit Curric

NRS

4 Resources Prod Ped

Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006

Non formal education provision for youth at risk in Australia Cheryl Livock, QUT – c.livock @qut.edu.au 15th National Vocational Education and Training Research conference, Mooloolaba, Queensland

Non formal Education in Australia – Pirated?? … or Returning to its Roots

Formal Education – age of compulsory attendance Late 1800s – age 12 1960s – age 15 Today – proposed legislation … age 17 – relaxed to prescriptive attitudes Non formal Education Adult volunteer participation Flexible Community based – now becoming more regulated

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Non formal Education Settings for Youth At Risk in Queensland, Australia

Informal Locations for Compulsory Education Flexi School

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006



Informal Locations for Compulsory Education Alternative School

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006



Informal Locations for Compulsory Education Technical and Further Education College

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Non formal Education Outcomes for Youth At Risk in Queensland, Australia

TECHNICAL AND FURTHER EDUCATION COLLEGE – Certificate of Attainment or Certificate I, Vocational Access for Youth At Risk

ALTERNATIVE SCHOOL – Individually achieved goals

FLEXI SCHOOL – Year 10 and Year 12 Certificates; Individually achieved goals

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Non formal Education Literacy Curriculum for Youth At Risk in Queensland, Australia

FLEXI SCHOOL – Individual Programming & Brisbane School of Distance Education “Core Curriculum” and “English for living” courses

ALTERNATIVE SCHOOL – Individual

programming

TECHNICAL AND FURTHER EDUCATION COLLEGE – Democratic class vote for “Themes” or “Fund raising Committee” format

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Non formal Education Practices that Engage Youth At Risk in Qld, Australia

1. Close relationship and support given by staff to students

2. Flexibility available to both students and staff – attendance patterns, curriculum, dress

3. Importance of a high staff to student ratio

4. Literacy programming that targeted student interests and allowed for student input

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Hierarchical Literacy Model

APPENDIX 1

The National Reporting System (NRS), Australia [simplified]

[NRS based on the International Adult Literacy Survey literacy scale (Australian Bureau of Statistics, 1997)] Literacy

Level 1

– Write: simple sentence, fill in basic forms – Read: newspaper difficult

Level 2 – Write: compound sentences – Read: newspaper / not fully understand

Level 3 – Write: complex sentences, 2-3 paragraphs – Read & fully understand newspaper

Level 4 – Write: 3+ paragraphs, well constructed, abstract ideas

& terminology, genres related to social and cultural contexts

– Read: several sources, distinguish fact from opinion, infer purpose

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Language & Pedagogical Models TABLE 2 – LANGUAGE & PEDAGOGICAL COMPOSITE

ASSESSMENT MODEL

Language Model: 4 RESOURCES MODEL (Freebody, 2004; Santoro, 2004)

1. Code Breakers (decoders / functional skills)

Check

2. Text Participants (readers, listeners / comprehension skills)

Check

3. Text Users (writers, speakers / discourse & genre skills)

Check

4. Text Analysis (analysers / critical literacy skills)

Check

i) Grapho /phonic decoding

i) Stated / unstated patterns of meanings …

i) Genres’ form / function i) Cultural &

ideological bias

ii) Punctuation / formatting conventions

- vocabulary - clauses

ii) Genres’ socio-cultural expectations

ii) How author positions reader

ii) Genres’ conventions & components

iii) How gaps, silences, missing points of view – constrain & influence reader

Pedagogical Model: PRODUCTIVE PEDAGOGIES - 4 Dimensions of Practice (Education Queensland, 2001-2003)

1. Intellectual Quality (depth of knowledge)

Check

2. Connected-ness (student knowledge to a widening community knowledge)

Check

3. Supportive Classroom Environment (student ownership, behaviours, teacher scaffolding)

Check

4. Recognition of Difference (belonging and cultural/social inclusivity)

Check

i) Higher Order Thinking i) Knowledge

Integration i) Student Control i) Cultural

Knowledge

ii) Deep Knowledge ii) Background

Knowledge ii) Social Support ii) Inclusivity

iii) Deep Understanding

iii) Connected-ness to the World

iii) Academic Engagement iii) Narrative

iv) Substantive Conversation

iv) Problem based Curriculum

iv) Explicit Quality Performance Criteria

iv) Group Identity

v) Knowledge as problematic v) Self-

regulation v) Citizenship

vi) Metalanguage

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Flexi School Student: John (TABLE 3)

TABLE 3: Composite Literacy Assessment Model-abbreviated FLEXI SCHOOL STUDENT: JOHN

Language Model: 4 RESOURCES MODEL (Freebody, 2004; Santoro, 2004) 55%

1. Code Breakers i) decoding ii) grammar

2/2

2. Text Participants i) patterns of meanings … - vocabulary - clauses ii) Genres

3/4 X

3. Text Users i) Genres’ form / function ii) Genres’ socio-cultural expectations

1/2 X

4. Text Analysis i) bias ii) author positions reader iii) gaps, constrain influence

0/3 X X X

Pedagogical Model: PRODUCTIVE PEDAGOGIES (Ed Qld, 2001-2003) 58%

1. Intellectual Quality i) Thinking ii) Knowledge iii)Understand iv)Substantive Talk v) Problematize vi)Metalanguage

1/6 X X X X X

2. Connectedness [K = knowledge] i) KLAs integration ii) Background K iii) to the World iv) Problem based Curriculum

3/4 X

3. Supportive Classroom Environment i) Student Control ii) Social Support iii) Academic Engagement iv) Explicit performance criteria v) Self-regulation

3/5 X

X

4. Recognition of Difference i) Culture ii) Inclusivity iii) Narrative iv) Group Identity v) Citizenship

4.5/5 1/2

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Flexi School Student: John

At Risk Issues - Accommodation: At home youngest of 5 brothers, lived

on a boat & moved around a lot - Disengaged from School: had not attended school

for 2 years [were ‘sort of’ doing distance ed from home]; 2 years at the Flexi [2003 & 2004 / grades 8 & 9]; POOR ON TASK BEHAVIOUR

Literacy - NRS: in 2004 had moved from NRS 1 to working within

NRS 2 - Adult literacy curriculum: English for Living

Language Model: 4 Resources Model - Yes: Code Breaker / Functional aspects of Text Participant

& Text User - No: Text Analysis

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Flexi School Student: John

Pedagogical Model: Productive Pedagogies … RECOGNITION OF DIFFERENCE: John’s socio-economic

‘culture’ acknowledged and supported [breakfast provided; allowed to go ‘up town’ in breaks]

SUPPORTIVE CLASSROOM ENVIRONMENT: Supplementary & student interest based learning activities; ‘Laid back’ constant encouragement of ON-TASK behaviours; Explicit delivery of BSDE materials

CONNECTEDNESS: Literacy tasks connected to student’s knowledge and grounded in solving real world problems

INTELLECTUAL QUALITY: NO in-depth thinking, knowing, understanding required;

SOME substantive talk regarding learning activities and what they entail

½

x

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Flexi School Student: John RECOGNITION OF DIFFERENCE:

CULTURAL KNOWLEDGE - within the curriculum [Every day knowledge included eg “Born to Shop” ]

INCLUSIVITY - involved in classroom activities [breakfast provided 3 times a week; “laid back” approach; a lot of “incidental” “unofficial” learning includes student’s interests – eg personalized number plates ]

NARRATIVE / EXPOSITORY - personal stories, information [staff & students sharing stories – describing how things work; local man demonstrated how to make & fly a model aeroplane]

GROUP IDENTITY - group identities/sense of community [individual / flexi school identities –together in one large room]

ACTIVE CITIZENSHIP - democracy taught but practiced only with constant prompting within/without classroom [involved in cooking for and serving luncheon to Probus Meetings, but could behave in an immature way in/out of class] ½

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Flexi School Student: John SUPPORTIVE CLASSROOM ENVIRONMENT

STUDENT CONTROL - student input/influence on classroom tasks [Supplementary & student interest based learning activities]

SOCIAL SUPPORT - teacher has high expectations for all students [teacher expressed belief John has ability to do well

in life]

ENGAGEMENT - on task behaviour [BIGGEST PROBLEM - In spite of [‘Laid back’ constant encouragement of ON-TASK behaviours teacher said, “It’s hard work getting him to do work” ] x

EXPLICIT PERFORMANCE CRITERIA - frequent, detailed & specific statements about goals [Explicit expectation & teaching of BSDE materials]

SELF-REGULATION - no disruptive behaviour / little or no classroom 'disciplining' talk [BEING A ‘SILLY LITTLE BOY’ pursuing own interests and refusing to complete work] x

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Flexi School Student: John CONNECTEDNESS

KLA’s INTEGRATION - connect two or more sets of subject area knowledge / blur subject boundaries [Not specifically taking place within the BSDE Literacy curriculum] x

STUDENT’S BACKGROUND KNOWLEDGE - students use their own prior cultural knowledge & previously developed skills [Earlier curriculum knowledge and student’s own ‘cultural’ knowledge drawn on in units with hierarchical skills building]

CONNECTEDNESS TO THE WORLD - real world problem / student's personal experience [All assessment tasks were activities taking place in the ‘real world’ – eg writing cheques]

PROBLEM BASED CURRICULUM - students given 'real' problems to solve [Assessment tasks included problems taking place in the ‘real world’ – eg interpreting a timetable to get to a

destination]

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Flexi School Student: John INTELLECTUAL QUALITY

HIGHER ORDER THINKING - ‘Critical’ Thinking … Not part of literacy curriculum & teaching x

DEEP KNOWLEDGE - operational fields covered in depth, detail & level of specificity … Not part of literacy curriculum & teaching x

DEEP UNDERSTANDING - work and response of student provides evidence of depth of understanding of concepts or ideas … Not part of literacy curriculum & teaching x

SUBSTANTIVE CONVERSATION - classroom talk leads to sustained conversational dialogue … between students, and between teachers and students to create or negotiate understanding of subject matter

KNOWLEDGE AS PROBLEMATIC - Not part of literacy curriculum & teaching x

METALANGUAGE - discourses of written and spoken texts … Not part of literacy curriculum & teaching x

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Flexi School Student: Nicole (TABLE 4)

TABLE 4: Composite Assessment Model-abbreviated FLEXI SCHOOL STUDENT: NICOLE

Language Model: 4 RESOURCES MODEL (Freebody, 2004; Santoro, 2004) 82%

1. Code Breakers i) decoding ii) grammar

2/2

2. Text Participants i) patterns of meanings … - vocabulary - clauses ii) Genres

4/4

3. Text Users i) Genres’ form / function ii) Genres’ socio-cultural expectations

2/2

4. Text Analysis i) bias ii) author positions reader iii) gaps, constrain influence

1/3 X X

Pedagogical Model: PRODUCTIVE PEDAGOGIES (Ed Qld, 2001-2003) 76%

1. Intellectual Quality i) Thinking ii) Knowledge iii)Understand iv)Substantive Talk v) Problematize vi)Metalanguage

4/6 X X

2. Connectedness [K = knowledge] i) KLAs integration ii) Student’s background K iii) to the World iv) Problem based Curriculum

3/4 X

3. Supportive Classroom Environment i) Student Control ii) Social Support iii) Academic Engagement iv) Explicit performance criteria v) Self-regulation

3.5/5 1/2

1/2 1/2

4. Recognition of Difference i) Culture ii) Inclusivity iii) Narrative iv) Group Identity v) Citizenship

4.7/5 3/4

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Flexi School Student: Nicole

At Risk Issues - Homelessness: independent, moved 8 times in 2004,

lost workbooks

- Disengaged from School: had attended and dropped out of 3 high schools, needed to work

Literacy - Core English Year 10: Average ‘B’ grade

- NRS 3: now working within NRS 4

Language Model: 4 Resources Model - Yes: Functional skills / socially and culturally

contextualise genres, determine their bias

- No: ideological or political positioning, gaps

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Flexi School Student: Nicole

Pedagogical Model: Productive Pedagogies … RECOGNITION OF DIFFERENCE: Nicole’s social

& economic situation [allowances made for handing work in late: “not kicked out”]

SUPPORTIVE CLASSROOM ENVIRONMENT: Sense of Belonging [kept her engaged in spite of personal circumstances]

CONNECTEDNESS: Knowledge connected to Nicole’s own world and real world activities

INTELLECTUAL QUALITY: Higher order Comprehension Skills taught [Critical Literacy not taught]

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Flexi School Student: Nicole RECOGNITION OF DIFFERENCE:

CULTURAL KNOWLEDGE – within the curriculum [identify with female character in Strictly Ballroom, cultural minority group, ‘tolerated by society’; Z for Zachariah rural youth involved in war in Australia, become ‘homeless’]

INCLUSIVITY - involved in classroom activities [article: interview /writing]

NARRATIVE / EXPOSITORY - personal stories / reports [sharing stories – incidental learning]

GROUP IDENTITY - group identities/sense of community [individual / flexi school identities –together in one large room]

ACTIVE CITIZENSHIP - democracy taught and practiced within/without classroom [Skills for Citizenship unit … the practicalities of the adult world: banking, renting, bonds, how to budget and write appropriate correspondence. Participating in promoting the Flexi school by writing articles for high school magazine, and local newspaper. No political critiquing, lobbying, voting within the written curriculum] 3/4

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Flexi School Student: Nicole SUPPORTIVE CLASSROOM ENVIRONMENT

STUDENT CONTROL – student input/influence on classroom tasks [Extra activities like writing an article for the affiliated high school magazine, allowed Nicole to have some control over her own learning, as she of her own initiative interviewed Flexi school participants and then wrote the article]

SOCIAL SUPPORT - teacher has high expectations for all students [interviewed staff constantly expressed confidence in Nicole’s abilities]

ENGAGEMENT - on task behaviour [submitted work but behind schedule] ½

EXPLICIT PERFORMANCE CRITERIA - frequent, detailed & specific statements about goals [Nicole said written instructions wordy and not as explicit as they could be] ½

SELF-REGULATION - no disruptive behaviour / little or no classroom 'disciplining' talk [Nicole admitted she needed to regulate her work output more … “I’ve got to teach myself that, to stick to what I’m doing, just to concentrate on what I’m supposed to be doing. And home life is different to school life.” ] ½

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Flexi School Student: Nicole CONNECTEDNESS

KLA’s INTEGRATION - connect two or more sets of subject area knowledge / blur subject boundaries [Not taking place within the BSDE English curriculum] x

STUDENT’S BACKGROUND KNOWLEDGE - students use their own prior cultural knowledge & previously developed skills [Earlier curriculum knowledge and student’s own ‘cultural’ knowledge drawn on in units on newspapers, movies, book subject, poetry]

CONNECTEDNESS TO THE WORLD - real world problem / student's personal experience [All assessment tasks were activities taking place in the ‘real world’]

PROBLEM BASED CURRICULUM - students given 'real' problems to solve [All assessment tasks were problems taking place in the ‘real world’]

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Flexi School Student: Nicole INTELLECTUAL QUALITY

HIGHER ORDER THINKING - ‘Critical’ Thinking … No evidence - thinking that manipulates information and ideas in ways that transform their meaning and implications; uncertain knowledge construction x

DEEP KNOWLEDGE - operational fields covered in depth, detail & level of specificity

DEEP UNDERSTANDING - depth of understanding of concepts or ideas shown by work and response of student

SUBSTANTIVE CONVERSATION - classroom talk leads to sustained conversational dialogue between students, and between teachers and students to create or negotiate understanding of subject matter

KNOWLEDGE AS PROBLEMATIC - No evidence of student critiquing and second-guessing texts, ideas and knowledge - subject to political, social and cultural influences and implications x

METALANGUAGE - explicit talk about talk and writing, about how written and spoken texts work, about their features, characteristics, patterns, genres and discourses [visits by BSDE teachers & Flexi staff]

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Non formal Education in Australia – Pirated?? … or Returning to its Roots

Some students may look like pirates

All students interviewed had improved their literacy levels

Each non formal site provided a place to engage on average 30 at risk students – previously not attending school

Shows that returning to the Roots of Non formal Education has a place for youth at risk, compulsorily required to be in education in Australia

Lit Curric

NRS


Outcomes

Roots

John, 14

Nicole, 16

Returning

12 -14 July, 2006


Reference List ARIS Language Australia. (2002). Aligning the Certificates in General Education for Adults to the National Reporting

System. Melbourne: Department of Education, Science and Training, Commonwealth of Australia. URL: http://www.aris.com.au/cgea/.

Australian Bureau of Statistics. (1997). 4228.0 Aspects of Literacy: Assessed Literacy Skills. Canberra: Commonwealth of Australia.

Australian Education International. (2005). The Australian Education System - Historical Development. Canberra: Commonwealth of Australia. Retrieved 12/1/06 from http://aei.dest.gov.au/AEI/QualificationsRecognition/CountryEducationProfiles/CEP_Aus_EdSys.htm.

Creighton, I. (1993). A History of Curriculum Development in Queensland. In K. Wiltshire, M. McMeniman & T. Tolhurst (Eds.), Shaping the Future - Review of the Queensland School Curriculum (Vol. 3, pp. 75-133). Brisbane: State of Queensland, Government Printer.

Glasser, W. (1998). Choice Theory - a New Psychology of Personal Freedom. New York: HarperCollins Publishers. Glasser, W. (2001). Choice Theory in the Classroom. New York: Quill, an imprint of Harper Collins Publishers Inc. Goozee, G. (2001). The Development of TAFE in Australia. Kensington Park, SA: National Centre for Vocational

Education Research Ltd. Knowles, M. (1980). The Modern Practice of Adult Education. Andragogy Versus Pedagogy. Englewood Cliffs:

Prentice Hall/Cambridge. Knowles, M. (1990). The adult learner: a neglected species. Houston, Texas: Gulf. Luke, A., Elkins, J., Weir, K., Land, R., Carrington, V., Dole, S., Pendergast, D., Kapitzke, C., van Kraayenoord, C.,

Moni, K., McIntosh, A., Mayer, D., Bahr, M., Hunter, L., Chadbourne, R., Bean, T., lverman, D., & Stevens, L. (2002). Beyond the Middle. Canberra City, ACT: Commonwealth of Australia.

Queensland Government. (2002a). Reforms for the Future, Education and Training - A White Paper. Brisbane: The State of Queensland.

Queensland Government. (2002b). Alternative education programs. Brisbane: The State of Queensland (Department of Education and the Arts). URL: http://education.qld.gov.au/curriculum/advocacy/access/equity/students/inclusion/supportive/bm-alternative.html#alternative.

Sutton, A. (2002). Personal interview. Brisbane: Deputy Principal, Brisbane School of Distance Education. The Australian Centre for Equity through Education, & the Australian Youth Research Centre. (2001). Building

Relationships - making education work. Canberra: Commonwealth of Australia. URL: http://www.detya.gov.au/schools/publicat.htm.

The State of Queensland - Department of Education. (2001-2002). Queensland School Reform Longitudinal Study, Teachers' summary-abridged and edited. Brisbane: Education Queensland. Retrieved 9/7/06 from http://education.qld.gov.au/public_media/reports/curriculum-framework/qsrls/index.html.

http://www.aris.com.au/cgea/

http://aei.dest.gov.au/AEI/QualificationsRecognition/CountryEducationProfiles/CEP_Aus_EdSys.htm

http://education.qld.gov.au/curriculum/advocacy/access/equity/students/inclusion/supportive/bm-alternative.html

http://education.qld.gov.au/curriculum/advocacy/access/equity/students/inclusion/supportive/bm-alternative.html

http://www.detya.gov.au/schools/publicat.htm

http://education.qld.gov.au/public_media/reports/curriculum-framework/qsrls/index.html

Non formal education provision for youth at risk in … Curric NRS 4 Resources Prod Ped Outcomes...

Documents

Transcript of Non formal education provision for youth at risk in … Curric NRS 4 Resources Prod Ped Outcomes...