CASE STUDIES

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Case study overviewThis 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

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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.

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Case study 1 – Regional Schools Outreach ProgramProgram 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 UniversityUniversity 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 outcomesThe 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.

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

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Government, 2010).

Case study 2 – Chances for ChildrenProgram 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 organisationMallee Family Care, in partnership with local community businesses.

Region/area North West VictoriaSouth 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 outcomesThe 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: Beacon Foundation, Overview of the Beacon Foundation 2011 (Beacon Foundation, 2011); Beacon Foundation, Core Programs < http://beaconfoundation.com.au/what-we-do/beacon-programs/Foundation, National Outcomes Report (Beacon Foundation, 2012).

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 ProgramsProgram 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 OrganisationThe 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

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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.

Case study 4 – Advancing Country TownsProgram 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 GovernmentRDV, 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

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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.

Sources: Benalla Rural City Council, Advancing Country Towns Program Benalla – Project Plan (Benalla Rural City Council, 2012); Benalla Rural City Council, Advancing Country Towns – Initiative Proposal V7 (Job Readiness and Aspirations) (Benalla Rural City Council, undated); Telephone Conversation with Judy Jeffrey of Regional Development Victoria, 19 April 2013.; E-mail from RDV to KPMG, 7 May 2013.

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Case study 5 – Expanded Pathways, Improved TransitionsProgram 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 schoolsLocal, self-selected schools, with guidance and input from partners including TAFEs, Deakin University and the Geelong region LLEN.Region/area Geelong regionTarget 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 activitiesProgram 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.

An outdoor recreation program based on the local surfing industry that included organisation of the Festival of Surf and assisting with pro-tournaments.

Assistance with student career planning incorporating input from students, parents and staff.

Pathways programs for refugee students focusing on language and personal development, transition to VCAL and appropriate VET pathways beyond compulsory years.

Program outcomes Increased enrolments in VCAL and VET

programs (NB quantitative data is unavailable due to the school-based nature of this program).

Negotiation of curriculum changes in post-compulsory years.

Development of skills in research and evidence and refining understanding of data and its use in pathways planning.

Greater access to customised datasets to provide a better picture of students’ pathways and outcomes.

Development of new programs to improve awareness of careers and work opportunities, along with evidence-based program development and monitoring.

Sources: Geelong Regional Local Learning and Employment Network, LLEN Annual Report 2010 Case Study (Geelong

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Regional Local Learning and Employment Network, 2010); Smart Geelong Regional Local Learning and Employment Network, The Post-Compulsory Change Project (Smart Geelong Region Local Learning and Employment Network, 2009); E-mail correspondence from Shanti Wong to KPMGs, 12 April 2013.

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Case study 6 – Gateways 4 Sustainable CommunitiesProgram overview Gateways 4 Sustainable Communities aims to provide locally relevant training pathways for young people in the Loddon Mallee area to encourage them to remain in the community and fill the diminishing supply of skilled labour for local industry.The program operates as a partnership between four remote/rural communities which seeks to overcome youth disengagement in education and training, industry skills shortages and the lack of a regional training facility by creating vocational ‘gateways’ in the form of school, local industry, government and broader community partnerships. Participants are provided with opportunities to be trained, mentored and work for local business owners in areas such as agriculture and hospitality.

Lead agency Community groupNorthern District Community Health Services, in association with the North Central and Campaspe Cohuna LLENs, agencies, secondary colleges and community members.

Region/area Loddon Mallee, VictoriaTarget cohort Secondary school students, particularly those who are at risk of disengaging.Key activities Education and industry partnerships:

Partnerships between schools, TAFE and local industry members which bring young people in contact with the industries operating in and near their communities through information

sessions, mentoring and work experience opportunities.

Education and community partnerships: Partnerships between schools, TAFE and community members who are willing to participate in the formal training of students, forging relationships between young people and other people within their communities and providing them with on-the-job and formal training, as well as employment opportunities.

Mental health and wellbeing: Initiatives to improve the mental health and wellbeing of all participants by building mental health and wellbeing outcomes into all project activities (e.g. mentoring).

Program outcomes Improved integration of vocational

training into the school curriculum, rather than being a separate, one-off session.

Provision of local industry input into curriculum development and program delivery in schools.

Establishment of a culture where the whole community takes responsibility for developing the skills and capability of its young people.

Increased student self-worth through the provision of opportunities to explore different career paths and find something the student is good at, giving them motivation to continue with their education.

Enhanced community connectedness through the opportunities to meet people from other local communities and develop a greater awareness of future local employment opportunities.

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Source: KPMG, Evaluation of Youth Partnerships (KPMG, 2012).

Source: RMCG, Northern District Community Health Services: Gateways 4 Sustainable Communities – Case study and project analysis (Final Report) (RMCG, 2011)

Case study 7 – Youth PartnershipsProgram overview Youth Partnerships is a pilot program established throughout Victoria to test a range of interventions designed to improve engagement in education and training, leading to an increase in the completion of Year 12 (or equivalent) and reduction in the escalation of social, individual and behavioural problems for young people.Locally developed and tailored projects are implemented across seven demonstration sites using a holistic approach with input from DEECD, the Department of Justice, the Department of Human Services, Victoria Police, the Department of Health, community organisations, local training providers and schools. These projects aim to improve the early identification of young people aged 10 to 18 years who are ‘at risk’ of disengaging from education, or who have already disengaged, to ensure that appropriate and suitable re-engagement programs are available for the cohort.

Lead agency State governmentDEECD, with input from other State Government departments, community organisations, schools and training providers.

Region/area Barwon South West Eastern Metropolitan Region Grampians Loddon Mallee Southern Metropolitan Region Western Metropolitan RegionTarget cohort Young people aged 10 to 18 years who are ‘at risk’ of disengaging from education, or who have already disengaged.

Key activitiesA range of varying activities are undertaken at demonstration sites throughout Victoria, for example:

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Establishment of a sustainable state-funded alternative education school catering specifically for currently disengaged secondary aged students with trauma and attachment based behavioural and learning challenges.

Development of a secure, web-based system that supports the connectivity of information from identification of risk, to assessment, through to referral to appropriate services enabling young people with emerging risk to be identified earlier and more systematically.

Establishment of an outreach teaching program where specialist teachers work specifically with 15 identified young people in residential care settings who are entirely disengaged from all forms of education.

Establishment of Community Action Networks and Multiple Agency Support Teams to facilitate improvements in delivering opportunities to ‘at risk’ and disengaged young people in re-

engaging in education.Program outcomesGiven the relative infancy of the initiatives, comprehensive data relating to the impact of the Youth Partnerships initiative on participants is not yet available. Notwithstanding this, stakeholder feedback across demonstration sites suggests that the demonstration site activities are having a positive impact on students, for example: improved education and learning

environments, particularly through increased and more understanding student and teacher interactions;

improved student confidence and self-esteem;

increased student attendance rates (e.g. an increase from 60-70 per cent to 90 per cent in the Loddon Mallee region);

improved relationships between schools and local businesses; and

enhanced student engagement in the learning process.

Case study 8 – Aimhigher (United Kingdom)Program overview Aimhigher was a multi-faceted approach employed by the UK Government to raise aspiration and motivation to enter higher education among learners from under-represented groups. The program ceased operation in July 2011. The program incorporated a range of initiatives designed to widen participation in higher education by raising awareness, aspiration and attainment among learners and was based on evidence indicating that a multi-faceted approach is required to overcome the multiple barriers to higher education participation, as outlined in the 2003 White Paper The future of higher education.

Lead agency Federal governmentUK Government, with assistance from universities and local authorities.

Region/area Various regions throughout the United Kingdom

Target cohort Children in school from lower socio-economic groups and those from disadvantaged backgrounds who live in areas of relative deprivation and low rates of participation in higher education.

Key activities Funding for a range of activities in

schools and colleges (e.g. revision classes, master classes, study skills sessions) to provide the encouragement and support that young people need to increase attainment and raise aspiration in order to enable them to successfully apply to university.

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Sources: Higher Education Funding Council for England, Aimhigher < http://www.hefce.ac.uk/whatwedo/wp/recentwork/aimhigher/>; Hazel Pennell, Anne West and Audrey Hind, The National Evaluation of Aimhigher – Survey of Higher Education Providers 2003 (London School of Economics, 2004); Rowena Passy and Marian Morris, Evaluation of Aimhigher – learner attainment and progression (Final Report) (National

Extra funding to universities and other higher education providers to facilitate summer schools, outreach work and help institutions with the extra costs involved in supporting students who come from areas with low participation rates in higher education.

The Young People’s Publicity Campaign, which provided advice, information and promoted higher education to young people from disadvantaged backgrounds using a variety of communication methods.

Extra financial support for students through the provision of ‘Opportunity Bursaries’.

The provision of payments, through the student associates pilot program, to undergraduates to do work in schools and further education colleges with the view that the will provide role models for young people and help them learn more about higher education.

Program outcomesA range of program outcomes have been reported on, particularly in relation to the

impacts on program participants, parents, local communities and higher education providers. Noteworthy outcomes include: An increase in the proportion of

learners attaining five A – C General Certificate of Secondary Educations (GCSEs) (including English and mathematics) from 44.7 per cent in the 2004-05 academic year to 49.8 per cent in 2008-09.

An increase in the proportion of learners achieving level three by the age of 19 from 42.1 per cent in 2003-04 to 51.4 per cent in 2008-09.

An increase in the number of higher education applicants, with a steady year-on-year increase since 2007. In particular, applications for the 2009-10 academic year increased by 9.7 per cent on previous year’s figures, with a proportionately higher risk from young people from more disadvantaged backgrounds.

Qualitative evidence suggested higher levels of learner enjoyment and learner interest in entering higher education.

Case study 9 – Pathways to Education (Canada)Program overview Pathways to Education is a multi-faceted,

community-based program which aims to help youth in low-income communities graduate from high school and successfully transition into post-secondary education or training by addressing systemic barriers to education engagement.

Lead agency Non-Government Organisation

Originally developed by the Regent Park Community Health Centre; now overseen by Pathways to Education, a not-for-profit organisation.

Region/area 12 disadvantaged Canadian communitiesTarget cohort Students in Years 9-12

Key activities Academic support: Volunteers

providing intensive after-school tutoring in core academic subjects.

Social support: Volunteers undertaking group mentoring activities to help students with social skills, problem solving and career planning.

Financial support: The provision of scholarships and other financial supports such as bus tickets to support school attendance.

Advocacy support: A student/parent support worker who provides advocacy support by connecting young people, parents, school administration, teachers and community agencies.

Program outcomesOutcomes of the Pathways to Education program, as detailed in the 2010-11

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Annual Report, include: a 53 per cent increase in the

percentage of Grade 12 students achieving sufficient credits to be considered ‘on track’ to graduate;

a 57 per cent decrease in the percentage of Grade 12 students classified as ‘at risk’ or ‘struggling’;

a 27 per cent increase in the percentage of Grade 10 students demonstrating excellent school attendance (classified as being absent less than five per cent of the time); and

a 43 per cent decrease in the percentage of Grade 10 students demonstrating high levels of absenteeism (classified as being absent more than 15 per cent of the time).

In addition, longitudinal results indicate that:

the high school graduation rates amongst program participants have more than doubled;

there has been a 300 per cent increase in the rate of students going on to college or university;

there is a return of CAD $24 (approximately AUD $23) for every dollar invested in the program; and

there is a cumulative lifetime benefit to society of CAD $600,000 (approximately AUD $565,000) for every program graduate.

Sources: Pathways to Education, Program Introduction and Overview (Pathways to Education, 2010); Pathways to Education, 2011 Results Summary (Pathways to Education, 2012); Pathways to Education, The Return on Investment < http://www.pathwaystoeducation.ca/en/results/return-investment>.

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