Second Chance Education: Barriers, Supports and Engagement Strategies

Autor/inn/en	Savelsberg, Harry; Pignata, Silvia; Weckert, Pauline
Titel	Second Chance Education: Barriers, Supports and Engagement Strategies
Quelle	In: Australian Journal of Adult Learning, 57 (2017) 1, S.36-57 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Barriers; Interviews; Access to Education; Equal Education; Program Development; Individual Development; Focus Groups; Employment Potential; Outcomes of Education; Holistic Approach; Vocational Education; Foreign Countries; Disadvantaged; Program Evaluation; Partnerships in Education; Skill Development; Attitude Change; Technical Education; Nontraditional Education; Social Networks; Social Support Groups; Australia + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Education; Access; Bildung; Zugang; Bildungszugang; Programmplanung; Individuelle Entwicklung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Lernleistung; Schulerfolg; Holistischer Ansatz; Ausbildung; Berufsbildung; Ausland; Programme evaluation; Programmevaluation; Hochschulpartnerschaft; Kompetenzentwicklung; Qualifikationsentwicklung; Attitudinal change; Einstellungsänderung; Technikunterricht; Non-traditional education; Alternative Erziehung; Social network; Soziales Netzwerk; Social support; Soziale Unterstützung; Australien
Abstract	Second chance education programs are now a well-established presence in institutions seeking to provide access and equity pathways for socio-economically disadvantaged groups. This paper focusses on the strategies used to support positive engagement in second chance equity programs, drawing upon evaluation research data from four TAFE sponsored programs. Interviews were held with service providers involved in the programs' development and delivery, and focus groups were held to gather information from program participants. The findings highlight the complex and often multiple barriers facing participants and the importance of delivering programs with sustained and tailored approaches. While tangible educational and/or employment outcomes were delivered, it was the associated social and personal development that made these programs especially successful. Hence, there is a need for equity programs to be holistic, scaffolded, and tailored to practical and vocational pathways. (As Provided).
Anmerkungen	Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01