Work in Progress
Pathways and barriers: Indigenous schooling and VET participation in the Goulburn Valley Region
Summary
- Item:
- 10335
- Title:
- Pathways and barriers: Indigenous schooling and VET participation in the Goulburn Valley Region
- Type:
- Managed research project
- Project no:
- NR4020
- Status:
- Finished
- Date commenced:
- 1 July 2004
- Contact:
- Richard James
- phone: +61 3 9344 7627
- email: r.james@cshe.unimelb.edu.au
Purpose
The purpose of the study is to shed new light on the factors affecting the participation of Indigenous people in vocational educational and training. A case study conducted in the Goulburn Valley region of a largely urbanized Indigenous community will explore the factors that hinder or inhibit the enrolment and effective engagement of Indigenous people in VET. The objective will be to use the empirical findings to generate recommendations for:
* alleviating or breaking down the barriers that prevent or hinder Indigenous people options within the VET sector; and
* boosting the factors that might encourage Indigenous people to see VET as relevant and achievable.
Approach
Literature review, focus group interviews and data collection and analysis
Research questions
The research undertaken for this project will explore four key areas. While the project will examine the nature and extent of barriers or inhibiting factors to VET participation, it is important to move the analysis beyond the notion of external 'barriers'. Thus, the framework developed proposes for investigation four areas under which potentially inhibiting factors might fall:
* Structural: Existing systemic structures and pathways in VET provision.
* Pedagogical: Assumptions inherent in the design of curriculum and approaches to teaching and learning.
* Social/Attitudinal: Community beliefs about the personal relevance,. accessibility and achievability of VET.
* Labour market: Existing employment opportunities and career outcomes related to VET participation.
The research will seek to make a contribution through:
* reporting in detail the aspirations, expectations and experiences of the Indigenous community;
* mapping the existing pathways in relation to education, training and employment;
* revealing the specific barriers and inhibiting factors associated with VET provision, as well as the reasons for the community possibly perceiving a lack of relevance in the nature of existing provision
And, in the light of these findings,
* critically examining the assumptions underpinning VET provision and making recommendations for enhancing it.
Methodology
The research team will use a mix of quantitative and qualitative methods. We will collate existing, previously unreported and unanalysed participation data. These data will be supplemented by a short 'pathways' questionnaire administered during focus group interviews. The focus group interviews, along with individual interviews, will also gather qualitative attitudinal data.
In summary, the material that will form the basis of the report will include:
* an extensive literature review;
* an analysis of previously unreported participation data (already available);
* an analysis of the school/VET/employment participation histories and trajectories of 80-100 individuals (gathered during focus group interviews);
* an analysis of the attitudes, aspirations and perceived barriers (80-100 individuals, focus group interviews); and
* an analysis of VET provider and other key stakeholder views on the nature and issues associated with existing systems and structures and the assumptions on which these are based (20 individuals).
An essential component of the project is the securing of accurate population data. This is required as a basis for estimating Indigenous participation rates in education and training in the region.
Stage 1 Planning and Preparation
* Review of the literature on the participation, access and retention of Indigenous students in education and training focusing on VET nationally and within Victoria.
* Consultation with the community regarding the goals and proposed methods of the project.
* Securing of existing datasets, including Rumbalara Medical Centre records and aggregrate student statistics held by schools and Goulburn Valley TAFE.
* Development of questions for focus group interviews and interviews with VET provider interviews.
* Development of short 'pathways' questionnaire to administer to individuals who participate in focus groups.
* Planning and implementation of recruitment strategy for focus groups.
Stage 2 Data gathering, analysis
1. Focus groups will be conducted by bringing together the following groups of people, chosen because each group is likely to had had distinctive experiences, pathways and aspirations:
* Indigenous learners currently enrolled in VET courses
* Indigenous learners withdrawn from VET courses
* CDEP workers
* Indigenous people employed in Indigenous organizations
* Indigenous people employed in mainstream organizations
* Koorie educators, teachers of Indigenous students
* Indigenous youth who are not engaged in any formal training or employment
A short questionnaire will be administered during each focus group to trace the school/VET/employment histories of each individual. It is envisaged that 10 focus group interviews of 8-10 people will be held (80-100 people in total).
2. One-to-one interviews will be conducted with key stakeholders involved in schools, VET provision and employment, including the leadership staff of employment agencies (estimated 20 individuals).
3. The interview and questionnaire data will be entered, checked and analysed, largely using qualitative techniques.
Stage 3 Report writing and feedback
Organisations
The University of Melbourne's Centre for the Study of Higher Education is a leading education research and policy analysis centre with a national and international reputation. CSHE research is widely recognised for its relevance and accessibility to practitioners. As well as a large number of recent research and consultancy projects within Australia, many international projects have been conducted for a wide range of organizations and agencies. The CSHE has the experience and capacity to conduct the present study. The CSHE has a strong reputation for the timeliness of its work, the independence and academic rigour of its analyses, and the clarity and accessibility of its reporting style.
