Work in Progress
Schools, vocational education and training and partnerships: Capacity building in rural and regional communities
Summary
- Item:
- 10323
- Title:
- Schools, vocational education and training and partnerships: Capacity building in rural and regional communities
- Type:
- Managed research project
- Project no:
- NR4015
- Status:
- Finished
- Date commenced:
- 1 July 2004
- Contact:
- Helen Stokes
- phone: +61 3 8344 9646
- email: h.stokes@unimelb.edu.au
Purpose
It will focus on the real life application of social capital concepts in school-VET partnerships that demonstrate success in building social and economic capital in rural communities and regions. Its purpose is to provide an outline and analysis of the models and processes chosen (or developed) and implemented by these rural and regional communities, highlighting factors that shape decision-making in finding an appropriate 'fit' between models, processes and local contexts. Relevant factors that distinguish between communities that socially and economically prosper have been identified in recent research (Plowman et al, 2003). The proposed research takes this work in another direction by exploring how communities with successful school-VET partnerships act to utilise and/or address these factors.
Approach
Literature review, data analysis & case studies
Research questions
The specific question that relates to the research purpose and will guide the project is: How do school-VET partnerships contribute to community capacity building in rural and regional areas as demonstrated through reported change in social and economic capital?
The sub-questions supporting this specific research question include:
* Who are the key players in successful school-VET partnerships in rural or regional areas?
* How are these key players recognized and included in the partnership?
* Who plays a leadership role in facilitating partnerships? Why and how does this occur?
* What is the role of policy (both formal and informal) in facilitating partnerships at different levels including: nationally, at the state level, regionally and locally?
* Why do key players get involved - what are their agenda and desired outcomes?
* What do the key players believe defines a successful partnership in rural and regional areas? How is this demonstrated in their community?
* How have key players analysed and responded to the issues in their local community in developing the partnership (this includes both facilitators and barriers to successful partnerships and good social and economic development)? How is this analysis reflected in choices about models and processes/strategies?
* What are the characteristics of the communities and regions in which these successful partnerships are occurring?
* What do the key players name as successes in the partnership? How are these shared with and experienced by the community?
* What do key players name as barriers in the partnership? Who deals with them and how?
* What evidence do key players provide about how partnerships are beneficial (eg build community capacity and contribute to social and economic development? What sources of information are used to support this evidence (including historical and comparative)?
* If not identified above, what do these partnerships mean for young people in their area?
* Why do key players maintain a commitment to these partnerships?
Key players that may be identified for our research include: school personnel; current and previous students who study VET and their parents/guardians; VET providers; local businesses; Local Government and relevant agencies who are involved in partnerships or groups facilitating partnerships; and regional development boards and industry groups.
Methodology
This study requires multiple methodologies in order to develop a rich description and analysis of successful school-VET partnerships in rural and regional areas. This will occur through a combination of literature review and analysis, utilization of existing quantitative information (ie demographics) for comparative purposes, and qualitative information based on case studies of 6 communities across 3 states (WA, SA, Vic) representing 3 rural (under 5000 people) and 3 regional (over 15,000 people) areas. Case study sites may be able to provide additional quantitative information specific to their area.
Stage 1 : Planning and Preparation
* Literature review of national and international best practice in school-VET and/or school-community/business partnerships and relationships to formal and informal policy.
* Staged process for the identification of case study sites
* Ethic applications to the University of Melbourne and State Departments of Education in WA, SA and Victoria outlining methods, research tools and ethical considerations
Stage 2: Data gathering and analysis
* Major visit to all case study sites to conduct focus groups and interviews with key players. Key players that may be identified include school personnel, current and previous students who study VET and their parents/guardians, VET providers, local businesses, Local Government and relevant agencies who are involved in partnerships or groups facilitating partnerships, regional development boards and industry groups.
* Complete observations and gather other available information as agreed at the preliminary visits.
Stage 3: Report writing and feedback
* Produce a draft final report
* Seek validation of draft from representative of case study site participants by phone and/or email - these representatives will be negotiated and agreed during the site visits
Stage 4: Finalisation of report
Organisations
The AYRC was established in 1988 in response to a recognised need by the youth affairs sector for relevant and up to date research on issues facing young people. Its aims are to:
* identify local, national and international research issues relevant to young people
* conduct appropriate, relevant, and useful research that addresses these issues
* promote research agendas and policies which contribute to an understanding of the full range of life patterns of young people, and which support young people's capacity to exercise increased control over their lives
* promote and encourage awareness of youth issues amongst research students and within departments and research centres of the University
* facilitate communication between educators, researchers, policy makers and people working in the youth sector
* facilitate national links and collaborative research on youth issues across different sectors, including education, health, youth work and juvenile justice
* strengthen international research links and scholarship in the area of youth policy.
