Stepping stones: TAFE and ACE program development for early school leavers

The adult and community education (ACE) sector and technical and further education (TAFE) institutes are providing programs for young people that re-connect them with education. This report suggests that these programs and settings are considered effective pathways for some young people who have left school early, sometimes before completing Year 10.

This research uses a case study methodology, investigating the features of six individual programs delivered in New South Wales, Victoria and South Australia that contribute to providing effective re-entry points for young people. Nearly 90 students and their teachers are interviewed to gain the insights presented in this report.

Students are attracted to the programs by key interrelated features, such as the quality of relationships between students and staff; flexibility in the mode of delivery, choice of study areas and opportunities for personal autonomy.

Teachers' student-centred approaches to learning, for example self-paced learning, are important. Flexible delivery and timetabling allow students to balance study, work and other interests.

On completion of their initial program, students have the opportunity to utilise extensive links and pathways to uncover opportunities to continue their education. However, moving to higher level courses often depends on advice and advocacy by program staff. Therefore, it is important to ensure students have advice about, and access to, the next steps in education.

There are personal issues, such as living arrangements and finances, that can hold a student back. For students who require some structure and discipline, course flexibility is only helpful if clear boundaries and expectations are provided. The programs are, therefore, not a 'one size fits all' answer.

It is suggested that re-entry through the adult and community sector and TAFE institutes will become increasingly important to young people wishing to continue their education after leaving school early because of the programs and settings they provide as an alternative for this group. Important aspects of this approach include integrating youth services with these programs so that the group is supported cohesively, and adopting a systemic approach to brokering education pathways for this group at the local level.

Finally, it is noted that policy formulation would benefit from a longitudinal study of early school leavers who have re-engaged through these TAFE and ACE programs.