Current Projects

Project Title

Vocational Education and Training In Schools: Cultural Resistance and the Academic Tradition

Duration

2007 - 2008

Commissioned/funded by

ARC Discovery Project

Researchers

John Polesel, Richard Teese, Jack Keating

Abstract

VET in schools represents one of the most significant curriculum initiatives in secondary schooling in the last ten years. Yet the place of VETin schools remains contested and there has been relatively little research conducted into its effectiveness for different student groups and under different models of delivery. This study seeks to assess whether the rapid and large increase in VET entolments have been accompanied by a real expansion in educational opportunity, as represented by higher rates of school completion, workplace learning, successful post-school transition, and more generic byt difficult to measure benefits. It also seeks to assess the effectiveness of the various models of VET delivery adopted by different state juristictions in Australia.

Project Title

Effective Intervention strategies for Students at Risk of Early Leaving

Duration

2007 - 2008

Commissioned/funded by

Department of Education and Early Childhood

Researchers

Stephen Lamb, Richard Teese, Anne Walstab and Suzanne Rice

Abstract

As Australia moves further towards a knowledge-based economy, education systems around the country are seeking to increase student retention beyond the compulsory years of schooling, enabling students to thrive in such an economy.  This project seeks to identify the strategies being used by a number of Victorian government schools that have increased student retention and provided innovative models of practice for fostering student engagement and achievement, and gather information concerning perceived barriers to successful change. 

Project Title

Provision and Participation: Post-Compulsory Programs in the Northern Metropolitan Region of Melbourne

Duration

2008

Commissioned/funded by

Department of Education and Early Childhood

Researchers

Richard Teese, Sue Helme, Kira Clarke, Nicky Dulfer, Tim Jones

Abstract

This is a study of opportunities for learning in a large and rapidly developing region of Melbourne—the northern suburbs. While diverse, this region has relatively high proportions of young people who are less
successful academically. This makes issues of program breadth and accessibility particularly important. Many of the schools in these regions have limited access to “locally raised funds”. As a result, they have
less flexibility in resources and less scope to mount comprehensive programs, catering for a broad range of need. The study examines the extent and variety of provision of academic and vocational programs in the
region, including the different approaches to delivering programs, e.g., on campus, auspiced delivery, collaboration between schools, school-TAFE links, and distance education. The extent of vocational provision will be examined in the context of local labour markets and skills demand. In addition, the study examines expenditure patterns in both VCE and VET/VCAL programs.

Project Title

Provision and Participation: Post-Compulsory Programs in the Western Metropolitan Region of Melbourne

Duration

2008

Commissioned/funded by

Department of Education and Early Childhood

Researchers

Richard Teese, Sue Helme, Kira Clarke, Nicky Dulfer, Tim Jones

Abstract

Project Title

Disengagement and Outcomes

Duration

2008

Commissioned/funded by

Department of Human Services and Department of Education and Early Childhood Development

Researchers

Stephen Lamb, Suzanne Rice, Nicky Dulfer

Abstract

This project involved an extensive review of the international literature on disengagement from school and student outcomes. It was prepared on behalf of the Victorian Department of Human Services and the Victorian Department of Education and Early Childhood Development. The investigation covered three questions:

Under what circumstances does disengagement from school and education lead to adverse outcomes?

What evidence is there on the extent to which disengagement can be predicted at younger ages? (8-12)

What are the key features of schools that worsen levels of disengagement, for which children, and what changes this?

Project Title

International Trends in Education Regulation

Duration

2008

Commissioned/funded by

Victorian Registration & Qualifications Authority

Researchers

John Polesel

Abstract

Since the 1970s, a perception of government “failure” has led to increasing levels of privatisation of services previously regulated and owned by governments. This has resulted in processes of re-regulation, with governments prepared to cede regulatory powers to independent agencies, based on a view that these agencies have greater public credibility than elected executives and greater longevity and stability. An associated trend – towards school autonomy – which characterises most modern economies and which began in the 1980s, also forms an important contextual feature of changes in approaches towards school regulation. The movement towards greater school autonomy which began in countries such as Canada, Belgium and the Netherlands has now taken hold in most OECD nations, including Australia.

This project seeks to understand the main international debates and literature on regulatory frameworks in education. It analyses a small number of international systems with widely varying approaches to regulation as illustrative of some of the main trends – England, Scotland, Belgium, the Netherlands, France and Italy.

It argues that the Victorian context is most similar to that found in England, in the sense that schools are relatively autonomous, there is significant funding of private schools and the regulatory function is conducted by an independent expert agency rather than government. However, while compliance with a range of
regulations governing the registration and operation of schools is required in Australian systems, broader public accountability for student outcomes is not. It argues that the substantial issue of transparency arising
from the increased emphasis on parental choice has not been addressed in the Australian context. This is in sharp contrast to international policy developments, which demonstrate that increased school autonomy
internationally has been accompanied by higher levels of public accountability, including measures of student achievement and financial probity.

Project Title

School Performance and Accountability

Duration

2008

Commissioned/funded by

Victorian Department of Education and Early Childhood Development

Researchers

Stephen Lamb, Richard Teese

Abstract

Under the new Blueprint, schools whose performance requires improvement will receive additional support, based on an analysis of their achievement profile and trends, after taking into account the context of the school. School performance is affected by a range of external
and internal factors. The external factors include student intake (achievement level, socioeconomic status, language background, Indigeneity, children with special learning needs), the neighbourhood of the school (social characteristics), the locality (including distance from urban centres), and the proximity of other schools. Internal factors include the size of the school, the quality of school leadership, school climate and organization, the quantity and quality of teaching resources, school programs (curriculum and special activities and support programs), the
physical fabric and facilities of the school, and other factors.

How well a school performs depends on this complex set of factors. A school may have a very low achievement profile, but nevertheless be performing well in value-added terms, while another school may have very good results, but largely as a result of an advantageous student
intake. To assist in refining the process through which schools needing additional support are identified, CPELL was commissioned by the Department of Education and Early Childhood Development to test a set of indicators of performance and to model performance differences
between schools.

Project Title

Rurality and Rural Size Adjustment in the Budget of Victorian Government Schools

Duration

2008

Commissioned/funded by

Victorian Department of Education and Early Childhood Development

Researchers

Stephen Lamb, Anne Walstab, Tim Jones

Abstract

Small rural schools receive a Rural Size Adjustment (RSAF) grant to ensure that the quality of their education provision is equal to provision in urban areas. Evolving demographics, such as urbanization of formerly rural areas, mean that entitlements have to be adjusted over time. But how should such changes be taken into account?
This project aims to review the provision of RSAF and Location Index funding to confirm:
1. The funding methodology is consistent with current DEECD priorities relating to Access and Accountability
2. Funding is effectively targeted at schools to maximise support for issues of isolation and access to services
and support.

This project will also address the following issues:

3. School designations of urban/provincial/rural/remote matched against the latest 2006 ABS Census urban centre/location boundaries
4. Schools inside the Melbourne Statistical Division (MSD) but outside the Accessibility and Remoteness Index of Australia (ARIA) urban designation are no longer funded for rurality. This policy has been questioned
by some affected schools and a response is needed to this issue. Schools on the fringe of the eight nominated provincial centres will also be considered to deliver a consistent approach.

The project will ensure that the distances used to caculate the Location Index are correct using the latest mapping
software. These measures have not been reviewed since they were initially established in 1994.

Project Title

Critical Occupations and Emerging Skills

Duration

2007 - 2008

Commissioned/funded by

Victorian Skills Commission

Researchers

Jack Keating, Veronica Volkoff

Abstract

This review, commissioned by the Office of Training and Tertiary Education (OTTE), Victoria examined within the body of Australian and international research, the relationships between the supply of skills and the skill needs of industry. The review also explored the role of formal training systems in helping to meet and shape this supply and in particular, considered the implications for the Victorian planning processes for the public purchase of training. Key questions about: the nature of skills required now and in the future; skills constructs and skills shortages; patterns of demand for skills; the role of publicly funded training and the factors that influence the demand for, supply, distribution and application of skills; and forecasting skills needs were addressed.

Project Title

Springboard Demonstration Grants

Duration

2007 - 2009

Commissioned/funded by

Continuing Education and Arts Centre Alexandra

Researchers

Veronica Volkoff

Abstract

Funded by the Adult Community and Further Education Board Victoria, these grants are designed to support Adult Community Education (ACE) providers in their application of learning from research to improve ACE delivery practice and produce outcomes for under-served learner groups. CPELL staff member Dr Veronica Volkoff is providing mentoring and research support to ten ACE practitioners undertaking five innovative ‘demonstration’ projects involving learners in seven Victorian ACE providers. Projects aim to: improve delivery in rural areas through use of online communication tools; assist volunteers and volunteer agencies to gain recognition for skills developed through volunteering; develop new ways of building employability skills for adult learners; and promote men’s engagement with learning within rural contexts experiencing severe economic difficulties.

Coonara Community House in Melbourne is building on CPELL’s ACE Longitudinal Study findings and their own research projects funded through ACE Circles of Professional Research Practice and mentored by CPELL staff in 2006 and 2007.

Project title

Education Investment in Australian Schooling: Serving Public Purposes

Duration

2007 - 2009

Researchers

A. Reid, N.C.Cranston, Jack Keating W.R. Mulford

Commissioned/funded by

ARC Linkage Project

Abstract

The public purposes of schooling are central to the social and economic health of Australian society, since they provide a basis for realising the goals and aspirations of that society. This project will use the insights and current practices of many school communities to establish how the purposes of schooling are currently understood and enacted. This clarification will be used as the basis for (a) a reassessment and refinement of such policy statements as the National Goals of Schooling;(b) professional development activities and resources and sharing of good practice; and (c) the development of instruments for assessing the achievement of public purposes.

Project Title

Building Futures - Developing on evaluation methodology: Literature review

Duration

2007-2008

Commissioned/funded by

Department of Education and Early Childhood Development

Researchers

Jack Keating

Abstract

Over the next decade major investments will be made in Victorian government school buildings. It has been determined that this investment should be based upon a strong educational rationale that is validated
by evidence of best practice and research into the relationships between teaching practice and teaching environments. The project has supported the development of the educational and pedagogical criteria for the Building Futures program and an evaluation framework for the project.

Project Title

Improving VET in Schools Provision—Funding Project VET in Schools Budget Modelling

Duration

2008

Commissioned/funded by

Victorian Department of Education and Early Childhood Development

Researchers

Stephen Lamb, Tim Jones

Abstract

The aim of this project was to develop a funding model for VET in Schools (VETiS) that operates within the broad framework of core funding for Victorian government schools (the Student Resource Package or SRP), while recognizing the additional costs associated with high-cost VETiS programs.

Requirements of the project included:

· distinguishing between different categories of programs based on their cost
· developing an appropriate mechanism for estimating additional funds requirements
· providing criteria for determining standard costs and high costs
· estimating appropriate funding rates
· analysing school purchasing capacity
· estimating the rurality funding needed for high-cost VETiS programs
· assessing the need for enrolment-based indexing

The project resulted in a successful application to the Victorian Government’s Expenditure Review Committee for additional funds to meet the costs of delivery of quality VET programs in schools.

Project title

Vocational Education and Training University Sector Two-way Credit and Articulation Pathways Project

Duration

2007

Researchers

Jack Keating and Richard Teese

Commissioned/funded by

Department of Education and Training (WA)

Abstract

The resources boom has created an acute demand for skilled labour in the minerals sector. The project examined the transfer of students between universities and vocational education and training courses in science and engineering courses in Western Australia. It also examined credit transfer
arrangements across universities and the major VET providers and agreements between providers.
It provided a set of recommendations for strengthening credit transfer arrangements and the enhancement of education and training pathways into the resources sector.

Project Title

Vocational and Applied Learning in Victorian Catholic Schools

Duration

2007-2008

Commissioned/funded by

Catholic Education Commission of Victoria

Researchers

John Polesel, Richard Teese, and Jack Keating

Abstract

This study is concerned with how VET operates as a major strand in Victorian catholic schools in terms of participation, economic and cultural benefits, and post-school transition for different groups of the school population. It is also concerned with how VET provision is resourced, managed and delivered withing the context of the provision for communities with which schools are located. The final area of this study is the position of the Catholic sector within the wider picture of state and national initiatives and policies in VET and post compulsory schooling.

Project title

Deferring a University Offer in Regional Victoria

Duration

2008

Researchers

John Polesel

Commissioned/funded by

Local Learning and Employment Networks

Abstract

The impetus for this survey of deferral of university places among school completers from regional Victoria was the high rate of deferral compared with metropolitan school completers. Moreover, the rate of deferral has risen steadily since tracking of school completers first began in Victoria in 2004, and the rate of deferral amongst regional young people has grown even more rapidly than that of their metropolitan counterparts, widening the gap between the two groups. In regional Victoria this rate has risen from 6.4% in 2004 to 15.7% in 2007. Tracking work carried out in Queensland also confirms this tendency and suggests that the phenomenon of higher rates of deferral amongst non-metropolitan school completers may be widespread across regional Australia.

This project sought to provide a longer-term view of the study and labour market transitions of regional school completers from the 2006 Year 12 cohort who had deferred a place at university. It found that the
respondents displayed a range of mainly positive destination outcomes, with approximately seven in ten taking up a place at university. However, the research also suggested that some deferrers in country Victoria are less likely to take up a university place than others. These include those students whose achievement profile is low and those who come from a lower SES background. It is also important to consider whether the mainly positive outcomes reported in this study can be maintained over the longer term. A re-contact of the cohort in 2009 will allow an assessment to be made of this objective.

Project title

Victoria University. Demand for Tertiary Education in Outer Western Melbourne: Data Analysis

Duration

2007 - 2008

Researchers

Stephen Lamb, Anne Walstab, Kate Mason

Commissioned/funded by

Victoria University

Abstract

Victoria University contracted with Peter Noonan Consulting in association with the Centre for Post Compulsory Education and Lifelong Learning at The University of Melbourne to undertake a project to:

· identify the current and potential medium-term (10
year) and long term (25 year) demand for vocational
and higher education in the outer-west of Melbourne
with specific reference to the VU outer West campuses
primarily serving the municipalities of Hume, Melton
and Wyndham, and abutting municipalities to the west
of those;
· assess the extent to which a near home location
influences a student’s choice of course and/or
institution; and
· identify emerging trends that might impact on the form
of delivery of vocational and higher education that might
impact on the nature of VU’s presence in the outer
west.

CPELL undertook an extensive analysis of data relating to demand for tertiary places in Melbourne’s western suburbs (and beyond). This analysis was contained in a separate report from the main consultant’s report.

Project Title

Vocational and Applied Learning in Victorian Catholic Schools

Duration

2007-2008

Commissioned/funded by

Catholic Education Commission of Victoria

Researchers

John Polesel, Richard Teese, and Jack Keating

Abstract

This study is concerned with how VET operates as a major strand in Victorian catholic schools in terms of participation, economic and cultural benefits, and post-school transition for different groups of the school population. It is also concerned with how VET provision is resourced, managed and delivered withing the context of the provision for communities with which schools are located. The final area of this study is the position of the Catholic sector within the wider picture of state and national initiatives and policies in VET and post compulsory schooling.

Project Title

Academic Curriculum and School Setting: How school subjects live different lives in different schools

Duration

2005-2009

Commissioned/funded by

ARC Discovery Grant .

Researchers

Richard Teese, Stephen Lamb, Sue Helme, Suzanne Rice

Abstract

This project will investigate the origins of large and persistent social differences in success and failure in upper secondary school.  Few studies have examined quality of learning experience at contrastive sites in the school system or related the cognitive and cultural demands of the curriculum to the perspectives of students and teachers in successful and unsuccessful schools.  Given the magnitude of inequality, effective targeting of intervention strategies and substantial improvements in course design depend on well-founded theoretical insights into how success and failure occur.  Findings from this project will help make English, mathematics and chemistry more accessible and satisfying subjects .

Project Title

How Young People are Faring: Key Indicators 2008

Duration

2008

Commissioned/funded by

Education Foundation

Researchers

Stephen Lamb, Kate Mason

Abstract

How Young People are Faring is an annual report documenting the broad learning and work circumstances of young Australians, a report widely used by policy-makers at state and Commonwealth level and a broad range of researchers and educators. CPELL has been commissioned to prepare the 2008 edition of the report.

A key national goal for education and training is to ensure that young people are provided with clear and recognised pathways to employment and further education and training when they leave school. Four key measures of performance against this goal, established and endorsed by the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA), are the following:

1. The proportion of 15-19 year olds, by single year of age, in full-time education or training, in full-time work, or in both part-time work and part-time education or training.
2. The proportion of 20-24 year olds by single year of age, in full-time education or training, full-time work, or in both part-time work and part-time education or training.
3. Percentage of 19 year olds who have completed Year 12 successfully or attained a qualification at AQF
Level 2 or above.
4. Percentage of 24 year olds who have completed a post secondary qualification at AQF Level 3 or above.

One of the important features of the annual publication How Young People are Faring is that it is one of the few documents that provide a national assessment of performance on such key transition measures.
The publication evaluates how well the education and training system is working to deliver successful pathways for young people in their transition from school to further study and work.

Project Title

Trial Destination Tracking Survey (Tracking of Year 12 Students)

Duration

2007-2008

Commissioned/funded by

Department of Education and Children's Services (SA)

Researchers

Summary

In 2007, the Future SACE Office of South Australia commissioned the Centre for Post-compulsory Education and Lifelong Learning at the University of Melbourne to conduct a pilot survey of South
Australian school completers. This survey of students completing the South Australian Certificate of Education (SACE) in 2006 aims to provide an insight into the various factors which impact the way young individuals navigate towards a range of post-compulsory outcomes, and which lend assistance to successful transitions into education, training and employment pathways. The survey aims to demonstrate how post-school education, training and employment data can be reported in ways that are useful to education authorities and providers as well as to the wider public, including parents and students.

Project Title

Behaviours of High-Performing Schools

Duration

2008-2010

Commissioned/funded by

Victorian Department of Human Services and the Victorian Department of Education and Early Childhood Development

Researchers

Stephen Lamb, Suzanne Rice

Abstract

This project builds on research undertaken in the first half of 2008 by CPELL which investigated effective intervention strategies operated by Victorian government secondary schools.

In this project, there are three different phases:

(1) Identify the behaviours exhibited by schools that are not improving. What behaviours are exhibited by schools that are not improving? What behaviours are barriers to improvement? How does this compare with what we know about the behaviours of improving schools?
(2) Compare the behaviours of improving schools and non improving schools and drill down into these behaviours. What are the behaviours of both the schools that are improving and those that are not improving? How are these behaviours unpacked? What is the detail in these behaviours? What are the differences in behaviour between schools that are improving and those that are not improving?
(3) Longer term (2009 and beyond). A longitudinal observational study of the behaviours that lead to improvement.

Project Title

The Equity Challenge in Catholic Education

Duration

2007-2008

Commissioned/funded by

Catholic Education Commission of Victoria

Researchers

Richard Teese, Stephen Lamb, Anne Walstab, John Polesel, Nicky Dulfer

Summary

Catholic schools in Victoria enrol over 180,000 (FTE) students. The schools are widely distributed across the state and cater for very different mixes of the Victorian population. There is a strong systemic commitment to social justice in student outcomes, which implies high standards for all
children, a positive experience of school, and effective post-school transitions. Catholic education aims to achieve these outcomes for all children, regardless of their family background, ethnicity, language or locality.

But how successful are schools in meeting these objectives? While general measures, such as AIM results, retention rates, average ENTER scores and transition to further education or training are all positive indicators of the success of Catholic schools, these mask considerable variations. These variations in outcomes are not random with respect to factors such as socio-economic status, language background, gender, and locality – factors whose influence the Catholic system as whole seeks to reduce or even neutralize in pursuit of fairness to individual children and their families.