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Annual Report 2000Professional Development and Consultancies
Seminar and Conference Presentations
2000 has been an especially significant year for the Youth Research Centre. It marks the completion of the first ten years of operation for the Centre. All staff have been incredibly busy managing the work of designing new projects, implementing funded projects and writing. Even so, we have taken some time to reflect on our work over the last ten years and its relationship to youth research in other countries; there have been substantial changes in thinking about the nature and role of youth research and this has implications for our work in education and youth policy. This reflection has resulted (amongst other things) in the production of a book by Peter Dwyer and Johanna Wyn, titled Youth, Education and Risk: Facing the Future, to be published by RoutledgeFalmer (London) in mid-2001. The decision by the Victorian government to re-establish the Office for Youth is also notable. Speaking at the launch of this Office for Youth in January 2000, I identified two reasons why such an Office for Youth is a good idea. One reason is that young people are important in the present, because of their contributions to society through work, consumption and production – not just as `future adults'. An Office for Youth is potentially a very important mechanism for ensuring that young people are able to advocate for themselves and be heard. Secondly, because young people's life patterns involve a blurring of the traditional boundaries around study, work, leisure, and relationships, government policies need to cross the barriers created by separate departments of health, justice, education, employment and recreation. An Office for Youth also has the potential to play a significant role in creating partnerships – across policy areas and with young people – to generate more effective youth policy. The end of the year 2000 brought Peter Dwyer's retirement from the University. Peter will continue to work with the Youth Research Centre as a Principal Fellow, dividing his time between residences in Melbourne and the south of France to take up a life-style that is the envy of all his colleagues. Peter was integral to the establishment of the Youth Research Centre in 1989 and has had a significant role in shaping the work of the Centre since that time. His early work focused on the longitudinal Early School Leavers project, which drew attention to the lack of policy and programs for out-of-school youth and established a basis for further projects (Opting Out: Early School Leavers and The Degeneration of Youth Policy, published by the Clearinghouse for Youth Studies in 1996 and School Non-Completers, with Stephen Lamb and Johanna Wyn, published by ACER in 2000). Peter played the central role in designing and implementing the Life Patterns research program, which has resulted in many research projects, including Life Patterns and Educational Outcomes in the Post-1970 Generation. His work has generated new approaches to post-compulsory education policy and thinking about young people's transition processes. I can speak for all staff at the Youth Research Centre, and many in the youth sector, in recognising Peter Dwyer as one of Australia's leading youth researchers, in wishing him the best for his retirement and in welcoming his continued involvement in the Centre. This Annual Report provides an informative account of the work of the Centre during 2000. In its core areas, the Centre's programs continue to be funded by a balance of national competitive grants, government and agency consultancies and private sources. The productivity of the Centre in 2000 is evident in the number of refereed articles, book chapters, commissioned reports and programs which Centre staff have completed. Staff have presented the findings of the Centre's work at a wide range of local, national and international conferences and in many keynote addresses. During 2000, reports of many of the projects were produced under conditions of copyright that made it impossible to generate the usual, additional Centre publications. Where possible, the Centre will endeavour to make these reports available through the commissioning organisation. The Centre offered extensive professional development programs in 2000, hosted visitors from the UK, New Zealand, China and Finland and held seminars in its Heggen Forum series. In 2001 and beyond, the Centre's work will continue to be shaped by its strong commitment to the Life Patterns research program, analysing the data base which has been constructed to date and extending the longitudinal research on our cohort in 2002. Our best wishes are extended to Aramiha Harwood, who has been working on the Life Patterns project since March 1996 and is moving on to work in a new environment and to focus on his doctoral research. The Centre has a commitment to continuing projects that build our knowledge about the promotion of young people's mental and physical health, and their exercise of active citizenship participation in education, policy and work. The supervision of research will be fundamental to the Centre's contribution, with new teaching and professional development programs (in youth health, youth participation and citizenship) being developed in response to a need by teachers, health workers and youth workers for a more integrated, cross-sectoral approach to understanding young people's needs. In each of these areas, collaborations and links with other researchers around Australia and internationally is a key element. During 2001, a number of staff will be involved in preparations for the 2002 Youth Research Section of the International Sociological Association Conference, which is to be held in Brisbane in September. I am pleased to submit the 2000 Annual Report of the work of the Youth Research Centre: a record year, which sets us clear challenges for the future. Associate Professor Johanna Wyn Director During 2000, the Youth Research Centre has conducted a full program of activities in the areas of:
Research ProgramLife Patterns and Educational Outcomes in the Post-1970 Generation A major study conducted by the Centre since the early 1990s has followed a large number of young people who left secondary education in 1991. By this year, the participants in our study are about 27 years-of-age and have now come to the end of ten years of post-school transition. The responses have continued the pattern of individual progress displayed in previous years. By now 40% of our sample have formed an on-going relationship (18% married) and 8% have had children. Over the years, 48% have spent at least a month overseas, 28% have moved out of the family home and later returned, while a third have obtained a housing loan. The proportion finding `real fulfilment' has steadily increased from 28% to 34% over the past three years. There are, however, 16% who are finding progress hard to make, with 7% still facing difficulties and 9% who feel a lack of achievement. There has been some further improvement in job outcomes. While 7% are still having difficulty finding an on-going paid job, those with permanent jobs have grown from 59% of the sample in 1998 to 68% in the year 2000. Three-quarters of the sample have had a number of jobs over the past five years, but they have now found full-time jobs. For over 60%, these jobs are related to their field of study and are viewed as an on-going commitment. In the most recent survey we also sought responses on a number of broader issues which might reflect the life priorities and commitments of the participants. The responses reveal a considerable degree of consensus on major items. For example, when asked them to rate from low to high how much practical importance in their lives they placed on selected items, both males (75%) and females (87%) placed a high priority on `developing personal relationships'. Males (80%) were more likely than females (76%) to emphasise career, while females stressed family/home life (93%) more than the males (67%). Two-thirds of the males placed great importance on `leisure/recreational activities' and three-quarters of both males and females emphasised `health and fitness' issues. Their goals in life reflected similar trends. What stands out most in this year's responses is the shared priorities across the sample as a whole. Even though there are differences of emphasis and outcomes between males and females, it is remarkable that a balance between gaining financial security and maintaining relationships with family and friends dominate the responses of all the sample. It is obvious that personal fulfilment is not being defined solely in `career' terms. In the past `who people are' has been defined by what they do (or don't do) in their jobs, whereas our participants imply that occupational destiny is not all there is to life. They define themselves in terms of a blending of `being' and `doing'. Contact: Peter Dwyer Impact of Full Service Schooling A small study set out to look at approaches operating under the Full Service Schooling Program to encourage Youth Allowance recipients to continue with or return to school. Work on this study led to, and became absorbed within, the Out of Education and Strategies for Engaging `At Risk' Youth in Education to Year 12 projects. In particular, literature and conceptual studies within this project, were utilised within the continuing work of the Centre in this area, and enabled the Centre to gain further research funding for the substantial studies. Contact: Helen Stokes and Debra Tyler Out of Education This project was conducted for the Victorian Full Service Schools Program. It focused on a target group of 50 `at risk' 14 to 18 year olds who were not in education, training or employment. The research tested the current anecdotal evidence about what these young people are doing, how they are supporting themselves and their experiences of education. Five themes were developed from the interviews. These included:
Copies of this report are available from the Victorian Department of Education and Employment. Contact: Helen Stokes Successful Longer-term Career Outcomes for VET Participants (NCVER) This study was centred on a sample of VET graduates from our Life Patterns Project who had entered upon successful careers, and sought information from them about how they define and explained their `success' and `career'. The study made use of existing YRC file details about the 1992-1999 pathways of the proposed target-group: their courses of study, their assessments of those courses, their employment record during and immediately after their studies, their assessment of their career prospects each year from 1996 onwards, and their current career status. The centrepiece of the study was an intensive feedback program, concentrating specifically on 303 participants with successful career outcomes, to document their actual process of career transition, and what they see as the most important factors (contributing to effective career transition), and the main barriers (to be overcome or to be avoided). Our respondents were very affirmative about the contribution their education and training had made to their career outcomes. The issue at stake therefore is not their qualifications as such but how these can then be translated into effective personal outcomes. The respondents argued that the balance between objective factors (about job outcomes and status) and subjective assessments (of career aspirations and attainment) has become much more important in the measure of success. Factors such as `permanency', `on-going commitment' and `study-related positions' are still important elements in the makeup of career profiles, and these depend on the qualifications and skills each individual has to offer. However, there was a clear consensus that we now need to pay much closer attention to the subjective weightings given to these factors. Four dominant themes emerged: Self-Assessment, Personal Goals, Suitable Qualifications, and Flexibility. The emphasis placed on these suggests that the shift towards a more flexible workforce is not simply a factor affecting the objective conditions of work, but that it has also led to a more flexible attitude on the part of employees towards their own definitions of success and career. Contact: Peter Dwyer Alternative Education Provision in the ACT Two `alternative education' programs in the ACT provide high school age students (years 8 to 10) with education within a College setting. The ACT Department of Education decided to carry out a review of these programs as part of its on-going school review processes. It contracted the Youth Research Centre to carry out this review. Roger Holdsworth and Andy Moffat interviewed teachers, students, parents and other support personnel within the two schools, and wrote a report for the Department which summarised the activities of the programs, their achievements, their needs and their limitations. The report included recommendations principally on staffing processes, selection of students and curriculum programs. Contact: Roger Holdsworth Post-Compulsory Education Review Submission The Centre has worked with the Northern Industry Education Board (based in Shepparton, Victoria) to carry out an evaluation of the Board's Pilot Part-time New Apprenticeship Program (NAP). Based on that work, the Centre was asked by the Board to assist it in preparing a submission to the Victorian Government's Review into the Provision of Post-Compulsory Education and Training. This submission concentrated on the lessons learnt by the Board through its involvement in the NAP, particularly in relation to regional responsibilities and appropriate structures for advocacy on behalf of young people. Contact: Roger Holdsworth and John Stafford School and Service Links The Upper Hume School Focused Youth Services (based in Wodonga) asked the Centre to develop some proposals for future directions. John Stafford and Roger Holdsworth conducted discussions with teachers, principals, community service workers, youth workers and others, and presented a discussion paper outlining possible initiatives and organisational structures. Contact: Roger Holdsworth and John Stafford Mapping the Internationalisation of Australian Higher Education The aim of the project is to explore the ways in which Australian universities are developing the concept of internationalisation in their organisational planning and practices. The basic premise upon which the project is based is that international education both expresses and responds to the broader processes of globalisation, understood as global flows of ideas, technologies and cultures. Contact: Roger Woock Continuing ProjectsEvaluation of the William Buckland Foundation Lighthouse Schools With the support of the Education Foundation, the William Buckland Foundation is funding the implementation of innovative approaches to the middle years of schooling over three years in five Victorian schools: Malvern Central, Footscray City, Buckley Park, Rushworth P-12 and Sale College. The Youth Research Centre is conducting the evaluation of this initiative over the three-year period. The evaluation report on the first year noted that at each of the schools, the first year has constituted a piloting of programs which would be endorsed for implementation in 2001 and 2002. The programs at each of the schools are designed to provide an integrated approach to the middle years of schooling (years 7-9); to change the environment in which students are learning and to shift thinking in each of the schools about education in the middle years. Examples include the development of a city campus for Year 8 students (Malvern Central), a radically re-structured timetable, with a focus on integrated project work (Sale College, Year 9 and Rushworth P-12, Year 7). The evaluation identified the value of longer-term, project-based programs as a key issue for future development. Contact: Johanna Wyn Student Welfare Initiative Evaluation Project This project is undertaken as a partnership between the Youth Research Centre and the Catholic Education Office, funded by a three year ARC (Strategic Partnerships with Industry: Research and Training Scheme) grant. The focus is on developing innovative approaches to measuring the impact of the CEO's strategic approach to professional development for student welfare, mental health and suicide prevention. Taking a whole school approach, teams of teachers from Catholic schools in Victoria are being supported to undertake the Faculty of Education's Post Graduate Diploma in Educational Studies (Student Welfare) course at the University of Melbourne. The evaluation is monitoring the ripple effect of the course on participants, classroom practices and students in the schools and school change. A case study of ten schools and interviews with course participants will provide understanding of the effectiveness of trained student welfare teachers in contributing towards whole school change in the area of mental health promotion. Research tools which focus on help-seeking behaviours and school relationships will contribute to a contextual understanding of the challenge of mental health promotion in primary and secondary schools. Contact: Helen Cahill and Johanna Wyn Strategies for Engaging `At Risk' Youth in Education to Year 12 As part of the Commonwealth Department of Education, Training and Youth Affairs Full Service Schools program, a national sample of 1400 young people (both in and out of school) was interviewed about their views on education, connectedness to family and how they see themselves as negotiating their future. From these interviews a complex picture has been created of these young people's multi-dimensional lives, their strong hopes, ambitions and aspirations for the future, and the need for a diversity in education and support mechanisms to help realise these ambitions. The report, Building Relationships: Making Education Work will be available in 2001 at the website: detya.gov.au Contact: Helen Stokes Internet Working Support from the Faculty of Education enabled the Centre to update its web presence. All Centre newsletters are now available at the Centre's web-site, as are the full texts of several recent reports. It is intended that this will be a continuing process, with new reports available both electronically and in print, and with previous reports progressively added to the site. In addition, a start was made on up-dating the YARN (Youth Affairs Research Network) site; existing pages were checked and up-dated and a new structure designed. This will be brought on-line early in 2001. This re-conceptualisation of YARN also occurred alongside discussions about the broader electronic needs of the sector. The Centre took an active part in discussions about the role of the Australian Clearinghouse for Youth Studies in this regard, and has proposed the development of an Australian Youth Information Network. Contact: Roger Holdsworth Youth Enterprise South-West This project, for the Victorian Department of Education, Employment and Training, is providing evaluative research on the implementation of the government's Youth Enterprise pilot project. Located in Victoria's south western region, the project aims to place young people at the centre of regional and rural development. Its implementation involves five, interrelated, action areas: Leadership, Regional Education, Employment and Training Pathways, Youth Enterprise and Small Business, Information and Communications Technology, and Teacher Education. An interim report has been presented by the research team to DEET, and a final report on the pilot is due to be presented before July 2001. The project team consists of YRC staff Helen Stokes and Johanna Wyn and regional consultants Gordon Forth and Ken Howell. Contact: Helen Stokes and Johanna Wyn. Evaluation of Pathways Project The Centre has been asked to carry out an evaluation of Phase 1 of the Victorian Government's Pathways Project. The Centre is working alongside cross sectoral Pathways Networks in twelve program areas in 2000 - 2001 to provide a process or implementation evaluation which includes both formative and summative components. The evaluation aims to:
Contact: Debra Tyler and Helen Stokes Structured Re-entry: Developing Effective VET Programs for Students with Disrupted School to Work Pathways The National Centre for Vocational Education Research is providing funding for the Youth Research Centre to conduct a detailed, national inquiry into the effectiveness of VET programs for a range of VET participants who have experienced disruptions to their pathways through school and work. The project focuses on the different needs of young people, through the examination of case studies of successful re-entry programs in three states. It will investigate the most appropriate and effective way to facilitate the re-entry of all young people, including those out of school who are under the age of 16, through the adoption of certain elements of adult education. Contact: Johanna Wyn, Helen Stokes, Debra Tyler, Roger Holdsworth Kids Under Cover In 2001, the Centre will undertake a review of the operation of the Kids Under Cover organisation. Kids Under Cover builds and places houses for homeless young people in association with a range of welfare organisations. It has been operating for over 10 years. The University of Melbourne has provided some initial funding to enable documentation and analysis of this initiative, and has asked the Youth Research Centre to undertake this work. Initially the Centre will interview organisations and individuals associated with Kids Under Cover and, eventually, also interview young people who have been provided with accommodation. The Centre will provide a report to the Board of Kids Under Cover outlining the responses to this review, and recommendations on further developments for the organisation. Contact: Roger Holdsworth, John Stafford Community Schools Briefing Paper There are approximately eight Government community schools in Melbourne, some annexed to Secondary Colleges, but most existing as separate schools. They have specific issues about student selection, staffing, resources, facilities and so on. In 2001, the group of community schools wishes to provide a briefing to the Victorian Department of Education, Employment and Training about their background, roles and needs. The Centre has been asked to assist the schools in the preparation of this paper. Contact: Roger Holdsworth International Labour and Education Markets for Youth: the Case of Young Australians at Whistler This project draws on thinking about youth transitions which has been developed in the Life Patterns project. It consists of a longitudinal study of a sample of the 2000-2001 cohort of young Australians and New Zealanders who are recruited to work across a number of employment areas at the Intrawest Whistler/Blackcomb resort in Canada. The present project aims to provide further clarification, in an international context, of the changing ways in which young people `use' education and training, and to test the implications of the blurring lines between leisure, employment and education. The research will provide information on the perspectives of the young workers on work, education and leisure, the skills they expect to use and the longer-term implications of their work in Canada. The research will also document the ways in which the employer (Intrawest Whistler/Blackcomb) uses the social capital and draws on the educational credentials and work skills of their recruits. The research places an emphasis on young people's subjective assessments and perspectives with the aim of contributing to an understanding of how young people themselves understand and shape the relationships between education, training, employment, leisure and other life priorities. It contributes to the formation of effective education and training policies which take account of the complexities of young people's new life patterns and the increasing significance of international youth education and labour markets. The project is being undertaken in collaboration with Associate Professor Evan Willis (LaTrobe University) and has links with the Western Region Network project based at the University of British Columbia. Contact: Johanna Wyn Professional Development and ConsultanciesMindMatters MindMatters, a Mental Health Promotion Resource for Secondary Schools, was launched in March 2000. The Centre was centrally involved in the Consortium that developed the resource. In early 2000, Helen Cahill completed the editing of the materials (which included seven booklets and a video), as well as conducting five days of workshops for the MindMatters dissemination team. Further `train the trainer' workshops were conducted across the country, including three days in Tasmania for the Tasmanian Health and Wellbeing Strategy, three days in Canberra for the ACT dissemination, and two days in Alice Springs and three days in Darwin for the Northern Territory's dissemination of the project. Contact: Helen Cahill Victorian Youth Roundtables The Victorian Office for Youth is conducting a series of `youth roundtables' for the Minister for Youth (Hon. Justin Madden). Over a half or full day, approximately 50 young people have attended each of the roundtables, to discuss and recommend on post-compulsory education, drug policy and self-expression/participation/recreation. The Minister has attended to take part in discussions and respond to proposals; in addition, members of appropriate bodies (eg the Review into the Provision of Post-Compulsory Education and Training) have also attended to listen to the deliberations. Roger Holdsworth from the Centre was employed to facilitate each of the three roundtables in 2000. Contact: Roger Holdsworth Evaluation of Student Action Team Projects Student Action Teams were established in 20 Victorian secondary schools in 1999 to investigate ways to enhance community safety. Student teams worked on a range of projects from research into truancy, to development of safe driving messages for local television. The Centre worked alongside the schools to assist with program development and evaluation. In 2000, eleven of these schools were funded to continue their projects for a second year. The Centre again worked as project evaluator. As part of this work, Centre staff visited the schools and talked with staff and students about their projects, carried out training of students, produced two Issues Papers (which, in part, summarised schools' work) and conducted an end-of-year seminar for students and teachers. In 2001, to complete this phase of the project, the Centre will present a formal evaluation report on Student Action Teams, and also produce a `how to' manual for other schools. It is anticipated that a new phase of Student Action Teams will begin in 2001. Contact: Roger Holdsworth, John Stafford, Helen Stokes Debra Tyler Civics and Citizenship Education Over almost two years, the Centre worked with a group of 25 schools (primary and secondary, government and non-government, rural and metropolitan) as they investigated ways to teach about civics and citizenship within the context of the Commonwealth's Discovering Democracy program. The Centre's support for the schools was provided by a team of consultants who visited schools, provided professional development activities, shared resources and developed documentation. In 2000, this stage of the Civics and Citizenship Education project concluded with two professional development days that focused on sharing information about processes and about sustainability of approaches within schools, and with the publication of a report of schools' activities and investigation. This report, entitled Discovering Democracy In Action: Learning from School Practice, was written by teachers in each of the schools, and edited and published by the Centre's team. The 100-page book is currently being distributed and is in strong demand. Contact: Roger Holdsworth, Helen Stokes, Debra Tyler and Shirley Carson Participation and Leadership The Centre continued to be involved in providing workshops and training events for students and teachers around issues of student participation and leadership. These occurred in both primary and secondary schools, and for networks of students. Contact: Roger Holdsworth Health and Drug Education, Professional Development and Training The Centre's Professional Development Training Unit continued to offer professional development, training and consultancy services in areas of education and health in 2000. Activities included:
Contact: Helen Cahill Teaching ProgramStaff from the Youth Research Centre contribute to the Faculty of Education's post-graduate and pre-service programs and to the Sociology Program which is offered through the Department of Political Science in the Arts Faculty. Subjects Staff of the Centre were involved in teaching or co-ordination in the following subjects.
Supervision of Post-Graduate Students Academic staff at the Centre supervise post-graduate students towards Masters and Doctorate degrees. Masters:
PhD:
EdD:
Centre PublicationsThe Youth Research Centre is committed to making the findings of its research widely available through its Research Report and Working Paper series. The Centre also publishes reports and conference proceedings of interest to the field, on an occasional basis. The Centre Newsletter is sent to around 400 individuals and organisations. In 2000, the following papers, reports and books were published and disseminated by the Centre:
Educational Materials The Youth Research Centre has participated in the research, development and piloting of a number of drug education, mental health education and civics and citizenship education resources for use in school settings. In addition to those mentioned above, in 2000 development of these included: GET WISE: Working on Illicits in Secondary Schools In June, Get Wise, a drug education resource (developed for the Victorian Department of Education, Employment and Training) was launched. The Youth Research Centre was the key writer of this resource, in partnership with Education Image and members of the Drug Education team at DEET. This resource, together with associated professional development, is now available to primary and secondary schools in Victoria. It includes six booklets: `The Principal's Guide', `The Student Welfare Action Manual', `Communicating with Parents', `The Primary Classroom Activities', `The Secondary Classroom Activities', and `The A to Z of Illicit Drugs'. Contact: Helen Cahill Drugs and Driving A collection of references and ready to use instructional and informational materials suitable for learner drivers, probationary drivers and heavy vehicle drivers was prepared in CD-ROM format for VicRoads by the Centre in partnership with Global Vision and Cinemedia. Contact: Helen Cahill Hong Kong Life Education Activity Program In June, the Centre, in partnership with Ruby Pictures, worked with a range of students in Hong Kong to workshop and shoot a series of trigger videos raising issues about substance use. The students, aged between 9 and 19 years, performed in a twinned set of materials developed in both Cantonese and English. The editing of the videos and animations was completed in July and the Centre then provided professional development training for the Life Education Activity Program (LEAP) team of educators who will use the teaching materials in Hong Kong Schools. Contact: Helen Cahill Other Publications by Centre Staff Brown, S., Johnson, K., Jackson, A., Wyn, J. and Rooke, C. Healthy, Wealthy and Wise Women: The Health Impacts of Gambling on Women in Melbourne's Western Metropolitan Region, Victorian Health Promotion Foundation: Melbourne Clyne, F. and Woock, R. `Internationalising Student Experience in Australian Universities in Comparative Education in Question: Perspectives for the New Millennium', in Chris Shinn (ed), Australian and New Zealand Comparative and International Education Society 2000, pp 115-125 Dwyer, P., Harwood, A. and Tyler, D. (1999) Combined Study and Work Pathways in Vocational Education and Training: Policy Implications and Analysis, National Centre for Vocational Education Research (NCVER) Holdsworth, R. `Active Citizenship - Doing the participation two-step' in Ethos, Vol 8 No 2, Term 2, 2000 (VASST) Holdsworth, R. `What is this about a `Whole-School' Approach?' in Holdsworth et al (eds) Discovering Democracy in Action: Learning from School Practice, Commonwealth of Australia/Australian Youth Research Centre, October 2000 Holdsworth, R. `What do we mean by `Student Participation'?' in Connect no 126, December 2000 Holdsworth, R. and Moffat, A. The Eclipse Program; The Dickson College Alternative Program - The Report of a Review 1999-2000 (unpublished - for the ACT Department of Education and Community Services, May 2000) Holdsworth, R. `Schools That Create Real Roles of Value for Young People' in Prospects, No 115 (vol 30, no 3; September 2000), UNESCO International Bureau of Education, Belgium Holdsworth, R. `Taking Young People Seriously Means Giving Them Serious Things To Do' in Mason, J. and Wilkinson, M. (eds) Taking Children Seriously, University of Western Sydney, Bankstown, 2000 Holdsworth, R. `Australian Students Making Media' in von Feilitzen, C. and Carlsson, U. (eds) Children and Media: Image, Education, Participation - Children and Media Violence Yearbook 1999, UNESCO International Clearinghouse on Children and Violence on the Screen, Nordicom, Sweden Lamb, S., Dwyer, P. and Wyn, J. School Non-Completers, Australian Council for Educational Research, Melbourne, 2000 Semmens, R. Evaluation of the Behaviour Management Program at the Melbourne Juvenile Justice Centre, Columbus, Ohio, ERIC Clearinghouse on Adult, Career, and Vocational Education, Microfiche; 2000 Semmens, R. At-Risk Students, Full-Service Schooling and Democratic Citizenship, New York, ERIC Clearinghouse on Urban Education, Microfiche; 2000 Stafford, J. and Holdsworth, R. Upper Hume School Focused Youth Services: Future Directions Paper (unpublished - for the Upper Hume School Focused Youth Services, October, 2000) Stokes, H. Out of Education, Victorian Full Service Schools Program, DEET, Victoria; July 2000 Stokes, H. and Mukherjee, D. `The Nature of Health Service/School Links in Australia' in Journal of School Health Vol 70 no 6 August 2000 Wyn, J. `The Postmodern Girl: Education, Success and the Construction of Girls' Identities' in McLeod, J. and Malone, K. (eds), Researching Youth, Australian Clearinghouse for Youth Studies, Tasmania, pp 59-70 Wyn, J. `Youth Education and Risk: Facing the New Millennium' in Social Changes and Youth Development Policies in the New Millennium - Promoting Youth Rights and Adolescents' Social Participation, Korea Institute for Youth Development, Seoul Wyn, J., Acker, S. and Richards, E. `Making a Difference: Women in Management in Australian and Canadian Faculties of Education' in Gender and Education, 12(4): pp 435-447 Wyn, J., Cahill, H., Holdsworth, R., Rowling, L. and Carson, S. `MindMatters, a Whole School Approach Promoting Mental Health and Wellbeing' in Australian and New Zealand Journal of Psychiatry, vol 34 no 4, August 2000 Wyn, J. and Dwyer, P. `New Patterns of Youth Transition in Education', in International Social Science Journal, 164 June 2000, pp 148-159 Wyn, J., Stokes, H., Forth, G. and Howell, K. `Youth Enterprise South West Pilot: Evaluation' (unpublished - for the Victorian Department of Education, Employment and Training, September 2000) Wyn, J. and White, R. `Negotiating Social Change: The Paradox of Youth' in Youth and Society, vol 32 no 2, pp 165-183 Editorships Holdsworth, R. (editor) Connect, the Newsletter Supporting Student Participation, Melbourne, issues 121 to 126, February to December, 2000 Wyn, J. (co-editor Bob Bessant) Melbourne Studies in Education, International Journal for Education, vol 41 no 1, May 2000; vol 41 no 2, November 2000 Wyn, J. Journal of Youth Studies, Editorial Board Seminars and ConferencesHeggen Forums In 1998 the Centre instituted Heggen Forums (an idea recommended by the then visiting scholar Associate Professor Kåre Heggen). These forums generally feature current Centre projects. In 2000, forums held were: At Risk Youth
Pathways, Transitions and Journey
International Forum on Education in Correctional Systems (IFECS-Australia) The International Forum on
Education in Penal Systems (IFEPS) was established in February
1991 and the Australian branch was located at the Education
Faculty, University of Melbourne. In the year 2000, the
Australian branch renamed itself the International Forum on
Education in Correctional Systems, because 'penal' was so often
associated with prisons, and the research interest of members is
far wider than that - extending to young offenders on community
orders. It was also agreed that, while the Youth Research Centre
maintains its interest in research on education in correctional
institutions, the majority of members are in the TAFE sector;
therefore the secretariat for IFECSA has been transferred to
Kangan-Batman TAFE. The next conference will be held in Bathurst,
Sydney in 2001. Conferences and Addresses During 2000, Youth Research Centre staff members attended and presented addresses and workshops at various conferences. Helen Cahill
Michael Crowhurst
Peter Dwyer
Roger Holdsworth
Helen Stokes
Debra Tyler
Roger Woock
Johanna Wyn
Networks and PartnershipsInternational Involvement UNESCO The Centre is involved in a 10-country comparative study of education for rural development. This project is an outcome of a planning meeting which was held in Beijing in July 2000. It is sponsored by UNESCO and coordinated by staff at the UNESCO International Research and Training Centre for Rural Education in Beijing. Following an agreed international template, a team of staff are compiling a study of Australian education for rural development which covers developments from 1945 to the present. The team consists of YRC staff Johanna Wyn and Bob Semmens, Rural Education Consultant, John Stafford and Ian Falk and John Guenther from the Centre for Learning and Research in Regional Australia. This project is due to be completed in February 2001. Contact: Johanna Wyn, Bob Semmens, John Stafford Visitors Mike Matthews
Margaret Kempton
Guangdong (Canton) Provincial Delegation of Police
Sinikka Aaopola
Chinese Centre for Children and Youth Research, Beijing
Partnerships The Youth Research Centre frequently works in partnership with other organisations on its projects, in order to increase its specialist expertise and geographical coverage. Some partnerships have developed over several consultancies and have enabled the Centre to increase the effectiveness of its research. In 2000, the Youth Research Centre has had partnership arrangements with:
Youth Affairs Research Network (YARN) The Youth Affairs Research Network (YARN) is a national and international electronic initiative, hosted and maintained by the Youth Research Centre. Established in 1994, the Network continues to provide a valuable service by linking researchers nationally and internationally. It provides an electronic `doorway' to the Youth Research Centre as part of an international community of researchers. To subscribe to the YARN list, simply e-mail <mailserv@unimelb.edu.au> saying (in the body of the message) SUBSCRIBE YARN The YARN web site began a substantive review in 2000 with resources provided by the Faculty of Education. In this continuing project, the Centre's on-line resources will be enhanced, the YARN site re-designed, and a new `gateway' to link the Centre's international work with other areas of the Australian youth research community will be created. YARN is at: http://yarn.edfac.unimelb.edu.au The Centre maintained support for electronic networking amongst researchers in the MindMatters project, the Asia-Pacific Regional Youth Information Network, and the International Sociological Association Youth Forum and amongst teachers and students in the Civics and Citizenship Education and Student Action Teams projects. Centre PersonnelYRC Director: Associate Professor Johanna Wyn
Associate Professor Peter Dwyer
Dr Bob Semmens
Roger Holdsworth
Helen Cahill
Helen Stokes
Debra Tyler
Aramiha Harwood
Shirley Carson
Debra Thomson
Jasmina Radulovic
Research Associates
Students on Placement The Centre accepts a small number of students on research placements each year. In 2000, Emma Goedemans (a final year Social Work student) undertook a substantial placement at the Centre, working on the Perspectives of 'At Risk' Students project as well as the Lighthouse Schools and Student Welfare Professional Development projects. In addition, Zehra Kukrekols, Leslee Dorrington and Sarah Asafa (Community Development students), during shorter placements with the Centre, assisted with the collection of data on the Perspective of 'At Risk' Students project. Project Summary 2000 Project/sources 2000
Centre Membership The Youth Research Centre's membership has remained steady with approximately 230 members, which includes organisations, individuals and students. A further 158 organisations, individuals and students received the newsletter. During 2000, YRC members received three Centre newsletters, Working Paper 20 and the 1999 Annual Report, and were provided with other publications on request or at reduced costs. Subscription fees were increased in January and July 2000 to cover administrative costs and the introduction of the Goods and Services Tax. After these increases, the cost of subscriptions were:
Due to the implementation of the GST, increases in price of publications also took effect on July 1, 2000. The Youth Research Centre always welcomes interest from its members and others on current Youth Research Centre projects and activities. First published March 2001 by the: Youth Research Centre Phone: +61 3 8344 9633 E-mail: yrc@edfac.unimelb.edu.au Websites: YRC: http://yarn.edfac.unimelb.edu.au/yrc/home.html YARN: http://yarn.edfac.unimelb.edu.au/ © Youth Research Centre; all right reserved The Youth Research Centre is located at the University of Melbourne. It 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 today. As part of a university, the Youth Research Centre draws on the research skills, knowledge and experience of senior academic staff. The aims of the YRC are to:
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