Thomas, JK and te Riele, KM and Moore, SJ, Consistency in the messiness: Report on the establishment of successful Flexible Learning Programs in Australia, University of Tasmania, Youth Plus, Australia (2018) [Contract Report]
This report outlines the findings from a report commissioned by Youth Plus to investigate what lessons could be learned from establishing Flexible Learning Programs (Flexis) around Australia over the last decade.
We found that the successful establishment of Flexible Learning Programs relied on an ability for the staff of Youth Plus to recognise the inherent unpredictability and need for flexibility required when working with young people who had experienced disengagement from education, while at the same time following very clear, structured decision making processes.
This complexity of working with young people forms the foundation of the Youth Plus pedagogy. The organisation identifies four guiding principles which underpin how the staff interact with the students in their care. The principles are outlined in the 2016-19 Strategic plan as:
• Safe and Legal
Expanding the principle driven pedagogy, to include how Youth Plus make decisions about staffing, student enrolment, site selection and interactions with parents and community could provide a practical framework for new programs to be established in the future.
|Item Type:||Contract Report|
|Keywords:||Flexible Learning, alternative education, reengagement|
|Research Group:||Other education|
|Research Field:||Other education not elsewhere classified|
|Objective Division:||Education and Training|
|Objective Group:||Learner and learning|
|Objective Field:||Learner and learning not elsewhere classified|
|UTAS Author:||Thomas, JK (Dr Jeffrey Thomas)|
|UTAS Author:||te Riele, KM (Professor Kitty te Riele)|
|UTAS Author:||Moore, SJ (Dr Sarah Jane Moore)|
|Downloads:||1 View Download Statistics|
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