Aboriginal and Torres Strait Islander young people and staff 'talk up' the value of flexible learning options

Wallace, Valda (2018) Aboriginal and Torres Strait Islander young people and staff 'talk up' the value of flexible learning options. In: McGinty, Sue, Wilson, Kimberley, Thomas, Joseph, and Lewthwaite, Brian, (eds.) Gauging the Value of Education for Disenfranchised Youth: flexible learning options. Innovations and Controversies: interrogating educational change (7). Brill, Leiden, Netherlands, pp. 43-62.

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Abstract

Since the early 1990's, a number of government-driven initiatives have been implemented in a bid to improve educational outcomes for Aboriginal and Torres Strait Islander peoples-some with ambitious targets. More recently, closing the school completion gap has become a national challenge. Research has identified that good educational outcomes for Aboriginal and Torres Strait Islander peoples may be minimal unless other aspects of socioeconomic disadvantage such as health, housing, employment and access to education are addressed. It is therefore paramount to understand how participation in Flexible Learning Options (FLOs) may open pathways to improved health, social wellbeing and employment for Aboriginal and Torres Strait Islander young people. This chapter focuses on the experiences of Aboriginal and Torres Strait Islander students and staff who have participated in FLO programs. Findings should inform discussions around the value of FLOs' holistic approach to education for improved life outcomes.

Item ID: 51810
Item Type: Book Chapter (Research - B1)
ISBN: 978-94-6351-240-4
Date Deposited: 19 Dec 2017 04:55
FoR Codes: 13 EDUCATION > 1301 Education Systems > 130199 Education systems not elsewhere classified @ 60%
14 ECONOMICS > 1499 Other Economics > 149903 Heterodox Economics @ 40%
SEO Codes: 93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939903 Equity and Access to Education @ 60%
93 EDUCATION AND TRAINING > 9305 Education and Training Systems > 930501 Education and Training Systems Policies and Development @ 40%
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