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This Concept Map, created with IHMC CmapTools, has information related to: low ses research summary, A Fair Go Beyond the School Gate? Systemic Factors Affecting Participation and Attainment in Tertiary Education by Queensland Students from LSES Backgrounds © 2009 The State of Queensland (Department of Education & Training). Copyright protects this publication. ???? addressing issues of aspiration and capability in LSES (and other disadvantaged) students; effective communication between post-school providers and LSES school students, especially prior to the senior years of schooling; more extensive support for LSES students to prepare effectively for tertiary study; providing clear information regarding procedures for accessing post-school educational options; addressing potential delays in processing applications; active support once LSES students take up an offer of enrolment; and addressing issues of financial pressure on students once enrolled., Measuring the Socio‐economic Status of Higher Education Students Discussion Paper December 2009 cultural factors in the home impact PARENT OCCUPATION, An Indicator Framework for Higher Education Performance Funding Discussion Paper December 2009 ???? Proposed performance goal for the participation and inclusion measure Increase participation of people from low SES backgrounds in undergraduate higher Universities will be required to maintain a base‐line number of students for each target group (based on number of students in 2010) PLUS negotiate a percentage point increase in access share for those groups, Technical paper Index of Community Socio-Educational Advantage (ICSEA) understand the Naplan data variables, Measuring the Socio‐economic Status of Higher Education Students Discussion Paper December 2009 cultural factors in the home impact educational attainment, occupation, economic resources and other social and cultural resources. Some measures also include indicators of area and context related aspects of socio‐economic status such as geographic location or community. Studies show that each of these dimensions of SES is correlated with participation and success in higher education., Measuring the Socio‐economic Status of Higher Education Students Discussion Paper December 2009 cultural factors in the home impact WEALTH, Public Education Matters: Reclaiming Public Education for the Common Good in a Global Era Val Klenowski Queensland University of Technology challenge market forces models of educational provision the combination of a what works approach and evidence-based decision making has reinvigorated concerns relating to measurement, validity and reliability of quantitative measurement, The true measure of a nation’s standing is how well it attends to its children – their health and safety, their material security, their education and socialization, and their sense of being loved, valued, and included in the families and societies into which they are born. ???? ????, Measuring the Socio‐economic Status of Higher Education Students Discussion Paper December 2009 cultural factors in the home impact PARENT EDUCATION LEVELS, Transforming Australia’s Higher Education System FUNDING TO SUPPORT LOW SES PARTICIPATION TARGETS 2010 budget papers Universities have a vested interest in Low SES students 2010 the funding will be about 2 per cent of teaching and learning grants, and will increase to about 3 per cent in 2011., Based on overseas experience, the report emphasises that all placebased policies to reduce social disadvantage must be given longterm (at least 7 to 8year) timetables for success, not the short (1 to 3year) time lines they often receive think long term SUMMARY Dropping off the Edge: the distribution of disadvantage in Australia A report by Professor Tony Vinson for Jesuit Social Services and Catholic Social Services Australia EMBARGOED UNTIL 6.00AM MONDAY 26 FEBRUARY 2007, A Framework for Success for All Students ©2006 by Carnegie Corporation of New York. work with core partners & clusters of schools • A portfolio of schools that offers a range of high-quality options to meet the diverse needs of all students • A redesigned district to support the new array of schools and the teachers and leaders who work in them • Engaged youth who are active in their own learning and also contribute to and support the redesign • An engaged community to demand and support the redesign • A working partnership with other organizations to enhance capacity and support sustainability, Connecting with the Community Part E: Vulnerable learners : www.slv.vic.gov.au libraries as core connection points for low SES ????, An overview of child well-being in rich countries A comprehensive assessment of the lives and well-being of children and adolescents in the economically advanced nations © The United Nations Children’s Fund, 2007 ???? consultation complexity chart, OECD SOCIAL, EMPLOYMENT AND MIGRATION PAPERS, NO. 106 RISING YOUTH UNEMPLOYMENT DURING THE CRISIS: HOW TO PREVENT NEGATIVE LONG-TERM CONSEQUENCES ON A GENERATION? Stefano Scarpetta, Anne Sonnet and Thomas Manfredi www.oecd.org/els/workingpapers 2010 JSA play an important role Countries could consider a number of policy measures to support the new entrants in the labour market, including: Ensure better co-operation between employment services and the education system to reach youth as soon as possible when risk of disengagement is detected. Referrals from schools to the Public Employment Services (PES) are essential if youth disengagement is to be addressed at the earliest opportunity when success is most likely. Provide early guidance to school-leavers in search of a job. Youth outreach programmes should identify school-leavers who do not manage to find a job. They should be oriented to register with the PES, where a profiling process should be implemented quickly to determine who is job-ready and who should be involved in re-employment programmes. Extend job-search assistance measures for those who are job-ready. It is essential that access to appropriate job-search assistance, training and similar measures is provided by the PES in the first weeks of unemployment. Maintain those who are hard-to-place connected to the labour market. A shift from a so-called “work-first” approach to a “learn/train-first” approach could be considered for those who have shown major difficulties in finding a job. Such a shift could be especially appropriate during an economic downturn when the opportunity cost of time spent on a training programme or in education is lower. While it would be important to include an on-the-job component to learning and training programmes, public-sector jobs could also be offered temporarily to disadvantaged youth to acquire skills transferable to private-sector jobs (see the Future Jobs Fund scheme in the United Kingdom, Box 3 and emplois passerelles in France, Box 7)., Public Education Matters: Reclaiming Public Education for the Common Good in a Global Era Val Klenowski Queensland University of Technology challenge market forces models of educational provision The rights of the individual child The interests of the student Mainstream views Excellence Quality Self-determination Local need Intellectual achievement Individual preference Compliance Loyalty to parents Dempster et al., 2001), Public Education Matters: Reclaiming Public Education for the Common Good in a Global Era Val Klenowski Queensland University of Technology challenge market forces models of educational provision A market approach competition will provide responsiveness, increased productivity, efficiency and accountability. Financial responsibility and accountability are devolved to individual schools encourages schools to differentiate themselves from one another. outcome of such policies result in diversity but such differentiation is organised around socio-economic status, ethnicity, religion and race (Reid, 2002). “Markets are not moral they are necessarily preoccupied with self-interest and advantage and . . . are unfit arbiters of what constitutes our collective well-being” (Dempster et al, 2001, p. 3)., Transforming Australia’s Higher Education System FUNDING TO SUPPORT LOW SES PARTICIPATION TARGETS 2010 budget papers Universities have a vested interest in Low SES students Funding will be provided to help universities develop partnerships and programs with schools and vocational education and training providers. It will encourage stronger links between schools and universities, offer students new experiences, and help teachers raise the aspirations of their students., Technical paper Index of Community Socio-Educational Advantage (ICSEA) understand the Naplan data ICSEA Residential addresses for each student in Australia were gathered Each address was matched to its ABS Census Collection District (CCD). which contains on average about 220 households. The relevant socio-economic status (SES) characteristics of the CCD in which each student at a school lives (known from ABS household census data) were aggregated to the school level. For example, for a school with 100 students, who lived in five different CCDs, the relevant variables from SES data for each of those CCDs would be aggregated, proportionally, up to the school level, so that the average for each SES data variable at the school level were known. The consolidated school level SES data were fed into the ICSEA formula developed in the construction and modelling process described earlier in the paper. The known data about the remoteness of a school and the proportion of Indigenous students at the school were also fed into the formula., Public Education Matters: Reclaiming Public Education for the Common Good in a Global Era Val Klenowski Queensland University of Technology challenge market forces models of educational provision Schleicher has indicated that the challenge is clear: . . . the most effective modern economies will be those that produce the most information and knowledge – and make that information and knowledge easily accessible to the greatest number of individuals and enterprises. (2006, p. 4)