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This Concept Map, created with IHMC CmapTools, has information related to: RISK & PROTECTIVE FACTORS LOW SES factors 1 September summary, 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., ???? a sense of shared mutual responsibility for learning parents as deman parents schools outreaching Poverty constrains families’ abilities to provide educational materials and activities. Disadvantaged families also experience more logistical barriers, such as lack of transportation and schedule confl icts because low-income jobs afford less schedule fl exibility, paid sick time, and paid vacation time, RISK & PROTECTIVE FACTORS IN LOW SES COMMUNITIES ???? RESEARCH BASE LOW SES, Measuring the Socio‐economic Status of Higher Education Students Discussion Paper December 2009 cultural factors in the home impact WEALTH, 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 ???? 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 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, 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, Assumptions - schools as embedded in their local communities (place-based) Pilots that are intended to have common agenda should be designed collaboratively, with a clear shared framework for participation and consistency among contracts. Key factors in the success of the pilot were: • embedding IIU within the curriculum and life of the school; • funding both resource focussed professional learning and interschool cooperation; • adopting a place based approach for the implementation of IIU; and • promoting a safe place approach for people’s engagement across different cultures and religions we can learn form the Lakemba / Macquarie experience PROMOTING INTERFAITH AND INTERCULTURAL UNDERSTANDING IN SCHOOL SETTINGS CONDUCTED BY: ASSOCIATE PROFESSOR MICHAEL BEZZINA AND PROFESSOR JUDE BUTCHER AUSTRALIAN CATHOLIC UNIVERSITY FOR THE DEPARTMENT OF EDUCATION, EMPLOYMENT AND WORKPLACE RELATIONS. Submitted November 4th, 2008 Lakemba and Macquarie Fields, Council of Australian Governments (COAG) National Action Plan (NAP) to Build on Social Cohesion, Harmony and Security within Australia. AUSTRALIAN SOCIAL INCLUSION BOARD our SW poject aligns with inclusion priorities Focusing on the locations of greatest disadvantage by tailoring place-based approaches in partnership with the community, 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 residualised” system and is seen as “the choice” for those who cannot afford private schooling, with a consequent loss of diversity of student population, Connecting with the Community Part E: Vulnerable learners : www.slv.vic.gov.au libraries as core connection points for low SES ????, 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., Technical paper Index of Community Socio-Educational Advantage (ICSEA) understand the Naplan data variables, Technical paper Index of Community Socio-Educational Advantage (ICSEA) understand the Naplan data The Australian Bureau of Statistics (ABS) produces four indices of socio-economic status, the Socio-economic Indicators for Areas (SEIFA), which are intended for different purposes. However none of these has been designed specifically for use in educational contexts., 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 combination of a what works approach and evidence-based decision making has reinvigorated concerns relating to measurement, validity and reliability of quantitative measurement, 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), 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 “Scarring” means that the mere experience of unemployment will increase future unemployment risks and/or reduce future earnings, mainly through effects associated with human capital (i.e. deterioration of skills and foregone work experience) or signaling effects (i.e. periods of unemployment convey a signal of low productivity to potential employers). The longer the unemployment spell lasts, the more individual productivity will be affected and the lower the level of initial qualification, the longer the scarring effects are likely to last. And Gregg and Tominey (2005), controlling for education, region, wealth of the family and personal characteristics, found a scar from one year of youth unemployment at the age of 22 in the range of 13-21% twenty years later in the United Kingdom Bell and Blanchflower (2009) find evidence that spells of unemployment while young often create permanent scars through its harmful effects on a number of outcomes – happiness, job satisfaction, wages and health – many years later