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This article gives an overview of what the author notes as the incredibly diverse field of adult education. It also looks at the changing roles of schools, post school provision of Vocational Education and Training (VET) the expansion of the TAFE sector, workplace training, the opening up of the training market and the positions of teachers and trainers in this time of intense change. Show less

Youth with low levels of educational skill are finding it increasingly difficult to create pathway from school to vocational education and training (VET) or work. Since the closure of youth labour markets, there is a growing inability or reluctance for youth to access VET programs as they currently exist. This resource documents research into VET participation by youth for stakeholders so that access to, and provision of VET for youth, may be improved. Geelong was chosen as the research site, as it was identified as one area where the needs of disadvantaged youth were not being met. A participatory action for community development methodology was used for this project, to illuminate the perspectives of those at the centre of this issue. The research has two main stages: investigation of the broad question of how and why young people are disadvantaged, and trialing of an innovative program for a group of young people and investigation of their participation, completion and outcomes from their involvment in this program called the 'Job and Course Preparation Program'. (A document is published separately entitled: 'Paths to pathways: job and course preparation program curriculum framework' [indexed at TD/ANTA 82.156]). A number of barriers to VET provision were identified: low self esteem resulting from school 'failure'; narrow skills-based focus within VET provision; disengagement from social networks, and/or lack of networks; lack of funding for innovative prgrams which may provide initial pathways. Key conclusions were that: - the needs of young people (including personal issues) need to be addressed - the number of course youth may access is declining - personal life and work skill issues need to be embedded in courses - workplace culture is not easily repleicated in courses, hence the need for courses with work placement components - competency based training does not take into account the specific needs of students - a casualised workforce of teachers and trainers cannot access appropriate professional contexts and resources, and that this impacts on provision. Show less

Neighbourhood Houses are significant sites of formal and informal education for adult learners. Intrinsically connected to local communities they play an important role in decreasing social isolation and building social inclusion. The focus of this research is on adult learners and adult learning that engages with 'second chance' learners who [participated] in adult learning programs in the Barwon and South West regions of Victoria. The greater Geelong region is characterised by declining care automotive and textile manufacturing industries and emerging new industries such as hospitality and tourism. The data from the research participants in the study include career changers, long term and recently unemployed, newly arrived and migrant communities, young people and older adults.

This paper focuses on the learning practices of second chance learners who frequently have negative perceptions of themselves as unsuccessful learners, but are transformed through their learning experiences in Neighbourhood Houses. [The authors] argue the unique social space of the Neighbourhood House, the support and guidance offered by staff and teachers, the unique pedagogy and small group learning experiences, allow adult learners to reconstruct a new identity for themselves as successful learners.

Published abstract reprinted by permission of the copyright owner. Show less