The intent of the Adult Migrant English Program (AMEP) new business model (NBM), which commenced on 1 July 2017, was to improve student participation and English language proficiency through the provision of additional tuition hours for eligible students, enhanced monitoring of student improvements in English, and improved assessment and streaming processes. The NBM was also expected to simplify accountability processes, offer greater flexibility in service delivery and improve the efficiency and accountability of funding. The Department of Education and Training commissioned Social Compass to
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The intent of the Adult Migrant English Program (AMEP) new business model (NBM), which commenced on 1 July 2017, was to improve student participation and English language proficiency through the provision of additional tuition hours for eligible students, enhanced monitoring of student improvements in English, and improved assessment and streaming processes. The NBM was also expected to simplify accountability processes, offer greater flexibility in service delivery and improve the efficiency and accountability of funding. The Department of Education and Training commissioned Social Compass to undertake an evaluation of the NBM to determine the appropriateness, effectiveness and practicality of the NBM reforms.
Social Compass developed a mixed-methodology approach to determine the effectiveness, appropriateness and practicality of the NBM changes. This methodology included analysis of the significant AMEP program dataset, supplemented by extensive consultations with AMEP students, teachers and service providers, as well as community and professional stakeholders. Each of the NBM changes is discussed in turn and is followed by a recommendation. The evaluation makes 16 recommendations in all.
This report is divided into nine sections. The introduction outlines the history of the AMEP, the NBM, and the purpose of this evaluation. Section 2 outlines the evaluation methodology. Section 3 provides an overview of the AMEP under the NBM, including a summary of program data and case studies. Sections 4 to 9 identify the key findings and recommendations arising from the evaluation findings. Section 4 provides overarching recommendations for AMEP governance.
Section 5, 'Adult Migrant English Program and subprograms', examines the Special Preparatory Program, AMEP Extend, Targeted Tuition Schemes, and Distance Learning. Section 6, 'Teaching the Adult Migrant English Program', explores curriculum choice, teacher qualifications, and the Australian Core Skills Framework. Section 7, 'Provider performance', analyses the key performance indicators used to monitor the AMEP. Section 8, 'Client support', investigates the support provided to AMEP students through child care and the Volunteer Tutor Scheme. Section 9, 'Program structure and innovation', examines the multi-provider model, how the AMEP aligns with the Skills for Education and Employment (SEE) program, Innovative Projects funding, and the AMEP funding model.
Edited excerpts from publication.
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