Literacy for Youth: What Counts As Success in Programs for Youth at Risk?.

Abstract

This report explores the concept of 'good practice' in literacy and numeracy provision in youth development, and asks what counts as success for youth 'at risk' in Victoria. Data for the research was gathered from people involved to some degree in nationally funded literacy or numeracy programs, whether they be young participants, teachers, managers, or policy makers responsible for this area. The research involved surveys, interviews, focus groups, and six case study sites. The aim of the document is to investigate: how literacy or numeracy are being incorporated or addressed in the context of a range of programs for unemployed or disaffected youth; what guidelines exist for developing 'good practice' in this field; and how the pedagogy and curriculum of case study programs can best be described and what we know about their outcomes in providing literacy and numeracy learning opportunities for youth. The main findings of the research include: successful programs are flexible and provide young people with multiple pathways; successful programs utilise a wide range of activities to meet user needs; literacies and numeracies are embedded in the selection of successful programs; and the government initiative Managed Individual Pathways (MIPs) is welcome in it's support of young people's course choices. Finally, the author suggests that policy makers embrace existing successful programs and principles and devise strategies for 'best practice' which offer young people a better transition from initial education to working life.