Negotiating Staying and Returning. Young People's Perspectives on Schooling and the Youth Allowance. Research Report 18.

Autor/inn/en	Dwyer, Peter; Stokes, Helen; Tyler, Debra; Holdsworth, Roger
Institution	Melbourne Univ., Parkville (Australia). Youth Research Centre.
Titel	Negotiating Staying and Returning. Young People's Perspectives on Schooling and the Youth Allowance. Research Report 18.
Quelle	(1998), (72 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-7340-1589-5
Schlagwörter	Academic Persistence; Dropout Research; Dropouts; Educational Finance; Educational Legislation; Educational Research; Federal Legislation; Foreign Countries; Outcomes of Education; Postsecondary Education; Program Effectiveness; Questionnaires; Reentry Students; School Holding Power; Student Attrition; Training Allowances; Youth; Australia + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsfonds; Bildungsrecht; Schulgesetz; Bildungsforschung; Pädagogische Forschung; Bundesrecht; Ausland; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Fragebogen; Zweiter Bildungsweg; Schülerbeurlaubung; Training allowance; Ausbildungsbeihilfe; Jugend; Jugendlicher; Jugendalter; Australien
Abstract	In Australia, the Youth Allowance (a form of government income support) is being changed to require that most youth under 18 who receive it be engaged in full-time education or training. This change has positive and negative potential impacts on young people, schools, families, technical and further education, adult and community education, and community agencies. According to interviews with students, young people, teachers, and support workers (n=104), young people say they stay in school because of a general understanding that is what one does, a commitment to obtaining the deferred outcomes of education; a success in learning and its associated pleasure, family pressure, and the importance of social links. They talk about why they left school both in terms of a breakdown in the positive reasons for education, as a growth in the negative impact of school, contrasted with the positive alternatives that are perceived to exist outside school. Barriers are both systemic and specific to individual schools. Positive responses of education to these barriers have been proposed. Essential components of an appropriate education response are as follows: (1) development of core social and relational skills; (2) roles of real value for young people; and (3) appropriate and targeted skills. (Appendixes contain 52 references, 3 tables, and the instrument.) (YLB)
Anmerkungen	Youth Research Centre, Faculty of Education, University of Melbourne, Parkville, Victoria 3052, Australia ($15 Australian).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC