In 2012 the Brotherhood of St Laurence received funding from the Lord Mayor's Charitable Fund to develop, pilot and evaluate a foundation level Certificate 1 in Developing Independence (DI) for young people aged 16-25 who were at risk of, or experiencing, homelessness. The course was specifically developed as a key component of an innovative learning and supported accommodation program in Victoria known as Education First Youth Foyers. Foyers provide secure accommodation for those facing homelessness, as well as links to vocational training, careers guidance and other supports.
This report pres
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In 2012 the Brotherhood of St Laurence received funding from the Lord Mayor's Charitable Fund to develop, pilot and evaluate a foundation level Certificate 1 in Developing Independence (DI) for young people aged 16-25 who were at risk of, or experiencing, homelessness. The course was specifically developed as a key component of an innovative learning and supported accommodation program in Victoria known as Education First Youth Foyers. Foyers provide secure accommodation for those facing homelessness, as well as links to vocational training, careers guidance and other supports.
This report presents the key findings of a process evaluation of two distinct pilots of the DI course. The DI certificate course was designed to assist vulnerable young people, especially those at risk of homelessness, to (re)engage in education, training and employment. The first pilot was trialled with 11 young people recruited via homelessness services, and was conducted as an e-learning program using tablet computers with support provided via telephone; the second involved 30 young people and was delivered by the staff at the new foyer on the Holmesglen TAFE campus. The evaluation of the two pilots was intended to provide independent evidence which would inform the continuing development of the course, including mode of delivery, content, timing and place of delivery.
The research questions the evaluation set out to address were: What progress can young people make using such variations of the DI model? How can such programs effect change in multiple areas? What issues need to be considered when attempting to replicate the DI model? What recommendations can be made to providers and policy-makers in relation to providing this or a modified version of the certificate? For all the difficulties encountered, findings suggest that the DI can play a vital role within a foyer context by enhancing a young person's capacity to engage in further education and employment. It can do so by developing a variety of life skills; and this, in turn, is likely to open up a greater array of opportunities than were previously available.
Excerpts from publication.
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