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Shedding LightThe role of private ‘for profit’ RTOs
in training young early school leavers
Kira ClarkeLecturer
Centre for Vocational & Educational Pathways
1
About the researchResearch Team
Research undertaken by consortium of researchers from
Brotherhood of St Laurence, University of Melbourne and
Victoria University.
Purpose
Provider level enquiry: learning from the private RTO
experience
Method
Qualitative and semi-quantitative analysis
Surveys of 130 PRTOs
Interviews within case study sites in South Australia,
Queensland, and Victoria
Interviews with industry and government.
Rationale for the research
Low skilled young people constructed
as a policy ‘dilemma’.Youth cohort
(15 to 19)
Persistently high dropout rates
observed in many European
and Anglophone countries (De
Witte et al 2013).
Youth cohort (15 to 19)
Early school leavers (ESLs) (w/o Year 12 completion)
Rationale for the research
Human capital theory approach argues that any knowledge or skill attainment strengthens labour market prospects (Shavit & Mueler 2000, Becker 1975, Rumberger & Daymount1984)
Youth cohort (15 to 19)
Early school leavers (ESLs) (w/o Year 12 completion)
ESLs in VET
Rationale for the research
Market share of private RTOs has grown rapidly in Australia.
Within the neo-liberal market context, learners are constructed as consumers (Wheelahan 2011).
Marketised training landscape reinforces problematic assumptions that learners choose their provider based on an informed understanding.
Youth cohort (15 to 19)
Early school leavers (ESLs) (w/o Year 12 completion)
ESLs in VETESLs in private
VET
Rationale for the research
Youth cohort (15 to 19)
Early school leavers (ESLs) (w/o Year 12 completion)
ESLs in VETESLs in private
VET
Entry-level programs
have been described
as “vocationally
equivalent” (COAG
2008) to a traditional
school completion
certificate. If these
qualifications are
being equated to a
senior secondary
certificate in policy
terms, it is necessary
to gain further insight
into their usefulness
for learners.
ESLs in entry-level
programs in private
VET
Rationale for the research
Growing market share of private RTOs for young people without school completion (2015)
58.8
37.9
22.026.2
51.7 52.7
14.6
51.7
34.6
43.869.5
56.7
41.633.8
29.5
45.5
4.8
8.1
1.7
6.9
3.1
5.7
14.5
1.41.810.3 6.8 10.2
3.67.9
41.2
1.4
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
NSW VIC QLD SA WA TAS NT ACT
TAFE Private training provider Community education provider Other
The survey (n=130)
PRTO profile locale, size, mode, scope
Student characteristics: background, skill level and readiness, barriers faced
Practice, teaching, supports, engagement
Pathways, completion and non-completion
Partnerships
The relationship to ESLs
0
10
20
30
40
50
60
70
80
90
The size of our RTOsuits our early school
leavers
Deliverying programsto early school leavers
is core business
Engaging with parentsis part of our approachto working with early
school leavers
The majority of ourearly school leavers are
from the localcommunity
Many of our earlyleavers are referred to
us by externalstakeholders
Strongly agree Agree
Early leavers face several contextual
challenges in their learning
0 10 20 30 40 50 60
Caring responsibilities
High levels of drug and alcohol use
Mental illness
Hygiene and personal health issues
Anger management issues
Unstable housing and accommodation,…
Managing personal finances
Getting a drivers licence
Low socioeconomic and/or disadvantaged…
Transport issues
Unclear learning pathways
Unclear career goals
Resume writing and interview skills
Centrelink requirements to be learning or…
Per cent of respondents indicating a majority/all early leavers experience this factor
Ch
all
en
ge
s e
xp
eri
en
ce
d b
y 1
5 t
o 1
9 e
a l
y s
ch
oo
l le
ave
rs
Contributing to non-completion
“outside influences…drugs, alcohol, personal and health issues”
“multiple barriers to engagement e.g. family, social, financial behavioral issues”
“socio-economic barriers that have not been addressed in the job service contracts/system. Individuals not having opportunity to undertake
career planning prior to commencing courses”
“boredom...distraction...difficulties extracting meaning from written learner materials”
“students ‘getting behind’ in their work”
“centerlink dependence” hence [they’re] compelled.
What skills do trainers need when working
with young early school leavers?
“Patience, empathy, strength of character”
“Pastoral care skills”
“They should possess empathy, guidance skills, ability to provide educational support to
students and if required where to seek further assistance and counselling.”
“Patience. Mental health training. Understanding of technology”
“Patience, empathy, negotiating and boundary management”
“Clear direct communication skills. Currency with areas they are teaching.
Learner centred teaching. Behavior management skills.”
“Patience. Experience with bullying and harassment intervention.”
“Patience, sense of humour, flexibility, sound knowledge of issues facing younger
learners, language and literacy skills.”
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
External organisation brought in to the RTO to provide this service
Through referral to an external organisation
Available within the RTO, available to all students
Support services provided
Insights• No one size fits all response to early school leavers.
• How do we include a range of different provides as partners in efforts to re-engage young people whose education has been disrupted?
• The importance of small informal and welcoming learning settings must be acknowledged, as must their limitations.
• Targeted assistance should be provided to suitably qualified niche providers for the express purpose of increasing their capacity to address early school leaver student needs.
• Intake and enrolment process requirements should be modified such that they have the capacity to identify a broad range of wellbeing needs.
• Clearer systems of cross-sector referrals by private RTOs and closer relations between private RTOs and specialist support agencies/other providers.
Thank [email protected]
