Youth volunteering in Australia: An evidence review

Provides evidence and potential policy options to inform federal, state and territory government efforts to increase youth volunteering. Summary The National Youth Affairs Research Scheme commissioned the Australian Research Alliance for Children and Youth (ARACY) and researchers Associate Professor Lucas Walsh and Rosalyn Black to conduct research on youth volunteering in Australia. This report is a survey of the evidence on the extent and impact of young people’s volunteering and social participation in Australia. It also provides an analysis of effective interventions and strategies for strengthening volunteering among young people aged 12 to 25. The purpose and audience of this paper is to provide evidence and potential policy options to inform federal, state and territory government efforts to increase youth volunteering. It seeks to identify (where available) evidence of the economic and social contribution of young people as a result of their participation in volunteering. It investigates the barriers to and enablers for young people to participate in volunteering. It seeks to highlight particular aspects of volunteering that could be made attractive to young people who are considering volunteering, as well as aspects of volunteering that could be enhanced so as to improve the volunteering experience for young people. Finally, it explores how governments could better facilitate and encourage young people to volunteer, including through promotion of volunteering opportunities

Beyond the classroom: the community sector and school

The need for better education for improved personal benefit and quality of life is discussed. The research programs conducted by the Education Foundation identify the issues that and may help to improve conditions for students

Performing Citizenship Down Under: Educating the Active Citizen

In democracies such as Australia and New Zealand, education policy increasingly seeks to foster active citizens who are committed to social justice and change. Whilst many aspects of these initiatives are to be applauded for their commitment to empowering young people, in this paper we describe some of the ambiguities that attend young people’s experiences of civic engagement and active citizenship. In doing so, we draw on Isin’s (2008) reconceptualization of citizenship as something that is, above all, performed or enacted. Isin’s focus is upon ‘acts of citizenship’ which he argues are best understood by examining their grounds, effects and consequences. Drawing on illustrations of young people’s global and local citizenship actions in schools in Australia and New Zealand, we examine some of the contradictions and tensions that lie within the enactment of such ‘performed’ curricula. We conclude by reflecting on the opportunities that exist within school and community spaces for the active citizen to perform acts of citizenship

Geographical dimensions of imagined futures: post school participation in education and work in peri-urban and regional Australia

This paper discusses preliminary findings from a sub-set of empirical data collected for a recent NCVER study that explored the geographic dimensions of social exclusion in four locations in Victoria and South Australia with lower than average post school education participation. Set against the policy context of the Bradley Review (2008) and the drive to increase the post-school participation of young people from low socio-economic status neighbourhoods, this qualitative research study, responding to identified gaps in the literature, sought a nuanced understanding of how young people make decisions about their post-school pathways. Drawing on Appadurai’s (2004) concept ‘horizons of aspiration’ the paper explores the aspirations of two young people formed from, and within, their particular rural ‘neighborhoods’. The paper reveals how their post-school education and work choices, imagined futures and conceptions of a ‘good life’, have topographic and gendered influences that are important considerations for policy makers

Stickability, transformability and transmittability: alternative, pull-out programs within schools - what the literature says about effective practice and provision for disenfranchised young people

This paper draws on the findings of a recent and extensive literature review to examine the efficacy of pull-out education programs (alternative programs) in schools in relation to student learning, well-being, and pathways. It synthesises the research on alternative education programs and their contribution to student outcomes using three main conceptual categories: how sustainable these programs are their stickability; how effective these programs are in achieving their stated purpose of improving and enhancing vulnerable students’ learning, well-being, and pathways, their transformability; and how these programs may be used successfully in other locations and contexts— their transmittability. It concludes with recommendations for future practice, suggesting that school systems should prioritise prevention and early intervention in providing support to vulnerable students in ways that take account of students’ own reasons for why they are disengaged from schooling

Consensus Statement on Public Involvement and Engagement with Data-Intensive Health Research.

This consensus statement reflects the deliberations of an international group of stakeholders with a range of expertise in public involvement and engagement (PI&E) relating to data-intensive health research. It sets out eight key principles to establish a secure role for PI&E in and with the research community internationally and ensure best practice in its execution. Our aim is to promote culture change and societal benefits through ensuring a socially responsible trajectory for innovations in this field.Peer reviewe

The IDENTIFY study: the investigation and detection of urological neoplasia in patients referred with suspected urinary tract cancer - a multicentre observational study

Objective To evaluate the contemporary prevalence of urinary tract cancer (bladder cancer, upper tract urothelial cancer [UTUC] and renal cancer) in patients referred to secondary care with haematuria, adjusted for established patient risk markers and geographical variation. Patients and Methods This was an international multicentre prospective observational study. We included patients aged ≥16 years, referred to secondary care with suspected urinary tract cancer. Patients with a known or previous urological malignancy were excluded. We estimated the prevalence of bladder cancer, UTUC, renal cancer and prostate cancer; stratified by age, type of haematuria, sex, and smoking. We used a multivariable mixed-effects logistic regression to adjust cancer prevalence for age, type of haematuria, sex, smoking, hospitals, and countries. Results Of the 11 059 patients assessed for eligibility, 10 896 were included from 110 hospitals across 26 countries. The overall adjusted cancer prevalence (n = 2257) was 28.2% (95% confidence interval [CI] 22.3–34.1), bladder cancer (n = 1951) 24.7% (95% CI 19.1–30.2), UTUC (n = 128) 1.14% (95% CI 0.77–1.52), renal cancer (n = 107) 1.05% (95% CI 0.80–1.29), and prostate cancer (n = 124) 1.75% (95% CI 1.32–2.18). The odds ratios for patient risk markers in the model for all cancers were: age 1.04 (95% CI 1.03–1.05; P < 0.001), visible haematuria 3.47 (95% CI 2.90–4.15; P < 0.001), male sex 1.30 (95% CI 1.14–1.50; P < 0.001), and smoking 2.70 (95% CI 2.30–3.18; P < 0.001). Conclusions A better understanding of cancer prevalence across an international population is required to inform clinical guidelines. We are the first to report urinary tract cancer prevalence across an international population in patients referred to secondary care, adjusted for patient risk markers and geographical variation. Bladder cancer was the most prevalent disease. Visible haematuria was the strongest predictor for urinary tract cancer

Beyond the classroom : building new school networks

Beyond the Classroom calls for new models of schooling that recognise that the future of young people is the responsibility of the whole community. These models should form the basis of a new social alliance across school systems enabling all young people to take an active&mdash;if not leading&mdash;role in that community, beyond the school gates.Beyond the Classroom is based on the findings of research carried out by the Education Foundation (now in alliance with the Foundation for Young Australians). The message that emerges from the research is that tinkering around the edges of schooling will not provide solutions to the widening gaps in education that limit opportunities for many young Australians