This case study offers important lessons for those wishing to support and respond to Aboriginal community leadership – including politicians, government agencies and philanthropists.
Through the COVID 19 crisis, there are communities across Australia that have demonstrated resilience and innovation, delivering fast and effective action.
Four communities, from disparate parts of Australia, are demonstrating how to increase life opportunities for vulnerable young people so that they and future generations thrive.
Doveton, Bourke, Logan and Kabulwarnamyo are four communities building new community structures that allow for a realignment and smarter use of public resources.
Across the world most nations want their citizens to be creative. Countries believe that, if their people are more creative they will be better at problem-solving.
The Case for Inclusive Learning Systems – Building more Inclusive Learning Systems in Australia by Dr Ani Wierenga and Jo Taylor is a Dusseldorp Forum.
Most Aboriginal young people in Dubbo do not end up in the juvenile justice system. What makes the difference for them compared to those that do enter the system?
What works in alternative learning, and why? Some answers can be found in the eight indepth case studies below, launched in September 2014.
What is Creative Learning, why is it so powerful, and how does it bring significant change to education? This article by Dr Julie Robson and Teya Dusseldorp.
The Dusseldorp Forum’s website – an information nexus for Alternative Learning organisations – has been enriched by the A Map for the Future 2014: policy update.
This report by Kitty te Riele analyses over 400 inclusive and flexible learning programs, with 33,000 young people enrolled in 1200 locations across Australia.
A partnership project between WorldSkills Foundation and University of Tampere, University of Oxford and RMIT.
This document summarises the learnings and underlying philosophy that informed a partnership project in the remote far north west of South Australia.
In this lecture Julian Sefton-Green talks about competing definitions of what ‘creative learning’ might mean, how it has been recognised, evaluated and described.
Dusseldorp Skills Forum carried out a national survey of alternative education programs in 2011. This report, by Roger Holdsworth from the Youth Research Centre.
An energy saving education program for householders, led by Generation Y, could see savings equivalent to taking 100.000 cars off our roads.
How Young People Are Faring is the pre-eminent national report on the learning and work situation of young Australians. This year’s report focuses on the global economic .
Keeping Up and How Young Indigenous People are Faring, two reports from DSF and Reconciliation Australia, draw attention to the facts and the people.
Nation building requires infrastructure – roads, rail, ports, schools, hospitals, and community centres. A business case for expanding school based mentoring.
Australia adopting clever solutions during economic slowdown and how to avoid throwing away investment in skills and training.
A discussion paper written by Michaela Kronemann about the government’s commitment to a national agenda based on ensuring universal access to quality.
What is Creative Learning, why is it so powerful, and how does it bring significant change to education?This article (1.6Mb) by Dr Julie Robson and Teya Dusseldorp .
This research investigated the level of understanding and excitement among young Australians about careers with an environmental focus.
It is now clear that facilities management will have a central role to play in building a sustainable future by ‘greening’ the built environment.
Growing the Green Collar Economy: Skills and labour challenges in reducing our greenhouse emissions and national environmental footprint.
10 priorities to help shape an adaptable workforce, develop a Australian enterprise culture, and provide the high quality vocational learning Australia needs.
Submission to the Garnaut Climate Change Review about the implications of skills and sustainability. This submission is the first stage of a larger project.
How Young People are Faring is the annual DSF report that provides an overview of the participation of young Australians in learning and work.
A significant number of young people lack basic educational attainments and levels of engagement to adequately cope with the demands being made of them.
Newspoll Youth Report: What Young People are Thinking reveals quite a positive picture concerning young Australian’s current general life satisfaction.
A qualitative study by Saulwick Muller Social Research investigates the attitudes and experiences of young Australians in mid 2006.
Dr Bob Birrell scrutinizes some powerful myths that have influenced recent debates about higher education and training policy in Australia.
A timely and important contribution to the debate in Australia about the direction, funding and quality of skills development.
TRAC was a pioneering program of vocational learning for school students in Years 11 and 12 centred around structured and assessed work placements.
An online survey of more than 160 schools, TAFEs, community programs and initiatives providing unconventional learning options for young Australians.
What’s working and what isn’t in the world of education? Jenni Connor reports the views of dozens of students and educators in conventional and unconventional settings.
An important overview on the participation of young Australians in learning and work. View the main report, key messages, media release and analysis.
Conscious of a strong surge in apprentice intake during 2003 and more particularly 2004, Australian Industry Group Dusseldorp Skills Forum.
This paper explores the challenge that all young people have a curriculum that would engage them through Year 12.
A report on aspects of education, training and youth transition and an independent study of developments in education and training in Victoria.
This report considers the merits of the economic case for increased policy emphasis on youth participation in education, training and employment.
OECD studies consistently indicate that failure to make an effective transition to permanent work or to full-time study is associated with long term risks.
How Young People are Faring 2005 is the seventh report in this annual series. It provides point in time data for three main measures of youth participation in learning.
To what extent are young people who are compelled to be at school actually there? What is the level of truancy, and school exclusions, suspensions and expulsions?
A report released by DSF, The Smith Family and Big Brother Big Sister, suggests five key recommendations to move towards a National Strategy for Youth Mentoring.
Why do our Governments appear so reluctant to articulate in legislation the right of students to an education which is relevant and reflects individual needs?
How Young People are Faring 2004 reveals disturbing numbers of young people are being left behind, facing insecure employment, and reduced earnings.
An update about the learning and work situation of young Australians including an analysis of how young Indigenous people are faring.
A 2002 update on the learning and work situation of young Australians. This report discusses three main indicators.
A 2001 update about the learning and work situation of young Australians – The third in a series. This report discusses three main indicators.
A 2000 update about the learning and work situation of young Australians. This report addresses questions such as: How are young people faring?
This report was inspired by a 1992 Canadian report Dropping Out which estimates the lifetime costs of a single-year cohort of early school-leavers.
The first series of regular reports to be released by the Dusseldorp Skills Forum. The reports look at how young Australians are making the transition from education to work.
This report, which follows the 1998 publication Reality and Risk, provides a national perspective on developments that have affected young adults in the 1990s.
