Attending to a new ‘species’ of learners: Principles for facilitating youth learning
Young people of Australia remain a prime focus for the future of Australia. The compelling urgency to prepare youth for a future of sustained economic and social capital is heightened by recent demands for skilled workforce as well as the demographic squeeze due to an aging population.
While government policies over the years have created pathways and programs for youth, the expected levels have not been achieved. Compared with other OECD countries, school completion rates in Australia have only marginally increased in the past 15 years. The Australian Industry Group (AIG) (2007, p.2) calls for 'qualitative change in existing schooling and training arrangements and resources…' In addition, a recent analysis of how young people are faring in Australia show that youth are not progressing as well as expected, asserting that youth engagement in education and employment has reached 'crunch time' (Dusserldorp Skills Forum, 2007; Australian Industry Group, 2007). What this means, from such economic perspective, is that without basic educational attainment, they will remain ill-equipped as important contributors to the workplace, society, and Australia’s national wealth. From a social perspective, the quality of life and aspirations of youth will fall short without adequate education and training.
There are several propositions about improving education, training, employment and life for youth, both in mainstream and academic circles. This article adds to that growing body of literature on enhancing youth learning. The authors contend that a set of principles for youth learners should be substituted for the adult learning principles (andragogy) that are widely used to facilitate youth learning.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Journal Article|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2007 (The authors)|
|Deposited On:||19 Nov 2007 00:00|
|Last Modified:||09 Jun 2010 12:49|
Repository Staff Only: item control page