Slide 1 - Australian Catholic University

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					Social inclusion through
community embedded socially
supported (cess) university
education
Peter Howard (Australian Catholic University)
Tim Marchant (Mission Australia)
Australian Social Policy Conference
9 July, 2008
Overview

 Background
 Recent Research

 Emerging student outcomes

 Conceptualising CESS

 Implications for social policy
Background
   Catalyst-Clemente is a program delivered by
    Universities in partnership with community
    agencies to provide education to disadvantaged
    people
   Earl Shorris began the Clemente program in
    New York, mid 1990s
   Based on philosophy that education in
    humanities can assist disadvantaged people
    out of cycles of poverty and homelessness
   Reflect on world in which they live and their
    future– promote broader re-engagement with
    society
Situation 2009
   Catalyst-Clemente is currently delivered in 8 sites
    across Australia and involves over 100 students
   Who is involved:
      Universities: ACU, ECU, UB (MU; CU)
      Community organisations: Mission Australia, St
       Vincent de Paul, The Smith Family, Catholic Care,
       Centacare, Black Josephites, Ballarat City Council,
       Libraries etc
      Supporters: Minter Ellison; Woodside Petroleum;
       individual community members
      Students: over 100 across Australia
      Graduates: 28 non award Certificates in Liberal
       Studies
        Clemente Australia
             Sites




                                             Brisbane



                                            Newcastle
Perth
                                            Surry Hills (2)
                             Campbelltown
                                    Canberra

                      Ballarat
                                     Melbourne
Identifying Impact

 Initial research in 2003 (2005 Paper)
 Preliminary research in 2006 across
  three sites (2007 Snapshot)
 Further research across four sites in
  2007 and 2008 (ASPC 2009)
 ARC Linkage Grant awarded October
  2008 (2009-11) to further identify
  impact
Preliminary Findings

   From 2006 research key themes
    identified:
     Self
     Social interaction
     Relationships with others
     Learning
     Community Participation
     Future
About some of the students

   Significant life challenges:
       drug addiction
       alcoholism
       mental health issues
       prison
       major grief and loss issues
Research

   2007-2008 research sought to explore
    these dimensions further and on a
    wider scale
     Better understanding of who the
      students are
     A more nuanced understanding of
      effect in the domains identified in 2006
      through quantitative and qualitative
      methods
Research activities and
timing
            Semester 2   Semester 2   Semester 1   Semester 2
              2006         2007         2008         2008
              Focus
Brisbane      Group        Catalyst
      &                    Survey
              Written       1&2
Sydney        Survey



                                        Focus
                                        Group

                                        Written
Melbourne                               Survey

                                        Catalyst
                                        Survey
                                         1&2


                                        Focus
                                        Group        Catalyst
Perth
                                                     Survey
                                        Written       1&2
                                        Survey
Research Findings - Who

   Who are the students:
       Gender (f: 54%; m: 46%)
       Age (45-49 yrs: 23% ;30-34 yrs: 20%)
       Employment (91% not employed)
       Benefits (98% received C/link)
       Education (49% TAFE or Uni) (<1yr since
        last involvement 23%;>20 years 24%)
       Housing (37% DOH; 22% private rental;
        15% crisis accommodation; 15% boarding
        houses)
Research Findings -
Outcomes
   Quantitative:
      Levels of self-confidence increased (Survey 1: 34%
       poor, 0% excellent; Survey 2: 3% poor, 3% excellent)
      Confidence to study again increased(S1: 25% very
       low or low, 2% very high; S2: 0% very low or low,
       18% very high)
      Attitude to future improved (S1: 33% very negative or
       negative, 6% very positive; S2: 3% very negative or
       negative, 18% very positive)
      Life satisfaction improved (S1: 24% poor, 3%
       excellent; S2: 3% poor, 9% excellent)
Research Findings -
Outcomes
   Qualitative:
      Self-confidence ‘It’s about realising I’m not the
       loser…that I have something worthwhile to bring to
       class and society’ (Brisbane)
      Confidence to study again ‘I’ve changed…and found
       some enthusiasm where there was apathy’ (Perth)
      Attitude to future ‘Its opened my eyes. Its given me a
       new way of looking at the world’, (Perth)
      A: My doctor says he’s never seen me better
       B: Mine too
       C: It gives you a new lease on life, now you’re
       someone (Melbourne Focus Group)
Case study




   “I’ve gone through the program with a core group of
    seven or eight students. We are of different ages,
    different backgrounds and we are all addressing different
    issues. Whether it be drug and alcohol addiction, sexual
    abuse or mental health issues, we are all doing our best
    to overcome these difficulties and rebuild our lives. We all
    desperately wish to rejoin mainstream society.”
Conceptualising CESS
   People facing disadvantage are engaged within
    community agency settings with access to professional
    welfare support and facilitated access to a diverse
    range of agencies
   Dimensions
      Permeability of boundaries between education and
       other elements of students lives
      Greater openness of lecturers to student lives
      Informal and supportive culture of CESS education
      Expansive caring and supportive role of centre or
       agency staff
      Balancing of supportive and formal teaching role of
       lecturers
Catalyst/Clemente Australia
      National Forum
 Inaugural
 March, 2009

 Representative of all stakeholders

 Connecting people and the sites

 Identifying program elements

 Setting directions
   Photos
Key elements

 Program delivery
 Co-ordination

 Student support

 Partnerships

 Presence
Implications for social policy

   CESS a viable model of social inclusion
    with higher ed as core
   Structured national research agenda
   Cross sector models of social inclusion
    enhancing community capacity
   Govt, community, uni gather to consider
    CESS approach to higher ed
   Govt to consider funding regimes that meet
    the critical elements of CESS
Thanks

Peter Howard:
 Peter.Howard@acu.edu.au

Tim Marchant:
  marchantt@missionaustralia.com.au

				
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