THE DILEMMA OF “MEASURING THE INFLUENCE” OF

FLEXIBLE LEARNING OPTION PROVISION

ON DISENFRANCHISED

YOUTH

ARC Linkage Project: Gauging the Value of Flexible Learning Options for

Disenfranchised Youth and the Australian Community

Presenters: Kimberley Wilson, Sue McGinty & Mark Thomas, James Cook University, Townsville

Project Team: Brian Lewthwaite, Riccardo Welters, Kitty Te Riele, Hurriyet Babacan, Valda Wallace, George Myconos, Luke

Swain.

BACKGROUND Youth disengagement as an ongoing

concern in Australia leading to the burgeoning of the flexible learning sector.

Nationally over 900 Flexible Learning Options (FLOs) educating over 70 000 students each year (Te Riele, 2014).

Sustainability of FLOs is of great importance for thousands of Australian youths, their families and the wider community.

SIGNIFICANCE Mounting demand for evidence of

economic impact of FLOs. The outcomes considered meaningful in

FLO contexts are often not easily translated into outcomes that can be reported upon to funding bodies and the wider community.

This study will be the first systematic undertaking to estimate the long term economic and social returns of flexible learning provision in Australia.

RESEARCH AIM & QUESTIONS

Project Aim – to determine if flexible learning intervention has a measurable impact on individual life trajectories that is discernible in relation to economic and social outcomes.

Research Questions:

What life trajectories do disengaged young people traverse in the Australian context?

What changes to these trajectories can be expected as a result of participating in FLOs?

What mechanisms are at work in FLOs that facilitate the reshaping of life trajectories of disenfranchised youth?

THE NEED FOR AN ALTERNATIVE VALUATION MODEL

In order to achieve the aims of the project, it has been necessary to develop an alternative valuation model for FLOs.

Established valuation paradigm relies on matriculation or completion of Year 12.

Flexible learning is about much more than matriculation!

Additionally, most research in this area fails to address the joint determination problem.

A model is needed that can provide a valid estimate of the returns of FLOs that account for students’ distinct circumstances.

A NOVEL APPROACH TO VALUATION

Based on the principles of labour economics.

Use of Propensity Score Matching (PSM)- closely approximates the conditions of a randomized trial- uses data to compare (likely) participants with otherwise identical controls.

Expanding the scope of valuation- utilising FLOs own benchmark indicators and terms of reference- informed by complementary SROI analysis that forms part of the project methodology.

SROI ANALYSIS SROI is a technique that is a research and

stakeholder-informed cost-benefit analysis that uses a broader understanding of value for money.

It assigns value to social and environmental outcomes as well as to economic outcomes.

It allows for monetizing of ‘soft’ outcomes. Stakeholders have significant input in

relation to determining the outcomes of importance in their particular contexts.

In the FLO context, this may include indicators related to health, well-being, social inclusion, personal safety, employment etc.

OVERALL BENEFITS OF THE PROPENSITY SCORE

MATCHING APPROACH Provides a more precise, reflexive

estimation of the long-term benefits of flexible learning intervention.

Utilizes FLOs own benchmarks to estimate economic returns to a range of outcomes.

Differentiates rates of return for particular groups and intervention program types.

QUALITATIVE COMPONENT

The qualitative component of the study includes case studies at 8 FLO sites across Australia

These case studies will holistically examine the contribution that FLO’s have on an adolescent’s life experiences.

Commentaries informing the case studies will be drawn from FLO young people, teachers, support staff, parents and community members.

This will allow for contrasting and corroborative narratives and insights about young people’s experiences and the role of FLOs in influencing their experiences as learners.

CONCLUSION

FLOs endeavour to provide transformative educational experiences for disenfranchised young people that will set (or re-set) them on a positive life trajectory.

This altruistic goal is challenged by an economic imperative to prove the value of flexible learning intervention.

There are limited models available to assist FLOs to translate the outcomes that they value into the language of ‘returns’.

The intention of this project is to develop an alternative valuation model that enables measurement of both soft and hard outcomes that are significant in FLO contexts.

FURTHER INFORMATION For further information about the

project, please visit our website:http://www.floresearch.com.au

Contact Principal Investigator, Professor Sue McGinty:sue.mcginty@jcu.edu.au