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The paper examines strategies for supporting positive engagement in four TAFE-sponsored equity programs using evaluation research data, including provider interviews and participant focus groups. Results emphasize complex, multiple barriers and the need for holistic, scaffolded, and tailored approaches. 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This paper focusses on the strategies used to support positive engagement in second chance equity programs, drawing upon evaluation research data from four TAFE sponsored programs. Interviews were held with service providers involved in the programs’development and delivery, and focus groups were held to gather information from program participants. The findings highlight the complex and often multiple barriers facing participants and the importance of delivering programs with sustained and tailored approaches. While tangible educational and/or employment outcomes were delivered, it was the associated social and personal development that made these programs especially successful. Hence, there is a need for equity programs to be holistic, scaffolded, and tailored to practical and vocational pathways.  \nKeywords: Vocational pathways, second chance education, access and equity  \nSecond chance education: barriers, supports and engagement strategies 37  \nIntroduction  \nAustralia’s Technical and Further Education (TAFE) institutes have long provided Vocational Education and Training (VET) opportunities that fulfil access and equity policies for disadvantaged individuals, including disengaged learners and workers, by enabling them to attend programs that promote inclusiveness, access and equity (Barnett and Spoehr, 2008; Murray and Mitchell, 2013; Volkoff, Clarke and Walstab, 2008) .  \nThere are numerous terms used and contested in the literature to describe programs that enable individuals to access and re-engage in learning outside of mainstream education. The terms include second chance education programs, alternative education programs, reengagement programs, and flexible learning programs (Te Riele, 2014) . While these programs are often commonly characterised for their flexibility (Te Riele, 2014), they are also often a ‘second chance’ learning opportunity for socially diverse groups. Rothman, Shah, Underwood, McMillan, Brown and McKenzie (2013:141) state that the National Vocational Education and Training Equity Advisory Council (NVEAC) has identified the following groups for whom VET may provide second chance learning: individuals with less than Year 12 or an equivalent level of educational attainment; those returning to learning after along period of absence from study and or work; individuals re-skilling following redundancy; those involved in the criminal justice system; and individuals of working age who are neither working nor studying.  \nSecond chance education is not a new concept. Over two decades ago, Inbar and Sever (1989) suggested three basic criteria for genuine second chance frameworks; that they should be: accessible for all; effective in improving educational attainment; and provide the same/ similar opportunities for success that conventional education opportunities provide. More recently, Keogh (2009) posits that second chance educational opportunities facilitate social inclusion and equality and can play various roles, including: compensating for learning not previously achieved; preparing individuals for the next level of education; raising skill levels; increasing access to learning and qualifications; and positively influencing subsequent generations’ learning outcomes. However, there is a paucity of rigorous evaluation research that links program characteristics with specific participant outcomes (Gutherson, Davies, and Daszkiewicz, 2011) .  \n38 Harry Savelsberg, Silvia Pignata & Pauline Weckert  \nWhile some research has focused on the tangible education and work outcomes that second chance education provides,","cbCaieG7Db074RYg","https://ap.wps.com/l/cbCaieG7Db074RYg","pdf",240464,22,"English","# Introduction\n# Background","[{\"question\":\"What is the focus of the study in second chance education programs?\",\"answer\":\"The study focuses on barriers, supports, and engagement strategies used to promote positive engagement in second chance equity programs, drawing on evaluation data from four TAFE-sponsored initiatives.\"},{\"question\":\"What methods were used to gather information for the findings?\",\"answer\":\"Interviews were conducted with service providers involved in program development and delivery, and focus groups were used to gather information from program participants.\"},{\"question\":\"What factors make these programs especially successful?\",\"answer\":\"Success is linked not only to tangible educational or employment outcomes, but strongly to social and personal development supported through holistic, scaffolded, and tailored approaches.\"}]","Second chance education: barriers, supports and engagement strategies - April 2017 | PDF",1792074698,55]