Health in All Policies:

Health Lens Analysis Project

Learning or Earning
Supporting vulnerable young people to
successfully transition from education to
further training and employment

Project Proposal

February 2013

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Health in All Policies
Learning or Earning Health Lens Project
PROJECT PROPOSAL

1. Project title

Learning or Earning Health Lens Project – Supporting vulnerable young people to

successfully transition from education to further training and employment.

2. Project description

This project will contribute to the State Government’s Seven Strategic Priorities for
‘Growing Advanced Manufacturing’ and ‘Realising the Benefits of the Mining
Boom’ and potentially identify further opportunities to increase the number of
young people undertaking vocational education and training under the Skills for
All Initiative.

The project will address South Australia’s Strategic Plan (SASP) Target 54 Learning or
earning: Increase the proportion of 15-24 year olds engaged full-time in school,
post-school education, training or employment (or combination thereof) to 85% by
2020 (baseline: 2003).

The project also has potential to influence the achievement of other SASP targets,
such as:

T16 Economic disadvantage: By 2020, increase by 2 percentage points the

share of total household income earned by low income South Australians
(baseline: 2007-08)
T36 Labour productivity: Exceed Australia’s average labour productivity growth
rate through to 2020 (baseline: 2002-03)
T47 Jobs: Increase employment by 2% each year from 2010 to 2016 (baseline:
January 2010)
T49 Unemployment: Maintain equal or lower than the Australian average
through to 2020 (baseline: January 2004)
T51 Aboriginal unemployment: Halve the gap between Aboriginal and non-
Aboriginal unemployment rates by 2018 (baseline: 2008)
T55 Apprentices: Increase the number of apprentice completions in trade
occupations by 20% by 2020 (baseline: 2009)
T89 SACE or equivalent: Increase yearly the proportion of 15-19 year olds who
achieve the SACE or comparable senior secondary qualification (baseline:
2003)
T91 Non-school qualifications: By 2014, equal or better the national average for
the proportion of the labour force with non-school qualifications and
maintain thereafter (baseline: 2002)

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T93 Tertiary education and training: Increase the proportion of South Australians
aged 15-64 participating in tertiary education and training to 17% by 2016
(baseline: 2009)

Skills-for-All aims to increase the number of people in employment, engage more

people in training and increase the number of South Australians with post-school
qualifications.

As part of Skills for All, clearer pathways between school and training will be
established, giving students 16 and over and in years 11 and 12 opportunities to
combine their South Australian Certificate of Education (SACE) studies with VET.
The Training Guarantee for SACE students will allow high school students to start a
qualification pathway at Certificate III or higher as part of the SACE and access a
guaranteed funded place with a Skills for All provider to complete their
qualification when they finish school.

Importantly Skills for All is also trialling additional learning support services which
aims to support the most disadvantaged to enter training and successfully
complete that training and gain employment.

This project also addresses outcomes and indicators outlined in the Council of
Australian Governments (COAG) National Partnership Agreement on Youth
Attainment and Transitions, such as the following:

Outcomes:

Increased participation of young people in education and training.

Young people make a successful transition from school to further education,
training or full-time employment.

Increased attainment of young people aged 15-24, including Indigenous youth.

Performance Indicators:

Enrolment of full time equivalent students in years 11 and 12.

15-19 year olds without a year 12 certificate and not enrolled in school who are
enrolled in a vocational education and training (VET) course at Certificate II level
or higher.

The proportion of young people aged 15-24 participating in post-school
education, training or employment 6 months after leaving school.

The proportion of young people aged 20-24 who have attained year 12 or
equivalent.

The proportion of young Indigenous people aged 20-24 who have attained year
12 or equivalent.

This project can also be aligned with youthconnect – South Australia’s Youth
Strategy 2010-2014.1 While youthconnect focuses on South Australian young
people aged 12-25 and is broader than the age group under consideration in this
project, it still encompasses the desired cohort.

youthconnect also contains guiding principles under four broad policy areas:
health & wellbeing; education, employment & skill development; engagement &
participation; and better connection – with targets sitting under each broad policy

1
Government of South Australia, youthconnect – South Australia’s Youth Strategy 2010-2014:
http://www.officeforyouth.sa.gov.au/LinkClick.aspx?fileticket=iMG1iscin3E=&tabid=710

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area. Both DFEEST and the DHA have responsibility for various targets within this
strategy. A number of targets, including those led by other agencies, will impact
on the achievability of SASP Target 54 Learning or Earning.

3. Background and context

Why Learning or Earning is a priority area for action

Young people who successfully engage in learning or earning experience better
health, connections with their community and access to employment
opportunities. We also know that young people, who complete year 12 or further
training, are better equipped with the skills and tools needed to participate in the
workforce and ultimately succeed in life.

Conversely, young people who are not fully engaged in education or work (or a
combination of both) are at greater risk of unemployment, cycles of low pay and
employment insecurity in the longer term. 2

Young people are considered to be fully engaged if they are participating in full-
time work, full-time education or a combination of part-time work and part-time
study.

Being employed affects income, living standards, welfare dependency, social

inclusion and social connectedness, and through them, social and economic
wellbeing, for both individuals and their family members. 3

Participation in education and training, and engaging in work, are also considered
important aspects of developing individual capability and building a socially
inclusive society. 4

The South Australian government’s vision is for a prosperous, strong community, in

which all South Australians benefit from economic growth, by contributing to and
gaining from the strength of our economy.

Increasing educational participation and improving transition to work outcomes for

young Australians are keys to achieving this outcome and are objectives of the
COAG National Partnership Agreement on Youth Attainment and Transitions. This
agreement is aimed at providing measures to support engagement in education,
training or employment of young people aged 15-24 years.

In January 2003 (baseline), South Australia’s learning and earning ratio was 78.2%
which is 6.8 percentage points below the target of 85%. Since the baseline, the
learning and earning ratio in South Australia has increased steadily to late 2008
(the start of the GFC) to 80.7%. Since 2009 the youth learning and earning ratio has
declined to 79.0% - 6.0 percentage points below the target.

2
Pech (2009) Cited in: ABS Cat No.4102.0 - Australian Social Trends, Mar 2010
3
ABS 2010, Year Book Australia, 2009-10, cat. no. 1301.0, ABS, Canberra cited in ABS 4125.0 - Gender Indicators,
Australia, Jul 2011
4
DEEWR (2009) Cited in: ABS Cat No.4102.0 - Australian Social Trends, Mar 2010

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Links between education, employment and health & wellbeing

Overall, young Australians aged 15–24 years experience good health, with only 7%
reporting fair or poor health.5 However the proportion of people reporting fair or
poor health is not equal across the population and is significantly higher for those
from Indigenous and low socioeconomic backgrounds.6 A significant proportion
(12%) of young people aged 18–24 report experiencing high to very high
psychological distress.7 These groups of young people are also more likely to have
poorer education outcomes.

Though variably defined, wellbeing is a key indicator of health status. It has also
become a focus of school and education policies, with numerous studies showing
a relationship between educational attainment and wellbeing.8-9 In addition, the
Australian Institute of Health and Welfare notes that the wellbeing of young people
affects their educational outcomes, their transitions into full-time employment, their
adult health and their family formation.10

An evidence review study by Feinstein et al (2006) found that there is considerable

international evidence demonstrating a strong link between education and
health, as well as to determinants of health such as health behaviours, risky
contexts and preventative service use. Importantly, they note that education does
not act on health in isolation from other factors. Income (which is clearly
dependent on employment) is another very important factor. This makes it difficult
to separate the independent effects of employment from the effects of income.

Feinstein et al found that

‘…people with more years of schooling tend to have better health

and well-being and healthier behaviours. Education is an important
mechanism for enhancing the health and well-being of individuals
because it reduces the need to access health care and services, the
associated costs of dependence, lost earnings and human suffering. It
also helps promote and sustain healthy lifestyles and positive choices,
supporting and nurturing human development, human relationships
and personal, family and community well-being.’11

Analysis on data from the Household, Income and Labour Dynamics in Australia
survey by Stanwick, Ong and Karmel (2006) also found that education impacted
on health. People with degrees as their highest qualification were more likely to
have better physical and mental health than those with only Year 11 and below
(compulsory school level) attainment. Although the size of the effect is not as large
as that for people with degrees, those individuals with diplomas/advanced
5
ABS 2009, National health survey 2007–08 (re-issue), cat.no.4364.0, Canberra.
6
AIHW 2011, Young Australians: their health and wellbeing 2011, AIHW, Canberra.
7
ABS 2009, National health survey 2007–08 (re-issue), cat.no.4364.0, Canberra.
8
Noble, T, McGrath, H, Wyatt, T, Carbines, R & Robb, L 2008, Scoping study into approaches to student
wellbeing, report to the Department of Education, Employment and Workplace Relations, Australian
Catholic University and Erebus International, Canberra.
9
Stanwick, J, Ong, K & Karmel, T 2006, Vocational education and training, health and wellbeing: is there a
relationship? NCVER, Adelaide.
10
Trends in young people’s wellbeing and the effects of the school-to-work transition, LSAY, Briefing Paper 27
11
Feinstein, L, Sabates, R, Anderson, TM, Sorhaindo, A and Hammond, C (2006) What are the effects of education
on health? MEASURING THE EFFECTS OF EDUCATION ON HEALTH AND CIVIC ENGAGEMENT:
PROCEEDINGS OF THE COPENHAGEN SYMPOSIUM, OECD, http://www.oecd.org/dataoecd/15/18/37425753.pdf

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diplomas as their highest qualification also tended to have better physical and
mental health than people with only Year 11 and below attainment. These effects
on health and wellbeing were larger for males than for females. The analysis also
highlighted how education can indirectly affect health, particularly through its
influence on employment and income.12

Empirical investigations often find that the effect of education on health is at least
as great as the effect of income and/or employment.

Employment impacts on health and wellbeing in a variety of ways. For example,

being unemployed has been demonstrated by a number of studies to have
detrimental effects on both physical and mental health and wellbeing.

Cross-sectional population studies have reported higher levels of illness and poorer
self-reported health in unemployed people, even after adjusting for the effects of
social status and other variables. Several studies have also found higher rates of
risk-taking behaviours, such as smoking and alcohol use and poorer diet among
13
unemployed people.

Links between education, VET, and mental health

Numerous Australian studies during the 1980s and early 1990s demonstrated the
negative impacts of unemployment on the mental health of young people, and
over the past few years the National Health Strategy and reports from the
Australian Institute of Health and Welfare have documented poorer health
outcomes among unemployed Australians using a wide range of health
indicators.14

Cross-sectional and longitudinal studies have consistently found poorer

psychological health in unemployed compared with employed people. In
Australia, several longitudinal studies have shown poorer psychological health in
unemployed compared with employed young people and that these differences
first emerge after entry into the labour market. Furthermore, when unemployed
young people find jobs their mental health improves.15 One study looked at the
effects of learning on two measures of health; depression and obesity. The author
found evidence of the effects of learning on depression and in particular found
evidence that level 1 (lower-level) qualifications had a significant effect in
reducing depression, by comparison with no qualifications.16

Literature examining the pathways between education and health has found
positive effects of learning on increased levels of confidence and self-esteem or
psychosocial health. Preston and Hammond (2002), in a survey of the views of
further education practitioners found the most important non-economic benefit of

12
Stanwick, J, Ong, K & Karmel, T 2006, Vocational education and training, health and wellbeing: is there a
relationship? NCVER, Adelaide.
13
Mathers, CD and Schofield, DJ (1998) The health consequences of unemployment: the evidence, The Medical
Journal of Australia, 168:178-182.
14
Mathers, CD and Schofield, DJ (1998) The health consequences of unemployment: the evidence, The Medical
Journal of Australia, 168:178-182.
15
Morrell S, Taylor R, Quine S, et al. A cohort study of unemployment as a cause of psychological disturbance in
Australian youth. Soc Sci Med 1994; 38: 1553-1564.
16
Feinstein L 2002, Quantitative estimates of the social benefits of learning 2: health (depression and obesity), The
Centre for Research on the Wider Benefits of Learning, London.

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learning to be increased self-esteem.17 They also found wider social interaction
and having more control over/being better able to manage one’s life to be major
benefits. In terms of which groups of students benefited the most, those in access
and basic skills courses, as well as second chancers were thought to have been
most likely to realise these benefits. Furthermore, the ‘cultural’ benefits of VET for
early school leavers were reported as positive across a range of issues, such as an
increased capacity to relate well to others and the development of support
networks.18 Cultural benefits are referred to as wider non-economic benefits of
education, such as those related to personal development and social integration,
which contribute to mental health.

Education has a sustaining effect which allows people to better cope with life.19
Hammond (2002) described that self-esteem, being in control, gaining a sense of
purpose and hope, gaining competencies, and social integration were immediate
outcomes of education which help individuals to cope with difficult situations.20 In
addition, education and the learning environment can lead to greater levels of
socialisation, which in turn can lead to higher levels of health and wellbeing,
including mental health.21

A great deal of available research indicates that education has a positive effect
on health and wellbeing, which has direct relevance to VET. Education provides
more resources, be they income, a good job (and healthy work environment),
social resources and health knowledge, to enable people to obtain better levels of
health and wellbeing.

Existing Policies
The National Partnership Agreement on Youth Attainment and Transitions provides
a framework for action on youth participation in education or training. The
agreement includes a range of measures to strengthen education/training
opportunities for young people, for example the Compact with Young Australians.
The Compact has three requirements:
1. The National Youth Participation Requirement.
2. An entitlement to an education or training place for 15-24 year olds.
3. Youth subsidies are linked to education and/or training participation.

As of 1 January 2010, the National Youth Participation Requirement (NYPR) was

activated in all Australian states and territories, and is now a requirement under
state legislation. The NYPR includes:
• a mandatory requirement for all young people to participate in
schooling (meaning in school or an approved equivalent) until they
complete Year 10; and

17
Preston J & Hammond C 2002, The wider benefits of further education: Practitioner views, The Centre for
Research on the Wider Benefits of Learning, London.
18
Teese R, Davies M and Walstab A 2002, The cultural benefits of VET for early school leavers, unpublished
research report for the Australian National Training Authority, Brisbane.
19
Schuller T, Brassett-Grundy A, Green A, Hammond C & Preston J 2002, Learning, continuity and change in adult
life, The wider benefits of learning research report no.3, The Centre for Research on the Wider Benefits of
Learning, London.
20
Hammond C 2002, ‘What is it about education that makes us healthy? Exploring the education-health connection’,
International Journal of Lifelong Education, vol. 21, no. 6, pp. 551-71.
21
Feinstein et al. 2003, The contribution of adult learning to health and social capital, The Centre for Research on
the Wider Benefits of Learning, London.

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 • a mandatory requirement for all young people that have completed
Year 10, to participate full-time (defined as at least 25 hours per week) in
education, training or employment, or a combination of these activities,
until age 17.

The National Youth Participation Requirement therefore requires young people to

complete Year 10 and then participate full time in education, training or
employment until age 17, specified under the Compulsory Education Age
legislation in South Australia.

This requirement presents challenges for tracking individuals under current

reporting mechanisms. Once an individual completes Year 10, usually at the age
of 16, they are then able to leave school and can either undertake employment
and/or an approved learning or training program until they reach the age of 17.
This creates an issue as there is no formal way of identifying if a young person
continues with employment and/or education or training until the age of 17, once
they have left school upon completion of Year 10. There is a need to explore the
responsibilities around reporting to ensure methods are in place to find those
young people that may become disengaged from learning or earning after
completing Year 10, given the legislative requirements based on the NYPR.

Key Initiatives
There are a number of important state government initiatives that contribute to the
learning or earning target. Together these strategies aim to support young people
at risk of disengaging from learning or earning, including young people that may
already be disengaged, and assist young people to benefit from the education
and training opportunities available to them. These initiatives target vulnerable
young people at different points along the schooling to further education, training
and employment pathway and can be classified into the following broad
categories:

1. School focused support – providing assistance to vulnerable young people to

stay in school and achieve minimum education requirements.
2. Transition services to young people – providing effective career and transition
services from school and onto further education, training or employment.
3. Post school education and training opportunities – focus on increased
opportunities in the vocational education and training (VET) sector.
The current initiatives which target vulnerable young people at each point on the
pathway are described below.

1. School Focused Support

ICAN or Innovative Community Action Networks target vulnerable young people
still in school, with a focus on 12 to 19 year olds. It is a community driven initiative to
tackle barriers in the community which make it difficult for young people to stay in
school.

ICAN was implemented in 2004 from strategic directions that were put forward by
the former South Australian Social Inclusion Board, as part of the Board’s School
Retention Action Plan. The aim of ICANs are to find new approaches to tackling

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the local issues faced by young people who are having difficulty staying on at
school or finding pathways into further education, training and employment.

ICANs are set up in areas of the State which have been identified as having issues
with retention rates and difficulties with the engagement of some young people in
school. The ICANs bring together young people, families, schools, community
groups, businesses and different levels of government to find solutions to local
issues preventing young people from continuing with their education. Driven by the
community and supported by DECD and non-government agencies, each ICAN
works to solve local issues that lead to disengagement from school through the
leadership of the local ICAN committee. These committees support innovative
projects in their local area where schools and communities work together to come
up with local solutions to barriers that prevent young people from completing their
schooling. For example, an ICAN initiative can range from providing transport for
young mums to their school and providing them with on-site child care to ICAN
funded homework clubs run by community organisations to provide academic,
emotional and social support.

To further support ICAN schools, Flexible Learning Options (FLO) were introduced –
a DECD enrolment strategy to successfully engage and retain identified students in
ICAN secondary schools. FLO provides a more individualised structure to support
ICAN schools. A FLO enrolment allows ICAN schools to provide students with
individualised case management, a flexible learning plan and enrolment funding,
and flexibility to engage accredited learning in a school and/or community
learning environment.

ICANs can support the learning or earning target as they understand local issues
which may be contributing to disengagement from school and promote
community participation as a way of supporting youth at risk of leaving school.

2. Transition Services
Youth Connections is another initiative which contributes to the learning or earning
target. The main objective of Youth Connections is to support young people at risk
to attain Year 12 or equivalent and to help them make a successful transition from
school and onto further education, training or employment. The program is funded
under the National Partnership. Although Youth Connections has some overlap
with ICAN in targeting similar age groups of vulnerable young people, it provides a
more individualised approach and has a focus on older secondary students that
are transitioning from school to further education, training or employment. The
program ensures successful career and transition services are available to
vulnerable young people and helps to re-connect them with education and
training or employment options.

Youth Connections providers achieve outcomes through the provision of

individualised case management that also incorporates improving the personal
skills and wellbeing of the young person, building resilience and skills that promote
positive choices. The providers also assist the education sector and other
organisations to build their capacity to work with young people at risk of
disengaging from learning or earning.

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3. Post School
Skills for All was announced in February 2011 as the strategic direction for
vocational education and training (VET) in SA (2011-2014). It was developed out of
a need to address lower labour force participation rates and a lower proportion of
the population with post-school qualifications, compared to the national average.
It aims to increase the number of South Australians in training and in jobs.

Skills for All has the potential to greatly contribute to the Learning or Earning target
given it provides an entitlement to a government subsidised training place for all
eligible South Australians and the changes it will provide to the VET system, making
it simpler to access, supporting more people to enter training in industries and fields
of need (leading to viable employment options) and providing a more transparent
approach to fees.

Skills for All includes the Training Guarantee for SACE Students (TGSS) which allows
high school students to start a qualification pathway to Certificate III or higher as
part of the SACE and access a guaranteed funded training place with a Skills for
All training provider to complete their qualification when they finish school. This
training guarantee is in addition to opportunities under School-Based
Apprenticeships.

A pilot is also underway that enables ICAN students to undertake VET through Skills
for All based on the assessment and referral by their ICAN case manager.
Importantly they retain access to the case management support provided through
the FLO arrangements as they undertake their VET choice.

Skills for All will also include Learner Support Services (LSS) which are being
developed with the aim of improving equity and accessibility of accredited
vocational training. LSS will address barriers to learning, support retention in training
and assist students with complex support needs in order to complete their
qualifications and transition to employment through the provision of learning case
management.

Mapping out these programs and others that are in operation in South Australia will
assist to identify where young people are at greater risk of disengaging from
learning or earning, and may be missed under the current arrangements.

Also, Government needs to ensure that once certain programs end, others which
are in place can capture those vulnerable young people and re-connect them to
an appropriate learning or earning pathway – preferably in a seamless transition.

The mapping process will provide a clear account of current initiatives with the
potential to aid future decision-making and policy development around initiatives
like Skills for All.

Health in All Policies

The Health in All Policies (HiAP) concept is about promoting healthy public policy.
HiAP is a collaborative process between the Department for Health and Ageing
and other South Australian Government agencies to assist the achievement of
their policy objectives and, in doing so, seeking to maximise the health and
wellbeing benefit to the South Australian community.

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HiAP is based on the premise that the health and wellbeing of individuals and
populations is shaped by broad societal factors—collectively referred to as the
determinants of health—that lie outside the influence of the health sector. A cross-
government approach to improving societal health and wellbeing is therefore
imperative.

The health lens analysis approach

The health lens analysis approach is part of the HiAP concept. The Department of
Health has collaborated with a number of state government agencies and one
local government to date on a range of specific health lens projects. In a number
of these projects the Department of Further Education, Employment, Science and
Technology has been involved either as a lead agency, in the case of Broadband
Use through Mobile Phones and International Student Health and Wellbeing, or a
project partner in the case of Aboriginal Road Safety and the Healthy Weight
Desktop Analysis (TAFE SA).

The health lens analysis uses a range of rigorous and systematic methodologies
and tools to examine the connections between South Australia’s Strategic Plan
targets, policies and strategies, and population health and wellbeing.
Methodologies and tools will be adopted based on their ability to provide the most
useful information at any particular point in the project or policy development
cycle, the funding and resources available, and the availability of evidence
(including data).

4. Project scope

The project will focus on vulnerable South Australian youth, aged 15-24 years.
Within this broader scope, the project will consider both young people at risk of
becoming disengaged (mostly within the school system), and those young people
who have exited formal schooling and who are or are at risk of becoming
disengaged from education, training and/or employment.

The agreed definition of ‘vulnerable young people’ for the purpose of this project is
as follows:
Young people who, through a combination of their circumstances and
adolescent risk-taking behaviour, are at risk of not realising their
potential to achieve positive life outcomes.22

5. Aims, objectives & outcomes

Goal
The overarching goal of the project is:
To increase the proportion of young people who successfully transition from
education to the workforce and decrease the proportion of young people who
are disengaged, and in doing so, contribute to the achievement of SASP Target
54: Learning or Earning.
22
Victorian Government, Vulnerable Youth Framework Discussion Paper, August 2008

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Objectives
• Identifying transition points where young people are at risk of becoming
disengaged.
• Identifying the precursors that lead to disengagement – what creates the
risk?
• Identifying effective strategies to support young people who have
disengaged to re-enter the education/ employment system.
• Identify opportunities to link current services, including developing referral
mechanisms between current youth support programs to the Skills for All
initiative.

Outcomes
• A series of recommendations to improve the successful transition of young
people from education to employment and re-engage young people in
learning or earning through the Skills for All initiative.

Output
• To map pathways, programs and the transition points between
education/employment and health & wellbeing outcomes.
• To develop a data profile of vulnerable youth, aged 15-24 years, in South
Australia.
• To develop methodology around how to identify young people between the
ages of 16-17 and their ‘participation status’, particularly those that become
disengaged after completing Year 10.
• A literature Review documenting the risk factors and protective factors for
young people transitioning from school to work and summarise the evidence
regarding effective interventions to support young people.
• A report capturing the opinions of young people both engaged and
disengaged in education and employment.
• Record data on referral mechanisms to identify successful programs and
outcomes.

6. Project plan and timeframes

The project plan and timeframes outlined below are intended to be indicative
only. The project will follow an iterative process whereby the details of each step
will be influenced by the previous, and therefore may require amendment once
the project is underway.

Task Lead Timeframe

Finalise project proposal Project group November 2012
• Agency Chief Executive approval
• Noting by Growing advanced manufacturing Senior Officer Group
Undertake a preliminary literature scan with the aim of: Project group 2012-2013
• Identifying key transition points between education and work – what are
they, how do they intersect and what systems are in place to support young
people to successfully transition
• What are the current programs/initiatives, what cohorts do they service and
what are the linkages.
• Who is at risk of not successfully transitioning- why, what are the underlying
factors that increase risk of disengagement-at a population level- are there
protective factors

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 Develop a set of indicators for data analysis Project group 2013
• Using available data, and informed by findings of literature scan describe
the profile of young people who are at risk of not transitioning from
education to work

Qualitative research Researchers 2013

• Develop strategies to ensure young people’s opinions and views are
included in the project- consider conducting focus groups with
disengaged youth

Literature Review Project group 2012-2013

• Identify and describe population level interventions and strategies for
assisting young people to remain engaged, or become re-engaged, with
the education/training or workforce sector- with a focus on supporting them
to successfully transition from education to work.

Develop and finalise recommendations Project group

• Based on collated research findings
• Agency Chief Executive approval
• Executive Committee of Cabinet Chief Executives Group noting.

Develop final report Project group

• Project team to draft final report, incorporating methodology, findings and
recommendations.

Evaluation Researchers
• Researchers from Flinders University will undertake a project evaluation,
including key informant interviews with project group members.

7. Partnerships and project management

The Health Lens Project governance structure normally includes two groups:

a higher level group will oversee the project’s progress and provide guidance
where necessary (i.e. executive level), and

a project group will undertake the project work and draft recommendations
etc. for revision by the higher level group (i.e. project/policy officer level).

The membership of higher level group normally comprises representatives from the
partner agencies (i.e. those that have Chief Executive sign-off on the project
proposal and recommendations). The project group will also comprise partner
agency representatives; however members may also be drawn in from other
relevant government and non-government agencies as the project develops.

The Project Management Group (in the first instance the Project Management
Group will act as both the higher level and project working group):

Title First Last Position Organisation

Mr Peter Mylius-Clark Director, Strategic Policy, Resources and Finance DFEEST
Mr Richard Osborne Manager, Strategic Policy, Resources and Finance DFEEST
Ms Heidi Greaves Senior Policy Officer, Quality, Tertiary Education, Science and DFEEST
Research
Ms Ann Kerr Principal Policy Officer DFEEST
Ms Sarah Marshall Principal Policy Officer DFEEST

Ms Megan Chomel Senior Policy Officer DFEEST

Ms Carmel Williams Manager, Health in All Policies (HiAP) DHA
Ms Claudia Galicki Project Officer, HiAP DHA

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Informal (Corresponding) Members (option for DECD to become formal principal
partner in future)

Title First Last Position Organisation

Mr Kym Clayton Principal Policy Officer DFEEST
Mr John Liddle DECD DECD
Ms Pip Duigan DECD DECD

8. Budget and resource provision

As with all health lens projects, both DFEEST and the DHA agree to contribute in-kind
support through staff time.

The requirements of staff involved in the project will vary depending on the
intensity of certain stages in the project.

Both DFEEST and DHA also agree to contribute funding to any evidence gathering or
research (e.g. data analysis, focus groups) that is required and agreed by the higher
level group.

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