A case for smarter thinking and for investment
In March 2015 a Working Group was established by Andrew Neophytou (CEO, Inner Eastern Local
Learning & Employment Network) on behalf of the Inner Metro Youth and Community Partnership
This Working Group was formed to discuss and consider actions around youth transitions and
pathways, as a response to worrying levels of youth disengagement and unemployment, whether
viewed from a regional, state or national perspective.
Part of the impetus behind the Group’s formation was concern for the wellbeing of young people
(largely but not exclusively those aged 15 and over) who were at risk of disengaging from education,
or were already disengaged.
- Advocacy and strategic input and advice to government about children and young people, and
the organisations that support them
- Sharing information and research around transitions and pathways
- Building relationships with key stakeholders to develop a cross-sectoral response to address
issues relating to transitions and pathways
- Identifying potential pathways and referral options for young people that are most at risk
- Providing best-practice examples / models for work and professional development.
A dozen stakeholder organisations / bodies have embraced these aims, and form the nucleus of the
e2e Working Group:
Representatives from the following stakeholders form the nucleus of e2e:
- Ardoch Youth Foundation
- Capital City LLEN
- City of Stonnington – Youth Services
- Education Engagement Partnership (EEP)
- Inner Melbourne VET Cluster (IMVC)
- Melbourne City Mission (MCM) / SKYS
- Melbourne Polytechnic
- Prahran Community Learning Centre (PCLC)
- SouthPort Uniting Care (SPUC)
- Taskforce Community Agency
- Victoria Police
As a first step, this Working Group agreed to develop a Discussion Paper. This Paper, completed in
late July 2015, provides key reflections arising out of discussions the network members have had,
and the reading we’ve done.
Five Principles for smarter thinking and investment are proposed.
Eleven themes, or areas, are then identified, and these serve as headings for each section.