オーストラリアにおける若者の「学校から仕事への移行」支援の現状と課題（3）―ヴィクトリア州のMIPs （Managed Individual Pathways） プログラム―
スポンサーリンク
概要
- 論文の詳細を見る
In this paper, I attempt to sketch the framework of the Managed Individual Pathways (MIPs) program and to survey its educational effects. The MIPs program was introduced in 2002 into all government secondary schools in Vitoria and has been the focus of attention of the administrators and educationalists of other states and territories since its commencement. It is a kind of career guidance and counseling system in schools, which targets students from years 10 to 12 and obliges all students to make their own pathways plans with the aid of MIPs staff, such as careers teachers or career advisers. First, referring to the Kirby report (2000), and the Pathways Projects implemented by the Victorian Government in 2000 and 2001 as pilot programs, I try to clarify the policy-making process and the socio-educational background of MIPs. Second, I sketch the common framework of the MIPs program among schools all over the state, although many aspects and details of the MIPs implementation are left to the discretion of each school. Moreover, I make an effort to point out two important peculiarities of the MIPs program. One is the adoption of the case management method in interviewing and assisting students in making their pathways plans, and the other is that the MIPs program is executed while maintaining a close relationship between schools and local communities. Third, I refer to the independent review of MIPs by a researchers group, and according to its viewpoints of estimation, I attempt to deliberate whether each school’s implementation of MIPs can in fact improve the school’s former performance in career guidance and counseling. Finally, I take up several case studies of schools which are implementing MIPs very intensively and effectively, and suggest some hints that will help other schools and staff. In conclusion, I insist that MIPs should be pursued not as a separate and exclusive program but as a built-in program within the whole school curriculum utilizing the entire staff's coordination.