2. The ICAN evaluation Atelier has conducted both a review (2006) and an evaluation (2007) of ICAN The review focused on the operation and program outcomes and found ‘ Learning for all’ The evaluation focused on the strategic and policy outcomes and found ‘Lessons for all’

3. Program outcomes In the main, for the more than 6000 young people involved, the outcomes have included: – improved self confidence and esteem – clarity in relation to a positive life pathway – improved attendance – improved behaviour and anger management 82% are now engaged in learning or work

4. Factors underpinning ICAN success Evidence from the case studies demonstrates that there is a set of criteria for program success under the auspices of the initiative. The approach should: – acknowledge the core responsibility of the school – acknowledge the need for specialist support – maintain positive relationships at school and more broadly – address individual learning needs in a non-judgemental adult-like environment – incorporate, as soon as practical, as mainstream learning and certification – integrate into school life as a personalised learning approach, not as alternative – involve specialist community agency personnel in one-to-one contact – incorporate learning experiences in authentic environments, including work – provide active career advice and transition planning – provide personalised support and advocacy, at call, 24/7/365 – respond to interests, but with ‘learning’ rather than ‘fun’ as the focus.

5. Strategic and Policy Outcomes Cultural change in some schools and communities is emerging There is evidence of joint operation among agencies Community governance and responsibility for social inclusion is growing FLO is the single most significant outcome across all agencies Measures of engagement are being developed and are so far proving robust

6. Advice from the findings The evidence and findings suggest that: – ICAN be retained as a branded initiative, supported with a standing infrastructure, and expanded to other educational regions in the State – future ICAN operations have a much stronger level of cross agency buy-in at both the governance and operational level such that the unique identity of the initiative as community- driven is given the greatest possible prominence – moves be made to strengthen the level of inter-agency engagement in and responsibility for the outcomes of the initiative

7. Advice from the findings – ICAN be maintained as a DECS-led initiative, but more clearly aligned with other effort to raise the level of school completion and increase the participation of young people – steps be taken to better align a range of intra- and inter- agency programs and structures, including state and federal operations – steps be taken to help business and industry identify clear imperatives for their participation and support – appropriately structured and accessible career and transition support be prominent in ICAN programs

8. Advice from the findings – consideration be given to expanding the success indicators of the initiative beyond attendance and retention, including extending to other agencies – ICAN funding be continued alongside FLO funds at least until early intervention becomes accepted practice at agency level – schools continue to be the focus of responsibility, extending their work into cooperation with community agencies including specialist case management services – any future ICAN governance structure be pitched at a genuinely strategic level, of consequence at senior levels in ministries and agencies