The following papers were submitted as academic journal articles or as conference papers and contain original research, including primary research. I am either the sole or primary author.
Koen S & Duigan P (2008) ‘Forging brighter futures: innovative approaches to improving prospects for at risk young people’, Paper delivered at ‘the History and future of social innovation conference’, Hawke Research Institute for Sustainable Societies, UniSA
When young people successfully complete year 12 or its equivalent, their future prospects for health, social status and employment are greatly increased. Re-engaging benefits not only them, but also communities, both economically and socially. However, some young people require additional support to remain in learning and earning pathways and a few need intensive support. This is the core business of the Innovative Community Action Network’s (ICAN) initiative.
Koen S & Duigan P (2008) ‘Seeking brighter futures‘ in Re-engagement, Part 2, Youth Affairs Network Queensland, pp 11-16
In 2003 the South Australian Government asked the newly established Social Inclusion Board to come up with a School Retention Action Plan (SRAP) which would trial projects to find ways to retain young people in learning and earning pathways. By far the largest of the SRAP initiatives was Innovative Community Action Networks (ICAN).
Koen S & Duigan P (2011) ‘Re-engaging young people in learning: the ICAN experience’ in Tom Stehlik & Jan Patterson (Eds) Changing the paradigm: education as the key to a socially inclusive future, Post Pressed, Adelaide
This book is about changing the paradigm of the established system of schooling in Australia. Education has long been recognised as the key to addressing intergenerational and social disadvantage, but the notion of a socially inclusive future is the particular concern of this book, in relation to marginalised groups of young people who may not have the social capital, socio-economic background, family support or life opportunities to progress through the education system according to its established parameters.
Koen S (2005) Drug Education Teacher Support Package: Students with disabilities and learning difficulties R-12, The State of South Australia, Department of Education and Children’s Services
The Drug education teacher support package: Students with disabilities and learning difficulties R–12 is published by the Department of Education and Children’s Services in collaboration with Catholic Education Office and Association of Independent Schools of South Australia. It provides appropriate drug education across a range of sites and classrooms, including special schools, special units, special classes and mainstream classes, to meet the needs, capabilities and contexts of different students. It contains learning activities for children and students in all Bands of schooling, from Early to Senior Years, and includes work units on medicine, tobacco, alcohol and illicit drugs. Because of the range of learning activities included, this resource can be used and adapted for all learners, not just those with disabilities and learning difficulties.