Providing Education and Training for At Risk ... - Victoria University

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– tertiary qualification ifnecessary– willingness to explore everyavenue– flexibility– equity– non-judgemental attitudes99Adult Community Education(ACE) programsAdult, Community andFurther EducationBarwon South WesternRegional CouncilCombination of DEETYA,OTFE and ACFE fundingVivienne BurkeRegional Director03 5221 8248Programs are for people 15+who have left the secondaryschool system (some ACEprograms providers work withyounger people in alternativeschool settings)ACE providers are communitybased,not for profit,organisationsStudents are targeted by theACE providers individually orthe provider works inconjunction with anotherorganisation with whom theyoung person is alreadyassociated with in some wayTeam consists of skilledteaching/ training staff andcourse coordinatorsACE providers have local linkswith health, welfare andtraining servicesNeeds analysis, combined witha high level of programknowledge, is used todetermine what programs arebest offered to particular groupsof peopleActivities include:– literacy– work skills– workplace skills– learning to learn– communication skills– personal management/development skills– group interaction/socialisationeg VCE units for 16-22 yearolds who have been out ofschool for various lengths oftime and literacy for youth inworkskills/ labour markettraining programsNote: need to speak toindividual ACE providersabout their programs foryouth at risk
Program and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of SuccessEmployment Access ProgramWestern Juvenile Justice UnitVictorian Department ofHuman ServicesVictorian Government fundedJoe Touk9312 2244Participants are ex offenders inprotective care and are at riskclients recommended byrelevant young offenders andprotective care agencies (30people on books)Clients have an averageeducation level of year 9Coordinator runs programProgram ties in with a numberof other agencies– job search preparation,resumes, personal groomingetc– ??– follow up– commitment to workingwith young people– knowledge of the clientele– generally work 1:1– have good relations withother departments in thesystem100Employment Access ProgramDepartment of HumanServicesBox HillRay PriceEmployment Access ProgramCoordinator9248 7482Participants are referred bySocial/ Youth Workers, JuvenileJustice courts, non-governmentagencies, ?? youth services,Salvation Army etcProgram led by Coordinatorwith youth work qualificationsRefer to clients to otheragencies as necessary– TAFE activities– focus on preparing youngpeople for work or training– 1:1 counselling– worker has knowledge andan understanding of clientgroup so they can haveempathy with the clients– program is voluntary– encourages youth to dothings for themselves andset short and long termgoalsBATFORCE (BarwonAdolescent Taskforce)Regional Network of YouthMichael BarrowConsultant and Policy Maker03 5221 4339Taskforce promotes linksbetween schools, youth workersand other relevant agencies todevelop preventive, rather thanreactive strategies for the region45 agencies funded by DHSparticipate in the RegionalNetwork of YouthPeople view the network asmutually beneficial and itpromotes avenues for referralDeputy principals and youthworkers meet to discussplanning activities eg a forumfor enhanced mutual obligation– monthly meetings of 15-30people, mostly fromGeelong (also includedColac)– policy and planning groupsare set up to work onspecific tasks eg integratingservices, adventure activitiesetc– seek funding for initiatives– focus on positives– reward systems eg tokeneconomy- token obtainedfor good behaviour can beused to purchase wanteditems– consultant rules– a lot of staff interactionand cross fertilisationwithin the network
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Providing Education and Trainingfor
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ForewordThe Commonwealth Government
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ContentsForeword 3Acknowledgments 4
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Executive SummarySuccessful learnin
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program leaders (at least) to meet
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The major outcome sought from this
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Data was entered in categories unde
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2Literature ReviewBenchmark 1995Sub
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It is likely that a significant gro
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Indeed, these ‘messages’ have b
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In this we look at labour market sk
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Individuals appear to perform bette
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The research literature on ‘alien
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ConclusionPathways are notoriously
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3Mapping the FieldThe Stage 1 inter
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Wilderness Enhancement Program, ATL
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them from progressing or even parti
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4Program ModelsAnumber of the 19 pr
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3. All students are case managed.4.
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(i) accommodating student diversity
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Teachers involved in the course hav
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There are VET subjects, of which th
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This approach helps the transition
Page 49 and 50: Young people are referred to the pr
Page 51 and 52: to become contributing members of t
Page 53 and 54: Rules are negotiated with the young
Page 55 and 56: 5Characteristics of Programs That W
Page 57 and 58: The review processes that already e
Page 59 and 60: attitude to learning and enhanced s
Page 61 and 62: 6Conclusion and RecommendationsMr G
Page 63 and 64: 2.4 That program activities include
Page 65 and 66: ReferencesACFE Board (1998) Young a
Page 67 and 68: Withers, G. and Batten, M. (1995) P
Page 69 and 70: Successful learning projectsDraft o
Page 71 and 72: Successful learning projects 1998Dr
Page 73 and 74: Program and LocationTarget Group, P
Page 91 and 92: Program and Location- Certificate i
Page 99: Program and LocationTarget Group, P
Page 103 and 104: Program and LocationCambodian Youth
Page 105: APPENDIX IIICURRICULUM OUTLINE FOR
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