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

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Leaders of these programs characterised the outcomes in terms of mainstream VCE, VETstudies and new apprenticeships (NIECAP Flexible Vocational Program), understanding ofwork (Endeavour Vocational Pathway Program), completion of nationally accredited VETmodules (Corio Community College/The Gordon TAFE Initiative) and enhanced employmentopportunity (numerous including Box Hill Senior Secondary College).Most programs in this category appeared to be of 1-2 year’s duration although the VET TrainingCourse at Richmond Secondary College (6 months) may prove to be a useful model for shortertermprograms. Information received on programs in this category tended to emphasize theencouragement and assistance provided to participants in achieving the education andemployment outcomes for which the program was designed. In this sense, there was littlereference to follow up services for participants upon completion of the program.Selection into these programs is typically via application and interview-sometimes involvingparents or guardian. Selection criteria is often based on providing places for the studentsjudged most likely to benefit from involvement in the program. A minority of programs suchas the VET Training Course at Richmond Secondary College requires functional literacy skillsto enable participants to cope with the course modules. Some students are targeted and counseledinto the program. Teachers, coordinators or school management can initiate referrals. Mostprograms also encourage voluntary participation.Programs in this category include the Northern Interactive Education Coordinated Area Program(NIECAP) directed Flexible Vocational Program piloted at Eumemmering Secondary College,Vocational Preparation Program conducted at Epping Secondary College, VET Program atLowanna College, Extended VCE at Box Hill Senior Secondary College, Projects to WorkProgram at Traralgon Secondary College, and the Vocational Program at Sale College inGippsland.Personal development programs are:• more likely to include a camp (length varied from 2-10days);• more likely to be formally or informally linked with local community agencies;• more likely to involve non-teachers in the delivery;• more likely to involve off school site community-based activity;• more likely to include students below Year 10 in target group;• less likely to include work placement;• not focussed on formal accreditation outcomes or pathways;• more likely to have a curriculum focus on literacy, communication skills, basic learningskills, behavioral management, team building, self esteem, social communication skills,and are usually supplementary to existing school curriculum.Leaders of these programs characterised the outcomes in terms of enhanced self-esteem, selfconfidenceand enhanced personal relationships. The Gate House Program contact person’scomments were typical of these, identifying “attempts to develop a positive classroomenvironment assisted by modules that engender a sense of social connectedness, security andself regard” as critical characteristics and determinants of success.Most programs in this category were from 20 weeks to one-year in duration, although overallthe length of programs varied from 5 weeks (Connect Project Adventure Unlimited) to 2 years(Gippsland Wilderness Enhancement Program). Some programs such as the Gippsland31
Wilderness Enhancement Program, ATLAS program at Laverton Secondary College, andConnect Project Adventure Unlimited, include follow up services and programs for participants.Selection into these programs is typically by school referral. Selection can be based on outcomesof survey re student perceptions of school and indicators of depression (Gatehouse Project in26 schools) or by counseling and interview to determine student commitment to succeeding inprogram (Practical Education and Knowledge Program at Flinders Peak Secondary College).Most programs also encourage voluntary participation.Programs in this category include the Gippsland Wilderness Enhanced Program located atBairnsdale Secondary College, the Blackwood Centre for Adolescent Development located atDrouin Secondary College, the Connect Project Adventure Unlimited, the Gate House Project,the Peace of Mind Peer Education Program at Wangaratta Secondary College, and the EdmundRice Educational Support Team (EREST) at Pascoe Vale and Lower Plenty.Community-based Education and TrainingProgramsProgram typesThree types of programs were identified in the community sector. These are:• Vocational programs• Intervention programs in non mainstream settings• Integrated services deliveryVocational ProgramsVocational programs are typified by either a focus on gaining a qualification or a focus on jobsearch skills.Generally, programs that focus on a vocational qualification are located in the TAFE andschool sectors. However the AUSMUSIC program is delivered in a range of settings thatinclude schools, TAFE institutes, community organisations such as the Salvation Army (theBEAT Program) and centres that cater for young offenders such as Moreland Hall and TuranaYouth Training Centre. It is an accredited Certificate Two level course in Music IndustrySkills and offers modules in rock music performance, management and guitar making. Becauseit is accredited, was designed and is delivered by people who have experience in the rockmusic industry, it has credibility within the industry and with students. However, for manyyoung people who participate in the program, its main attraction is that it fits into the “youthscene” culture.The strong association with youth culture was an important factor in the decision to run theprogram at Moreland Hall where it is also linked to a drug rehabilitation program. Althoughyoung people are attracted to the Program because of its association with the music industry,the coordinator believes they gain a broad range of generic skills in addition to music skills.32
Page 2 and 3: Providing Education and Trainingfor
Page 4 and 5: ForewordThe Commonwealth Government
Page 6 and 7: ContentsForeword 3Acknowledgments 4
Page 8 and 9: Executive SummarySuccessful learnin
Page 10: program leaders (at least) to meet
Page 13 and 14: The major outcome sought from this
Page 15 and 16: Data was entered in categories unde
Page 17 and 18: 2Literature ReviewBenchmark 1995Sub
Page 19 and 20: It is likely that a significant gro
Page 21 and 22: Indeed, these ‘messages’ have b
Page 23 and 24: In this we look at labour market sk
Page 25 and 26: Individuals appear to perform bette
Page 27 and 28: The research literature on ‘alien
Page 29 and 30: ConclusionPathways are notoriously
Page 31: 3Mapping the FieldThe Stage 1 inter
Page 35 and 36: them from progressing or even parti
Page 37 and 38: 4Program ModelsAnumber of the 19 pr
Page 39 and 40: 3. All students are case managed.4.
Page 41 and 42: (i) accommodating student diversity
Page 43 and 44: Teachers involved in the course hav
Page 45 and 46: There are VET subjects, of which th
Page 47 and 48: 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 83 and 84:
Program and LocationTarget Group, P
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Program and Location- Certificate i
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Program and LocationCambodian Youth
Page 105:
APPENDIX IIICURRICULUM OUTLINE FOR
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