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

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Pre-employment programsMany of the pre-employment programs identified are Jobs Pathways Programs or JPET (JobsPlacement Employment and Training) Programs funded by the Department of EmploymentEducation and Youth Affairs (DEETYA). Typically, they assist young people with access totraining and work through traineeships and apprenticeships and job search skills such as resumewriting, interview techniques, personal grooming and general preparation for work. This maybe on a one-to-one-basis or via workshops run at the centres. Schools often refer students whoare at risk of dropping out due to lack of interest in school or in pursuing a tertiary educationpathway.These programs are generally staffed by people with expertise in career counseling, casemanagement, social work, youth work or teaching and training. In many cases, the programshave links with other services such as housing for homeless youth and health, so that youngpeople who present with particular barriers to work and education, can be referred to appropriateagencies.A State funded program run by the Retail Traders Association assists young people referred tothem by agencies concerned with homelessness, unemployment, substance abuse, health andschool programs, access to traineeships in the retail industry.Four programs were identified throughout the State that run pre-employment programs forKoori youth. Young people generally self-select into these Programs which they learn aboutby ‘word of mouth’. Some are referred by schools. These programs also connect with otherservices such as health, housing and family support. Two of the programs are located in countryareas. They offered assistance with access to traineeships in specific industry areas. A programlocated in Shepparton focuses on traineeships in automotive and building. Another in Robinvaleprovides training in landscaping, artifacts, textiles, upholstery and building.Intervention programs in non-mainstream settingsTwo community-based programs were identified that specifically run programs to developself-esteem of young people at risk of dropping out of education. The Western Bulldogs FootballClub (Footscray) use football culture as the focus for attracting young people into theirmotivational skills training programs. Most participants learn about the Program throughpersonal contact/‘word of mouth’.The second example is located in the Latrobe Valley. Located a few kilometres south of Morwell,an alternative program is run for young males at risk of not completing their schooling due topoor attitudes and behaviour. Schools refer students to the program, which is supported withfunds from the Latrobe Valley District Schools. This program taps into students’ personalgoals and ‘real life’ issues that affect male youth to assist them to develop literacy and numeracyskills, team building and interpersonal skills and modify behaviour.Integrated Services DeliveryThese programs are typified by their multi-focus approach to assisting young people at risk ofdropping out of education, or assisting those who have already dropped out with strategiesand support to access appropriate pathways. Youth workers or case management workers maybe the first point of contact as young people present with a range of life problems that prevent33
them from progressing or even participating in education and training. Therefore a majorfunction of these programs is to provide counselling services (both personal and career) tofirstly support young people who are referred to them. Secondly, they put them in contact withappropriate agencies or programs (eg. substance abuse, literacy, cultural groups) within wellconnected local youth support networks that includes schools and TAFE institutes. Examplesinclude the Richmond Youth Work Program (a program operating under the umbrella of theRichmond Employment Development Group), BATFORCE (Barwon Adolescent Taskforce –Geelong/Colac District), a Melbourne City Mission pilot project, Footscray, and the SchoolLinks Program, Springvale.TAFE-based Education and Training ProgramsTAFE institutes offer a wide range of programs that are suitable for the project target group.Nationally accredited courses such as the Certificates in Workplace Education (CWE) offeredby Gordon Institute have been used to accommodate “at risk” and unemployed young peoplethrough a number of short courses including the recently discontinued Labour Market Programs.Credit transfer and articulation can be an added attraction for some students. One example isthe arrangement between Gordon TAFE and Deakin University for graduates of Certificate IIIin Workplace Education to gain access to the Graduate Certificate of Education (Adult andWorkplace).Other examples of the CWE format being utilised for this target group are the DisabilityEducation program at Eastern Institute of TAFE where students undertake a course based atCertificate levels 1 and 2 in which they experience different vocational areas e.g. semi skilledhospitality, gardening/nursery labouring, screen printing and basic office skills. This is followedby a two-year program designed to develop competencies and delivered at the participant’space. Futures for Young Adults is a similar program conducted by Western Metropolitan Instituteof TAFE. This program focuses on young people with intellectual disabilities and aims toprovide them with appropriate workplace experience.Some programs cater for specific groups of young people. The Kangan Batman Institute ofTAFE provides Certificate courses in Employment, Art and Design, and Building andConstruction specifically for Koories.A significant number of non-accredited short courses are provided for the young “at risk” andunemployed people. Kangan Batman target Year 10 students with their Young Adults in IndustryTraining Scheme which is funded as a literacy and numeracy program but uses the attractionof automotive studies as the “hook” to gain participants. One of the objectives of this 20-weekprogram is to encourage participants to return to secondary school.Kangan Batman also offer a Preparation for Life and Work TAFE Tasters Program whichcaters for young people recommended by their school as “at risk”. Its objective is to providethese students with an idea of TAFE and employment opportunities. The LEAP North WestRadio Project for 15-20 year olds was also conducted at this institute and it was a concern ofthe leaders that this and other programs for this target group would be discontinued because ofthe cessation of funding.34
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 and 32: 3Mapping the FieldThe Stage 1 inter
Page 33: Wilderness Enhancement Program, ATL
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
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Program and LocationTarget Group, P
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Program and Location- Certificate i
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Program and LocationCambodian Youth
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APPENDIX IIICURRICULUM OUTLINE FOR
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