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

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– students also complete an“in-house” Maths programand take part in a one dayper week work placementprogram– range of VET modules arealso being incorporated intostudiesJoint initiative between CorioCommunity College andGordon TAFECorio Community College(CCC)Note: Talks have just begun todevelop this projectStudents can choose to join theprogram or be encouraged toattend the programJointprogram between CCC andGordon TAFE. CCC has signedan extended campusarrangement with GordonAt present the issue of links hasnot yet been addressed but willoccur. Briefing of youthsupport agencies in Geelonghas been arranged– literacy and numeracy focus– Certificate Level 1– some VETIS practicalmodules– some VCE subjects orcombination of the above– small group work– self-paced supervisedlearning– practical training– traditional VCE delivery– mentor support program– joint program across twosectors– meets the needs of thelocal youth in area– students can achievenationally accredited VET/VCE modules75Kensington Community HighSchool (KCHS)Stuart AndrewsPrincipal9376 1953Funding sourceStandard DOE funding forstaffSupport from the Extra Edgeproject and DOXAFoundationYoung people referred byguidance officers, studentwelfare coordinators, youthworkers, and government andcharitable organisationsTeam consists of teachers inKey Worker roles, StudentWelfare Coordinator, GuidanceOfficer, the Welfare andDiscipline Sub-committee andvarious support workers fromoutside agenciesKCHS works closely and hasdeveloped strong links withgovernment and charitableorganisations– each student belongs to oneof three core groups.Students are placed inworkshop groupings basedaround junior, middle andsenior programs– each group has a permanentteam of staff working withthem– Staff members maintain anactive Pastoral role basedon a “Key Worker” modeland are assigned studentson this basis– KCHS works closely withgovernment and charitableorganisations to ensure abroad range of supportfacilities for students andparents
Program and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of Success76– Programs offered: HomelessProgram, Breakfast andLunch Program, SuicidePrevention, Drug HarmMinimisation Program,Young Men’s/ YoungWomen’s Program,Vocational EducationProgram, and Special EventsProgram– Vocational EducationProgram provided throughfunding support fromDOXA. Students gaincomputer training, interviewskills, work placements,career counselling andguidance, extensive TAFEorientation visits andplacement and specialisedcounselling and assistance inmaking transition fromschool to work. Year 12swere supported in runningtheir own graphics designbusiness– the organisationalstructure, curriculum andpastoral programs aredesigned specifically tomeet the needs of thesestudentsWork Education ProgramWhittlesea Secondary CollegeLynn Reggars9716 2908Referrals are made from theYear Level Coordinator andcounselling with parents andstudentsTeam consists of VCECoordinator, career’s teacherand class teachersProgram doesn’t relate to otherprograms. Students who enrolin the school have a history ofnon attendance or have beenunemployed and areencouraged to join the group– work placement occurs oneday per week– modified English and Mathsclasses– some students involved inVET courses– too early to tell at thisstage
Page 2 and 3:
Providing Education and Trainingfor
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ForewordThe Commonwealth Government
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ContentsForeword 3Acknowledgments 4
Page 8 and 9:
Executive SummarySuccessful learnin
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program leaders (at least) to meet
Page 13 and 14:
The major outcome sought from this
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Data was entered in categories unde
Page 17 and 18:
2Literature ReviewBenchmark 1995Sub
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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 and 34: Wilderness Enhancement Program, ATL
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 75: Program and LocationTarget Group, P
Page 91 and 92: Program and Location- Certificate i
Page 103 and 104: Program and LocationCambodian Youth
Page 105: APPENDIX IIICURRICULUM OUTLINE FOR
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