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

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Job Placement Education andTraining (JPET)Noble Park English LanguageSchoolFunding sourceDEETYA6-18 student are migrants orrefugees (newly arrived) doing?? English related to maths,science ???Program led by EducationTraining CounsellorReferrals from migrantresource centres and highschools– English language teachingand homework supportgroup to prepare students formainstream high school– the numbers who attend-21 in 1:1 tutoringFrancis MorcosEducation TrainingCounsellor9546 9578Edmund Rice Camps (Inc)Lower PlentyMark SmithExecutive Officer9439 6142Program caters for youngpeople up to 15 years of ageParticipants are referred bywelfare agencies (approx 100on database)No great linkscamp at school camp sites:– bushwalking– canoeing– horseriding– 1:1 ratio of leaders toparticipants83Funding sourcePrincipally funded byCatholic schoolsParticipants are generallydisadvantaged either socially(education difficulties) (40%)or economically (60%)Team consists of ExecutiveOfficer (trained and only paidposition) and volunteers (18-22year olds)The Passport ProgramGrassmere Youth ServicesNarre WarrenJenny StrangCoordinator9704 8377Participants are referredthrough Student WelfareTeachers/ Officers at secondaryschoolsGuest speakers on range ofissues including homelessness,unemployment, substanceabuse, health etc. Speakershave included police recruits–– given 6 months to workwith young people
Program and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of Success84Extended VCE ProgramBox Hill Senior SecondarySchoolWayne CraigPrincipal9890 05712 Specialisations:1. Technology- 22 students in19982. Sports Science- 26 studentsin 1998Students self select and areinterviewed twiceStudents are Year 10 level andeffectively are in Year 11 fortwo yearsThese students generally havean aptitude for sportAll participating studentswould have dropped out ifforced to continue the normalYear 10 CSF program (thesestudents see no relevance insubjects like history orgeography on LOTE, also iftheir literacy and numeracyskills were low, they would notbe able to cope with LOTE)Team consists of handpickedmaths and English staffVCE and VET programs lead toemployment andapprenticeshipsVCE based units plus VETmodules– Technology– English– Maths– IT– curriculum structure isrelevant with a wide studychoice– handpicked teaching staffwhose qualities include:positive but demanding;relate well to students;have expectations ofstudents; make English,Maths and IT relevant tostudents; and try differentideas– groups are not too big– students work in samegroup for part of theirstudies– students get a taste ofdifferent types oftechnologies before theyspecialise– 4 week work placement– adult enrolment meaningno bells or uniforms,respectPathways ProgramSenior CampusSandringham SecondaryCollegeAnn SmithStudent ManagerVET Programs 9598 7788Program offered to VCEstudents- students areabsorbed into the mainstreamTeam consists of StudentManagers, Student Welfare,and every staff memberacting as a counsellor (part ofschool ethos that hasdeveloped over time)Program relates to mainstreamVCE– Building studies– VCE Materials (Wood)– VCE Technological Designand Development (Wood)– VCE Maths– VCE English– study choices (800students at senior campus,therefore a lot of choicesoffered)– flexibility– adult environment– good support team forstudents
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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
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 83: 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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