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

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85Edmund Rice EducationalSupport Team (EREST)Pascoe ValeMaxine Barry/ Lynn Soussi9355 7644Service operates in the sixmetropolitan ChristianBrother’s schools: Bundoora,Toorak, St Kilda, NorthMelbourne, Pascoe Vale,EssendonStudents join the program viaschool nominations: studentwelfare personnel; staff; admin(principals, deputy principals);parents; student self referrals;Catholic Education Office(where parents have queried aparticular student’s case)Team consists of parallelleaders who are both qualifiedin Special Education to Masterslevel. Both are broadlyexperienced in special andregular educational settingsLeaders link students withrelevant agencies- programswithin and outside school egAustin Hospital, RoyalChildren’s Hospital; seasons/peer support within schools;and handle transition toalternative settings whereappropriate eg The Island,TAFE– systematic focus aiming todevelop flexibility,responsiveness,empowerment for students,parents and staff– methodologies that arepreventative, not reactive– continuation beyondoriginal 2 year pilot stagewas endorsed throughsurvey of staff, parents andstudents. Program willcontinue for another twoyears at least– great strength in theregularity and depth ofinvolvement in each school– Variety of Vocationalprograms– Jobs Club- Schools LifeSkills Program held atAdult and ContinuingEducation, Sale– Options for Work andEducation held at EastGippsland Institute ofTAFESale College Tony Ryan5144 1711Students join programs in avariety of ways:– nominated by Year LevelCoordinators and Careersstaff– also call for volunteersthrough advertising inschool newsletter, Year levelmeetings– panel selects candidateswhich comprises of YearLevel Coordinator andVocational and FurtherEducation Coordinator– Job Clubs: intensiveinterview preparation– TAFE Pre employmentProgram– Work placements– gives students variety intheir education– helps them see the role ofschool and to have adifferent perspective of theworld outside school– allows them to achievesuccess and gainrecognition
Program and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of SuccessProceed Education CentreDrouinMarina Savron03 5134 3111 (informationwas gathered via contacts atSCOPE)Note: centre in receivershipFunding sourcePrincipally funded byCatholic schoolsProgram took place Sept ’97Junior Job Club of 1 week’sdurationStudents identified as being atriskof dropping out beforereaching their potential atschool. All local secondaryschools are canvassed.Participants are selected byCareers teachersRestricted to those in Years 9and 10. Group of 10 involvedin the programVery incidentally– resume/ skills list– guest speakers fromindustry/ training,employees/ employers– interview practice– role playing with a youththeatre group– visiting tertiary institutions– participants visited tertiarycentres to learn aboutqualifications needed andcourse content and weretalked to by people in theindustry– all students decided it wasimportant to continue onwith their education86Leader had experience with jobclub work and had an interestin youth. Also had beeninvolved in govt- funded LEAPprogram to assist unemployedyouthVET Training CourseRichmond Secondary Campus(part of Collingwood College)Anne BroadribbCoordinator9427 0637Year 9-10 students who are notready for VCE or TAFEStudents do not havebehavioural problems, howeverare quiet and immatureCriteria for entry is functionalliteracy skills to cope with themodules6 month courseFull time teacher leads programLinks include:Automotive- Kangan BatmanTAFEHospitality- Youth EmploymentServices/ Group TrainingCompanyOffice Administration-Collingwood TAFE– students spend 3 days atRichmond SecondaryCampus, 1 day at a workplacement and 1 day atTAFE– areas include automotive,hospitality and officeadministration– 7 modules include writingskills, computer, youthissues, art, language skills– students are treated likeadults– students have choices– students are keen– not structured like school– pastoral care– time other than class timeis their choice
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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
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 85: 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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