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

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TAFE-based Education and Training Programs for Alienated YouthProgram and LocationTarget Group, ProgramTeam, Program Length &LevelLinks and OutcomesActivitiesCritical Characteristics/Determinants of Success89- Certificate 3 and 4 andDiploma of MusicPerformance– Diploma of Arts (smallcompanies)– Associate Diploma of Arts(Theatre Tech)– Certificate 4 in MusicIndustry Skills– Diploma of MusicBusiness– Certificate 4 of SoundProduction– Certificate 4 and Diplomaof Video ProductionNorthern Melbourne Instituteof TAFEPeter LamburdFaculty of Arts and SocialSciences9269 1740Students join through:– word of mouth– VTAC application process– advertising in specificpublications eg Age, BEAT– past contact withgovernment agencies egCESCourses do not specificallyrelate to other programsstudentsare noted if they fitwithin a range ofdisadvantaged categories andadditional support is provided– courses provide a mixture oftheory, practical training inthe course areas and a workplacement component–– underpinning philosophyis to provide relevantindustry training andskills, as much aspossible, provide networkoptions for studentsthrough their placementopportunities– courses providearticulation options toHigher Education, but areaimed at providing artistswith skills in smallbusiness and industrysufficient for them tosurvive and function in adiverse and difficult artsindustry– Certificate 2 in KooriEducation Training andEmployment– Certificate in Arts andDesign (leads to advancedcertificate at TAFE)Young people join throughword of mouth. Groups formand indicate they would like todo a particular courseTeam consists of 3 leaders, anoverall coordinator (.3 days)and a Koori studentrepresentative (.8 days) and aRelated to local Aboriginaladvisory group– employment preparation– literacy and numeracy– resume writing– pre apprenticeships inFitting and Finishing– Art and design- 40 moduleson Koori art forms– cultural identityacknowledged– negotiate with the Kooricommunity
Program and Location– Certificate in Building andConstruction (Fitting andFinishing) – specificallyfor KooriesKangan TAFEDevina Woods9383 1300Target Group, Program Team,Program Length & Levelfull time building andconstruction course teacherLinks and Outcomes Activities Critical Characteristics/Determinants of Success– anger management andsubstance abuse built intocourses, as well as otherKoori issues90Certificate in Work Education(Disability Education)Eastern TAFEBill TaylorCoordinator9210 1126Participants join through:– the Future for Young AdultsProgram– advertisements– job placementSome young people are braindamaged, have a visionimpairment, learning disabilityor hearing deficitCourse leader is qualified andhas extensive experience indisability educationProgram does not relatedirectly to other programs, insome cases young people maybe homelessBased on Certificate level 1and 2:– semi skilled hospitality– labouring assistant(gardening/ nursery)– screen printing– office skills (phone,photocopying)– allows for young peopleto try out differentvocational areas (10weeks at a time), followedby 2 year course buildingup competencies– course delivered atstudents paceLEAP North West RadioProjectKangan Batman TAFETom Kapulitsa9318 2488/ 0419 330 665Note: Program discontinueddue to funding cuts15 to 20 year old young peoplegain access to the projectthrough CES case managersEmployment EducationPrograms works as leadershipin the projectProject does not relate to otherprogramsNorth West F.M. radio program– communication skills– interviewing techniques– other genetic subjects– number of benefits forparticipants, howeverstudents were sent thereby CES– more practicalplacements were needed
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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
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them from progressing or even parti
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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 89: Program and LocationTarget Group, P
Page 103 and 104: Program and LocationCambodian Youth
Page 105: APPENDIX IIICURRICULUM OUTLINE FOR
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