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

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91Young Adults in IndustryTraining SchemeKangan Batman Institute ofTAFESteven Hodder9350 1244Funding available for literacyand numeracy components,however no funding formaterials eg for spraypainting or weldingTarget Year 10 studentsParticipants are aware of coursethrough word of mouth (otheryoung people who have donethe course, parents), othercourses at Kangan, juvenilejustice, schoolCourse has been operating for4-5 years as an outreachprogramPart time course is spread over20 weeksTeam consists of SocialScience teachers on short termcontracts and support isprovided from DepartmentalManagerJobs, pre-apprenticeships– literacy and numeracycourse (12 hours) withautomotive as focus (9hours)eg. Students learn to read themanual for ignition systems orhave to label parts– automotive is area ofinterest– staff and students workhard– for many students this istheir last chance“breathing space” fromjuvenile justice– encourage students to givesecondary school anothergo– Department Manager has atechnical schoolbackground and isextremely supportive ofprogram– no shortage of students,however funding problems– students tend to be quieteras treated like adultsPreparation for Life and WorkTAFE Tasters ProgramKangan TAFENola GrantManagerEducation and EmploymentProgramNote: Will cease due to lack offunds April 30 th , 1998Participants are recommendedby schools. Effort is made toreach students before they leaveschool and have problemsTeam consists of programleader and coordinators intraineeships, recreation andhorticulture– relates to school education – Camp- self discoveryactivities to find out whichstudents want to find a joband which ones want to goto TAFE to get a traineeship– work with schools and theirVET in schools programs togive students at risk an ideaof TAFE opportunities– staff don’t give up– Institute and industrieswho take on the traineesare supportive
Program and LocationTarget Group, Program Team,Program Length & LevelLinks and Outcomes Activities Critical Characteristics/Determinants of SuccessCertificate of WorkplaceEducation (CWE)Gordon Institute of TAFEGeelongDr Lyn WakefieldDesigner/ Coordinatorof Certificate of WorkplaceEducation035225 0676Very mildly disabled 15-19year oldsKooringal in Geelong hasstudents doing 4 units(Certificate 1)- rewritten (‘easyspeak’) for these studentsTeam consists of SpecialEducation teachers andSupervisors (during workplacements)CWE has become increasinglypopular in VET-In- Schools Eg:1. 1992 Centralian College inAlice Springs and TAFE inNT genereally2. QLD TAFE as DistanceEducation (5 colleges)3. Victorian schools as VET-In-Schools4. Catholic Schools vialicensing agreement on theNET eg St Augustines inGeelong- displaced youthmake surf-boards off site5. Irianjaya (buy the CD etc)– Certificates I, II and III offera generic skills frameworkin the areas of personal andinterpersonal skills;mathematical skills; oralcommunication skills andwritten communicationskills– assessment of outcomes byvideos/ role plays/ ‘doing’rather than written tasks,group work– very portable– very flexible (emphasisesdiverse literacies- oral,grammar, prose etc)92– Certificate of WorkEducation– Job Net– Futures for Young Adults(for young people withintellectual disabilities)Western MetropolitanInstitute of TAFELeon CoxHead of DepartmentWork Education Program9284 7076Futures for Young Adultsprogram caters for young peoplewith intellectual disabilities whoare over 18 years of age andcannot continue at special schoolParticipants apply as a result ofcourse advertising or word ofmouthPotential participants are interviewedwith parent or advocatePotential participants partici-patein a workshop of 6-8 people tosee how they work with othersCore team consists of teacherswith a background in specialeducation. Head of Departmentwas a coordinator of a SpecialSchoolFocus is on work and what elsestudents can do if they can onlyget part time work- the realityis there are insufficient jobs fortheses students– (brochure to come)– activities are hands on due tolow literacy and numeracy– focus on interaction in theworkplace- gaining andmaintaining employment– quality staff that arecommitted and believe intheir students
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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
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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 91: Program and Location- Certificate i
Page 103 and 104: Program and LocationCambodian Youth
Page 105: APPENDIX IIICURRICULUM OUTLINE FOR
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