Hume Global Learning Village Annual Research Conference


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Hume Global Learning Village Annual Research Conference

  1. 1. Morning Sessions Stream A Inspiring Lifelong Learning
  2. 2. Update on HGLV Evaluation Research Presenters: Joel Farrell – Coordinator Research
  3. 3. Background Hume Learning Together 2 Strategy – Launched in 2007 Outlines Council’s vision for creating a community that values learning as the key to strengthening individual and community wellbeing. Contains a series of Key Performance Indicators to assist in evaluating the success of the Strategy.
  4. 4. Background 60 Key Performance Indicators Australian Bureau of Statistics Department of Education Service Providers Council administration data HGLV/HCC Research Resident Learning Survey HGLV Members Survey
  5. 5. HGLV Members Survey Aims to measure the effectiveness of the Hume Global Learning Village Network Interaction of HGLV Members Communication within the HGLV Promotion of members services
  6. 6. Methodology Survey completed online Distributed to 352 HGLV Members who have email details on the HGLV Members Database 57 completed surveys, achieving a response rate of 16%
  7. 7. Members experiences in the Hume Global Learning Village
  8. 8. How many members of the HGLV do you keep in regular contact with?
  9. 9. Frequency of interaction between members and organisations outside of the HGLV that share similar goals
  10. 10. How many other "community learning/education" orientated networks are you a member of?
  11. 11. What do you believe could be done to improve the level of interaction between individual members and groups outside of the HGLV that share similar goals? Forums tio meet and discuss less formally than a meeting situation. collaborative projects , shared resources, more informal networking sessions Perhaps more work on joint community, education and business projects. Neighbourhood cross-sectional planning When particular issues arise that need to be addressed, by forming sub-committees with groups outside of HGLV, interaction between members is increased. The research sub- committee is an example of this in action. Publish a list of the members of the HGLV so that we are aware of the organisations we work with who are not members of the Village. Promote Village activities to non-members- forums, events, etc. Online communication would be beneficial. Setting up a Wiki that would allow access to other organisations. Global communication also. The HGLV needs its own web-site and directory.
  12. 12. How frequently you have contact with HGLV members?
  13. 13. What could be done to improve communication between you and other members of the HGLV? similar as before....opportunities to come together perhaps and share over a bbq or a lunch/dinner and share with other groups/organisations and get to know them, and perhaps be able to share with them. Address common systemic barriers together, problem solving and advocacy, improved community engagement, shared tasks with shared outcomes, greater understanding of culturally appropriate programs, so there are some clear benefits of working together. It would be good to have a list of the Village members and their contact details. Website linking organisations. Learning Strategy 2 would be one section of the website. There should be more forums for all people so they know what is happening in HGLV I think the Village Voice, fortnightly e-bulletin has been a fantastic improvement in the way we communicate with the Village. If the HGLV had their own web-site, we would be able to put up postings (questions & answers, reading material, photos, notes from presentations, upcoming events) Set up a Wiki
  14. 14. How effective do you believe overall communication is within the HGLV?
  15. 15. Experiences of members and their organisation with the HGLV
  16. 16. What do you believe can be done to improve the way that either the HGLV or members could promote learning opportunities to the community? Joint community, education and business projects Be seen to be promoting whole of community learning agendas- not just the activities that are run by Council. More community events like the Learning Festival. Promotions through libraries and other community spaces. Open the channels even further. Actively encourage cross advertising of activities. Youth friendly promotion and activities While I think they do a great job already, more publicity as to the learning opportunities given by the members and information as how to access these opportunities. On many occasions critical details of activities that we have organised have been incorrect. Similarly, on many occasions the publications have failed to clearly explain that those activities were not being delivered by Hume City Council. Keep on innovating.
  17. 17. Everyday People, Everyday Rights HGLV Annual Research Conference Thursday 27 August, 2009 Jessie Lees
  18. 18. Human Rights • Human rights belong to all human beings by virtue of them being human • Human rights are those rights one needs to live a dignified life - a life worthy of a human being
  19. 19. The Victorian Charter • Passed into law in 2006 • Victoria is currently the only Australian state with a law to protect human rights • Public authorities required to comply with the civil and political rights it contains • Commission has range of functions under Charter, including education – see our website for details
  20. 20. Everyday People, Everyday Rights (pilot project)
  21. 21. Project overview • Pilot project from Jan-Dec 2009 • Funded by Legal Services Board to work in one LGA • Why Hume? • Stakeholder and environmental scan • Committed Council • Existing human rights activities • Diverse population
  22. 22. Project objective To increase the influence of human rights on the social, policy and legal environment by piloting a process for building the capacity of Victorians to recognise and utilise human rights in their everyday interactions.
  23. 23. Project methodology • Community development principles, action research approach • Deliver 6 community meetings to connect local experiences with human rights • Develop and test relevant human rights resources • Identify and train 10 human rights facilitators to deliver community training • Independent evaluation throughout
  24. 24. Community Network Reference Group • Hume City Council • Banksia Gardens Community Centre • Centre for Multicultural Youth • Dianella Community Health • Hume U3A • Indigenous Education Centre Kangan Batman TAFE • Rotary Club of Tullamarine • Local community members
  25. 25. Community meetings May & June 2009 • Widely promoted via networks, paper & posters • Attended by 90 people from diverse backgrounds • Over 85% expressed interest in continued involvement
  26. 26. Community meetings KEY QUESTIONS Issues & Rights: What issues and rights are important to these people? Taking Action: Would they know what to do if their rights were ignored or not respected? Getting Info: How might they find out more about their rights? In Other Words: Explain human rights, without using the words ‘human rights’? Ideal Hume: What would it look like if everyone’s rights were respected in Hume?
  27. 27. Human rights to me means…. • Everyone is included, no matter where they are from • Everyone is important • People can live the life they choose and not be judged because they do it differently • Living in a safe space and planning for the future
  28. 28. In other words… • Welcome to our meeting. Be part of our discussion • Sit down, have a sandwich • Welcome, make yourself at home • If you say hello to people they realise you are human • Treating people the way you would like to be treated • Don’t judge a book by its cover • We all breathe the same air
  29. 29. Ideal Hume • Harmony; It would be heaven • If children had a chance to decide what this community looked like, it would probably look a bit different than it does now. • People from different backgrounds would know each other, not just live in their own worlds
  30. 30. Taking action • I take action because this has happened to me and I don’t want it to happen to anyone else • I can’t speak up without being called whinger • He is not backward in coming forward. He makes a few phone calls and finds out who he can talk to • People mainly go to a person they know and trust
  31. 31. Getting information • Real stories impact people, especially someone in a similar situation • You have to meet young people on their level – do the stuff they are interested in • If someone at the footy club says it, it must be etched in gold • Human rights start at home - have to be community-driven and owned • Should be a table at the local shopping centre with info in other languages
  32. 32. Resource development & testing • Commission staff collected case studies, key messages and quotes at meetings • Commission contextualised local experiences within a human rights framework • Multi-stage message testing with local groups and key Commission staff • Developing facilitators manual, ‘Human Rights Passport’ and HR case examples
  33. 33. Case examples
  34. 34. Resource testing
  35. 35. New education materials
  36. 36. Human rights facilitator program • Initially seeking 10 people • Over 45 expressions of interest • 21 facilitators with diverse skills and interests undertaking specialised training with the Commission • Facilitators to run human rights activities from September onwards
  37. 37. Human rights facilitators
  38. 38. Community development & human rights education New education materials highlight the 20 rights in the Charter and represent the stories of over 90 Hume residents Hume residents want to raise awareness about human rights in Hume. Photo source: “Right on, locals”, Hume and Sunbury Leader, 11th August 2009
  39. 39. Human rights in Hume • Hume and Sunbury Leader commit to profiling project, rights and facilitators • High level of interest in facilitators developing • Human rights action network being formed • Other LGAs interested in pilot, being adapted in City of Yarra • Local organisations exploring ways to sustain project into 2010
  40. 40. Get involved • Launch at 5.30pm, 8th September at HGLC • Exhibition at HGLC in September • Talk about rights, organise an event • Register you interest with the Commission in utilising a human rights facilitator
  41. 41. Further information Thank you! For more information about Everyday People, Everyday Rights (pilot project) Contact: Jessie Lees, Community Development Officer - Human Rights Phone: 9281 7108 Email: Web-site:
  42. 42. Morning Sessions Stream B The School Years
  43. 43. A vision for children’s learning Early years learning framework A case study 27 August, 2009 Helen Broderick
  44. 44. SOCIAL INCLUSION – A LEARNING TOOL Investing in the Early Years National Reform Agenda Early Years Learning Framework
  45. 45. EARLY YEARS LEARNING FRAMEWORK Charles Sturt University National Research Trial Trial & Validation Case Study
  46. 46. INTERPRETING THE FRAMEWORK Belonging Being & Becoming Principles & Practice Early Childhood Pedagogy Learning Outcomes
  47. 47. LEARNING OUTCOMES 1. Children have a strong sense of identity 2. Children are connected with and contribute to their world 3. Children have a strong sense of wellbeing. 4. Children are confident and involved learners 5. Children are effective communicators
  48. 48. EARLY YEARS LEARNING FRAMWORK Homestead Child & Family Centre Roxburgh Park Early Years Educators
  49. 49. NEW LEARNING Session briefings Meeting Space Communication
  50. 50. VIDEO – ETHAN AND HIS CAR Example of Learning Outcome 4. Children are confident and involved Learners Ethan had demonstrated a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating
  51. 51. School Industry Community Partnerships HGLV Research Conference August 2009 Frank Hardy - Team Leader, Career Connections LCP
  52. 52. Careers Advice Australia (CAA) • Australian Government initiative 2006-2009 • Career and transition support system for all Australians aged 13-19 • Local Community Partnerships (LCPs) – 213 regions • Regional Industry Careers Advisors (RICAs) - 57 • National Industry Career Specialists (NICS) - 10 • Youth Pathways Providers – 100 providers • Connections – 60 locations
  53. 53. Local Community Partnerships: Strategic Focus • Building the capacity of local communities and helping to develop a sustainable social infrastructure • Bringing together the key stakeholders: schools, industry, parents and community organisations • Assist young people to make improved career choices by increasing industry and employer engagement in schools and career development
  54. 54. School Industry Community Partnerships • Joint Project • Has an outcome or product • Celebration / acknowledgement • Ideally establishes a relationship between the partners which lives beyond the life of the specific project
  55. 55. Objectives • To provide students with the opportunity to develop and practise a range of practical skills • Extend the context of learning beyond the classroom • Increase the interaction between schools, businesses and the broader community
  56. 56. Benefits • By promoting industry & community involvement with schools and students, we can increase the awareness and interest of students in industry and the broader community • Many employers value the opportunity to develop links with schools & expose young people to their industry
  57. 57. Case Studies
  58. 58. Broadmeadows SDS – KBT VCAL Project • VCAL ESL students at Kangan Batman TAFE worked on a project with the Broadmeadows Special Developmental School as an employer in the education sector • Building a sand pit, assisting in the classroom, assisting with office administration and other general tasks
  59. 59. SDS – KBT VCAL Project continued… • VCAL students educated on the different disabilities, what to expect at Broadmeadows SDS and how to communicate with students by using very basic signing techniques • Also: OHS guidelines, costing of the sandpit, designing and the safe use of power tools • A local builder assisted the students with this project
  60. 60. SDS – KBT VCAL Project continued… • At completion a BBQ was held at Broadmeadows SDS to celebrate the success of this project • Photo and article in the Hume Leader Newspaper • All participants involved felt it was a good learning experience • Positive and ongoing relationship
  61. 61. Visy Engineering Project • Negotiated 2 placements with Visy at Somerton • Seven applications from four schools received and interviewed - 2 selected (from Penola Catholic College and Roxburgh Park College) • Three 1 week placements - Dec 08, April 09 & June 09
  62. 62. Visy Engineering Project continued… • Students worked in the Mechanical and Chemical Engineering Departments • Feedback from students involved has been very positive • Positive local media coverage
  63. 63. Visy Manufacturing Project • Developed as an addition to the Engineering project • 8 applications received and interviewed • 2 successful candidates - Penola Catholic College and Hume Central College • Students attending a placement one day per week for 2009 school year as part of their VCAL studies • Students work in various divisions of the Visy Manufacturing plant
  64. 64. Visy Manufacturing Project continued… • Project monitored at end of each term via a meeting between students, VISY supervisors and Careers Teachers • Positive feedback - students have benefited from the placements and VISY supervisors were pleased with the students
  65. 65. Real Industry Job Interviews • The LCP and Inner Northern LLEN have partnered to offer the Real Industry Job Interviews to schools in Moreland • To be held 23rd July • 24 representatives from various industries and 161 students are booked for the event • Supported by a curriculum package, professional development
  66. 66. Real Industry Job Interviews continued… • Students prepare a cover letter, a resume and respond to a job advertisement • Interviewed by employers • Feedback provided by employer • Debriefing by students and teacher back at school • Feedback obtained from participants- students and employers
  67. 67. The Island Project • Improvement & beautification of the Scots Uniting Church Cemetery grounds • Project partners: LCP, The Island Work Education & Training Unit, Scots Uniting Church, Fawkner Crematorium & Memorial Park, Broadmeadows Historical Society, Cummins Engineering, the Holland Foundation, Hume City Council
  68. 68. The Island • Since its conception nearly 30 years ago The Island has endeavoured to provide young people with an alternative to mainstream education • Many of these young people have had negative school experiences and The Island aims to give relevant & appropriate training enabling the students to present themselves in a positive light to prospective employers
  69. 69. Objectives • Developing community links between students from The Island Work Education & Training Unit and the Scots’ Uniting Church Community • Contribution towards the students’ VCALs • Improvement and beautification of the cemetery grounds
  70. 70. Contributions • FCMP – expertise, site plans, training and student direction & supervision • Cummins Engineering and the Holland Foundation – financial contributions for materials and equipment • Hume CC – ongoing support and assistance with maintenance
  71. 71. Benefits • Employability skills developed by students & learning outcomes towards their VET Certificates / VCAL • Students being part of a community focused project • Students compliment their VET in Schools training with practical, hands-on work • The Scots Uniting Church community benefit from improvement and beautification of a historical landmark
  72. 72. Thank you
  73. 73. Morning Sessions Stream C Adult and Older Years
  74. 74. Active Ageing : Inspiring & Supporting Learning Throughout Life Peter Kearns & Denise Reghenzani Kearns Global Learning Services©
  75. 75. Challenge of an ageing population • Economic challenge – costs & workforce • Social challenge – sustainability of many communities • Quality of life issues • Health issues
  76. 76. Some useful research • Steinberg M, Kearns P, Reghenzani D, & Peel N, Harnessing the New Demographic, PASCAL 2007 (www.obs-pascal/node/724) • Cohen G, The Mature Mind, 2005. Basic Books, New York • Doidge N, The Brain that Changes Itself, 2007. Scribe. Melbourne • OECD, Understanding the Brain: Towards a new learning science, 2007. Paris
  77. 77. Harnessing the New Demographic • The demographic challenge • Adult & community learning in older populations • Active & productive ageing • Towards a new paradigm for ageing
  78. 78. Active ageing (WHO) • Active ageing is defined as a process of optimising opportunities for health, participation, and security in older age to enhance quality of life as people age
  79. 79. Links to lifelong learning • Hume GLV phases of life approach to strategic plan for 2007-2010 • Phases in lifecycle – the early years, the school years, the adult years, the older years
  80. 80. Findings from brain research • Plasticity of the brain • We can keep learning throughout life • Heal learning problems • Stroke victims learn to move & speak again • Imagination • Rejuvenation for preserving our brains Posit Science – Fast ForWord – Arrowsmith School
  81. 81. Brain research frontiers & triumph • Neurons that fire together wire together • Neurons that fire apart wire apart or • Neurons out of sync fail to link
  82. 82. Some conclusions from research • Learning typically leads to more learning • Benefits in one domain impact on experience in other domains of life • High costs are incurred when learning is absent
  83. 83. A new paradigm for ageing : reframing the ageing process • Reframe as a set of developmental phases • Cohen’s 4 phases – midlife re-evaluation, liberation, summing up, encore • Personal development throughout all life
  84. 84. Four Later Life Phases • Mid Life Re-evaluation • Liberation (40’s & 50’s) (mid 50’s – mid 70’s) Exploration and Experimentation and Transition Innovation (Sea/Tree Changes) • Summing Up • Encore (late 60’s into 90’s) (late 70’s to end of life) Recapitulation, resolution Continuation, reflection and contribution and celebration
  85. 85. Learning, health, & well being • On-going learning can build a sense of mastery & empowerment • The arts can be useful A life that is positive, pleasant, engaged and meaningful.
  86. 86. Formal & informal learning • Informal learning particularly valuable in the ageing process • The internet and ICT have an important role in the ageing process • U3A Online can support particular areas of need
  87. 87. Role of community arts • US study by National Endowment of Arts • Findings – 3 key factors – sense of control, social engagement, engaging nature of art • Participants – better health, fewer doctors visits, less depressed, more socially active, less lonely
  88. 88. What can we do? • Expand U3A • Adopt a life cycle approach • Harness the arts • Implement a Seniors afternoon at Hume GLV • Harness heritage across ethnic groups
  89. 89. Some ideas for a Seniors afternoon • Dancing (folk, ethnic) • Board games and puzzles • Drawing and painting • Talks and discussion groups • Playing a musical instrument • ICT tutorials • Writing and sharing memoirs .….
  90. 90. FOSTERING SOCIAL INCLUSION THROUGH LEARNING AT WORKFORCE PLUS Dr Derek Kosbab Hume Global Learning Village Research Conference 2009: Social Inclusion: A Learning Tool
  91. 91. FOSTERING SOCIAL INCLUSION THROUGH LEARNING AT WORKFORCE PLUS social exclusion = outcome of people/communities suffering from unemployment, low incomes, poor housing, family breakdown (Gillard, J., & Wong, P. 2007)
  92. 92. FOSTERING SOCIAL INCLUSION THROUGH LEARNING AT WORKFORCE PLUS socio-economic exclusion, cultural exclusion and anomie = due to rapid social and technological change (Creative Communities: Sustainable Solutions to Social Inclusion 2009)
  93. 93. FOSTERING SOCIAL INCLUSION THROUGH LEARNING AT WORKFORCE PLUS the learner of today: 10-14 jobs by 38 years of age (USA) currently, 1 in 4, current employer < 1 year (USA) 1 in every 8 couples married (USA 2007) met online (
  94. 94. FOSTERING SOCIAL INCLUSION THROUGH LEARNING AT WORKFORCE PLUS educational opportunity is the engine of social inclusion (Professor Hayes 2009) a social inclusion approach involves the building of social capacities to fulfil one’s potential for economic and social participation (Tony Nicholson 2008)
  95. 95. FOSTERING SOCIAL INCLUSION THROUGH LEARNING AT WORKFORCE PLUS learning is the tool that fosters social inclusion (Derek Kosbab 2009)
  96. 96. Student2Student Emma Phillips & Natasha Cooper Broadmeadows Learning for Life Workers Photos courtesy of
  97. 97. The Smith Family • The Smith Family (TSF) is a national independent not for profit organisation that aims to support disadvantaged children and families by breaking the cycle of disadvantage through education. • Research enables TSF to work with communities effectively to build their capacity to improve outcomes for children and young people and their families. • Our work focuses on developing the key literacies that are vital to enable all Australians to participate fully in society.
  98. 98. The Smith Family Vision A more caring and cohesive Australian community Mission Together with caring Australians, The Smith Family will unlock opportunities for disadvantaged families to participate more fully in society.
  99. 99. Children who are in Year 3 from low socioeconomic backgrounds are around three times more likely to fail to attain the reading literacy benchmark than their higher socioeconomic peers. These achievement gaps widen further as they progress to Year 5 (DEST, National School English Literacy Survey 1997 MCEETYA, National Report on Schooling 2007)
  100. 100. Student2Student The Smith Family’s Student2Student Program is a telephone peer support reading program offered to students in Years 3 to 8, who have been identified as being one to two years behind in their reading development. In 2009 there are 984 students participating in Student2Student
  101. 101. Who’s Involved? • Students in years 3 to 8 who have been assessed as being no more than 2 years behind in their reading development and want additional support in their reading. • Mentors with good literacy skills who, are older than the student with whom they are paired and are trained by The Smith Family to develop literacy skills in others. • Mentor Supervisors provide support for mentors, helping them with problems and ensuring that mentors are following the correct process for mentoring students.
  102. 102. How it works • Each student has a mentor or 'buddy' who has high literacy skills and is in Years 6 to 10 at another school • The mentor telephones the student two to three times a week. The student reads to the mentor for at least 20 minutes • The program runs in terms 2 and 3 • Mentors are supported by the mentor supervisor who contacts them each fortnight • Training is provided for mentors and students
  103. 103. 7.30 Report
  104. 104. 2008 Glenroy North Primary students are involved in a telephone mentoring program to help develop their reading (Moreland Leader 2/6/2008)
  105. 105. 2009 • Student2Student has been running locally for 2 years • In 2009 21 students from Glenroy North and Coolaroo South Primary Schools are participating in the program
  106. 106. Outcomes for Students • Post program evaluations from 2007 revealed that 78% of participants improved their reading age • 95% of students felt that student2student helped them feel more confident with their school work • Survey responses have indicated increased enthusiasm and confidence, and an improved attitude to school
  107. 107. Outcomes for Mentors • Improved organisational and time management skills • Improved communication skills • Leadership skills • Responsibility “The development of the mentors is always remarkable, their organisational skills and their commitment to the program. Parents of mentors often make comments about the leadership skills displayed by their children.“ Lorraine, Mentor Supervisor
  108. 108. Local Feedbac k “The importance of the development of a student’s reading skill through a program such as Student2Student can not be underestimated. If students are engaged and have ongoing support they are far more likely to read by themselves and to significant others. It is through this ongoing practice and support that students gain skills and confidence in their abilities.” Assistant Principal, Coolaroo South Primary School
  109. 109. Local Feedbac k “The S2S program has been one of the most successful innovations to motivate, in particular our senior students, to want to read. S2S has proven to be a very successful and popular initiative with our families. With the program in its second year there are now parents requesting to have their children join the program.” Principal, Glenroy North Primary School
  110. 110. Local Feedbac k “My mentor says I’ve improved a lot” (Nour, Year 6) “Fantastic!” (Bailey, Year 4) “I look forward to reading and the books are funny” (Mertcan, Year 5) “I feel like reading more books” (Faaiza, Year 6)
  111. 111. Future Direction • Community approach – students, mentors and mentor supervisors are sourced from local community. • Strengths based and utilising assets within the local community • Opportunity for local students to participate as mentors and develop their leadership skills
  112. 112. Thank you
  113. 113. Afternoon Sessions Stream A Inspiring Lifelong Learning
  114. 114. Innovative Uses of e-Learning to Widen Learning Opportunities Peter Kearns & Denise Reghenzani Kearns Global Learning Services©
  115. 115. E-learning as a tool for innovation • Building communities of practice • Sharing new ideas • Widening access • Building international networks • Fostering self directed learners
  116. 116. Australian Flexible Learning Framework • Innovation in the VET sector • What Matters Summaries •
  117. 117. Some examples • Innovative practices • E-learning for youth • Inclusive e-learning • E-learning for small business
  118. 118. E-learning in action
  119. 119. Inclusion, innovation, small business
  120. 120. Two research studies • E-learning for mature age workers • E-learning for the employability skills
  121. 121. Mature age workers • The issues – neglect of older workers • Case studies • What Matters Summary
  122. 122. The case studies • Certificate III in Aged Care Barrier Reef TAFE QLD • Queensland Ambulance Service • Adult Community Education Providers (NSW) • Community Services and Health Program Gilles Plains Campus, TAFESA
  123. 123. Some conclusions • E-learning particularly relevant to mature age workers • Can draw on rich life experiences in holistic approaches • Strategies more personal, social and flexible • Blended learning strategies allow this • Supporting general frameworks help
  124. 124. Employability skills study • The eight employability skills • Are also life skills and innovation skills • Are formed throughout life in many contexts • A lifelong learning approach is needed
  125. 125. Key pedagogical strategies • Some institutions have applied adult learning principles • Active learning strategies are best • This assists lifelong learning
  126. 126. Case studies • Skills Tech Australia QLD orientation program • NSW AMES blended delivery of basic skills, employability skills and vocational skills • LINKup e-portfolio approach in SA
  127. 127. Implications for HGLV • How can we promote employability/life skills? • How can we assist mature age workers maintain employability? • In what other ways can e-learning be fostered in Hume? • Are there opportunities to nurture a holistic approach? . .. … .. .
  128. 128. Yarra Ranges Live Learn & Earn XChange Lou Sbalchiero
  129. 129. Lifelong Learning • the variety of learning, both formal and informal • that we choose to access throughout the lifespan • it includes learning for work, leisure, family and community participation
  130. 130. Career Development • is the process of managing life, learning and work over the lifespan • it applies to everyone whether they are in the paid workforce or not
  131. 131. An online network promoting lifelong learning & career development Linking people to • Training • Leisure • Education • Volunteering • Employment • Health & Well Being • Career Development
  132. 132.
  133. 133. eLLEX The Live Learn & Earn XChange Email Network • Actively supports people to achieve their personal goals and plans • Network members post and answer email enquiries
  134. 134. Here’s how it works…… • Meet Kate and hear her story • Form a small group & brainstorm your ideas to help Kate • Share your ideas with the entire group (and Kate)
  135. 135. Yarra Ranges Live Learn & Earn XChange Contact Lou Sbalchiero Community Development Officer PH: 9294 6335 E:
  136. 136. Stand Up and Be Counted Learning and Action for Hume’N Rights Joanna Nevill
  137. 137. Outline Funding, Aims and Activities of SUBC A Celebration of SUBC 1 year on (Outcomes) Challenges Future Vision / Summary
  138. 138. Introducing the Project Funding Amnesty International Innovation Fund + Hume City Council Victorian Equal Opportunity and Human Rights Commission Australian Lawyers Alliance Human Rights and Arts Film Festival The Smith Family Impact Digital Hoyts Cinemas
  139. 139. Stand Up and Be Counted Aims Raise the profile of human rights in the Hume area To promote the growth of a human rights constituency in Australia and supporters of Amnesty International To have a demonstrable human rights impact – EDUCATE, INSPIRE & EMPOWER To raise community awareness of The Universal Declaration of Human Rights, the Hume Social Justice Charter and Citizens' Bill of Rights and the Victorian Charter of Rights and Responsibilities To set a precedent for the establishment of a joint annual event to celebrate Human Rights
  140. 140. Activities Human Rights Workshops A Human Rights Stories Competition (Hume’N Writes) Publication based on Hume’N Writes Stories collected Hume’N Writes Publication Launch community event with a key note speaker.
  141. 141. Outcomes of SUBC 1year on … a celebration! Workshops Northwest Neighbourhood House Coordinators VCAL groups at Banksia Gardens CC Refugee youth VCAL programme at Kangan Batman Tafe Banksia Gardens CC with visit by prominent humanist artist and human rights activist Bill Kelly Turkish Women's Group Orana Family Services Hume Playgroup Network Coordinator meeting Roxburgh Park Secondary College SRC Students School Holiday Programme Banksia Gardens CC (informal) Reached ca 200 people – from young people, Women’s groups, refugee community, students, local leaders etc. Workshops are ongoing. Still have workshops lined up at: Hume City Council Library, Arabic Women's Group Orana Family Services, Cooking Group Dallas NH, IT Group MHLS and with other schools in area
  142. 142. Approach Paulo Freire Popular education – start from people’s daily realities – learning together as equals (participants aren’t empty vessels to be filled with knowledge) – inspiring social change Lots of discussion / activities / film Content Principles of human rights – FRED Origins / Modern human rights (UDHR) Documents that exist to protect rights – why is Australia the only western democracy without a Bill of Rights? State of the world’s human rights ‘Hume’N Rights – local human rights concerns How can we take action to protect and promote human rights?
  143. 143. Stories Competition Secured support from local community and HR’s based organisations – lots of prizes / promotion (eg. RRR and local paper) Ca 20 plus entries received including a film, painting and other artworks Submissions are from people of diverse backgrounds Result of educating / inspiring action for human rights General Partnerships / strong relationships forged within Community (local residents and organisations) Contributing to an international movement to protect and promote human rights Part of a shift taking place in the Hume community towards a stronger culture of human rights
  144. 144. Challenges Funding • Funding from Amnesty has ended – no recurrent funding offered • Have recently received funding from HCC to run HR’s training for Gateway Volunteers • SUBC will remain a permanent initiative of BGCC – need more funding to ensure sustainability of project Time • Project Officer began working 10 hours per week – more hours needed to give project attention it deserves
  145. 145. Vision Culture of Human Rights Education continues to be established within the Hume municipality • At various levels including local government, schools, and grassroots • Aim of this is to empower community members to take action on issues that matter to them • Rights are demanded / respected / protected Hume’N Rights Action Group Human Rights are no longer mostly aspirational but the norm!!
  146. 146. THANK YOU! Questions? Feedback? Interested in having a workshop delivered? Joanna Nevill Community Development Projects Officer
  147. 147. Place Based Service Initiative for Young Refugees Maria Axarlis-Coulter Broadmeadows VIC Fairfield NSW Presentation to Hume Global Learning Village Annual Research Conference 27th August 2009
  148. 148. Social Inclusion – Learning from Others • Basket of services as important as income • Joined-up services to address multi-dimensional issues of disadvantage • Work with the disadvantaged rather than for them • Offer explicit narrative of what is being done
  149. 149. Centrelink Place Based Services Program • A response to the Australian Government’s Social Inclusion Agenda • An opportunity to: • create more flexible and adaptive service delivery responses • develop a greater cross-sectoral collaboration • increase capacity for customised interventions • deliver sustainable socially inclusive outcomes for citizens
  150. 150. Towards a Different Future • Customised interventions • Integration of service delivery vs customer as an integrator Transactional Customer focused Integrated Customer as an integrator
  151. 151. Objective of the Initiative To develop a service delivery response based on collaboration with community, government and businesses in the Place (Fairfield & Broadmeadows) to: • address issues faced by the young refugees jobseekers through a Personal Services Coordination model; • increase the young refugees’ access to education, training and employment opportunities and relevant support services; and • build community capacity
  152. 152. Participants in the this Initiative are young refugee job seekers aged between 16 – 24 years, who have been in receipt of Newstart Allowance or Youth Allowance for 52 weeks or more and/or have participated in a support program without achieving the intended outcome and/or are at risk of social exclusion and need to be connected to support services. voluntary participation
  153. 153. Background • Young people from diverse cultural and linguistic backgrounds often have barriers that diminish their ability to access and use services • DEEWR data shows that young refugee job seekers have not achieved outcomes despite receiving Intensive Support and Customised Assistance • Feedback from customers, community and service providers clearly identified lack of coordination of service responses
  154. 154. Why? Generally young people are poor users of government and community services. The experiences of refugee & humanitarian young people are further compounded by pre-migration experiences and settlement challenges such as: • Torture and trauma and other health issues • Disrupted or no schooling • Limited community infrastructure • Limited experience in systematic processes • Cultural factors (eg. strong sense of obligation in relation to family responsibility)
  155. 155. Broadmeadows Broadmeadows • South-east of Hume City (20 km north of Melbourne), population 157,000 • 1/3 of the residents are 19 years old and under • Region of high disadvantage – SEIFA Index 958 for Hume LGA (Source: ABS Census 2006) • Diverse population - 140 nationalities and 125 languages • In the past 10 years over 10,000 new migrants and over 3,100 Refugee and Special Humanitarian Program entrants have settled in the region • Broadmeadows Customer Service Centre services 12% of Centrelink’s young refugee job seekers • December 2008 unemployment rate - 9.8% (ABS data)
  156. 156. Fairfield (NSW) • Located in South West Sydney (32 km from CBD) • Over 50% of residents born overseas • One of the most disadvantaged areas in Australia – SEIFA Index 925 for Fairfield LGA (Source: ABS Census 2006) • Fairfield Customer Service Centre services 24% of Centrelink young refugee job seekers • 60% of the persons aged over 15 years have no educational qualifications (WSROC data) • High levels of unemployment (consistently higher than Sydney and NSW) • April 09 unemployment rate - was 10.1% (ABS data)
  157. 157. Broadmeadows Youth Refugee Payment Type Broadmeadows Youth Refugee Numbers (Aged 16-24) Approx : 600 28.1% Full-time Students (16-24) YAL Unemployed Under 21 NSA Unemployed Over 21 55.0% 16.9%
  158. 158. Youth Allowance Total compared to Refugee Numbers ANC Broadmeadows Total YAL Customers in ANC Total YAL Customers in Broadmeadows 3.2% 9.3% ANC Refugee Broadmeadows Refugee ANC YAL Other Broadmeadows YAL Other 90.7% 96.8%
  159. 159. body Broadmeadows Youth Refugee by visa category Broadmeadows Refugee Youth 350 300 200 250 201 Numbers 200 202 150 204 100 209 50 217 0 866 Numbers Visa Category
  160. 160. Youth Refugee by country of birth Broadmeadows Refugee Youth by C.O.B top 10 countries Numbers by 100 500 400 300 200 Number of Youth 100 0 Iraq Other Somalia Iran Turkey Ethiopia Australia Bosnia & Herz Bhutan Eretria Country of Birth
  161. 161. Collaborative Leadership Model Action Collateral Research partnerships Group TAFE, local Council, Area Health Service, Migrant Partner Resource Centre, Reference community Group service providers Broader range of government and non- government agencies
  162. 162. Agencies represented in Action Research Group (ARG) and Partner Reference Group incl. Highlighted partner agencies in ARG • Centre for Multicultural Youth Issues • Foundation House for Survivors of Torture • Northern Metropolitan TAFE • Kangan Batman TAFE • Northern AMEP/LLNP Consortium • Spectrum Migrant Resource Centre • Migrant Resource Centre North West • Dianella Community Health Centre & Refugee Health Network • Broadmeadows Neighborhood Renewal (Employment & Learning ) • Hume City Council • Hume and Whittlesea Local Learning and Employment Network • Victorian Arabic Social Services • AMES Settlement Services and Consortium (statewide IHSS provider) • Arabic Welfare • Meadow Heights Learning Centre • Job Services Australia (local providers) • DEEWR (state office) • DIAC (state office) • Vic. Police Multicultural Unit • Victorian Multicultural Commission
  163. 163. Methodology Action Research - Collaborative Enquiry “Learning by doing” - a group of people identify a problem, do something to resolve it. Developing Program Logic : focus on Participant, Partner and Place Approach : Focus groups with young jobseekers, providers, case studies, sharing and discussing learning, internal and external evaluation.
  164. 164. Background “I feel like I’m wandering alone and lost in the desert, trying to improve myself but no one is listening.”
  165. 165. Issue :Vocational Skills and English “Need better English skills and chance for some work experience…Feel that I only have one eye open I need opportunities and skills to see with both eyes”
  166. 166. Issue: Vocational Skills and English “Need more English practice and experience.” “No employer will want me with low English…. I want to have a good job in the future…. For now my mouth is closed like a zip and I am very sad.”
  167. 167. Background “They are all the same. They don’t help. I just need a job.” “They look at me and say: You are for factory work.”
  168. 168. Would a Personal Service Coordinator be helpful? What would such support mean to you? “Would mean that I don’t need to repeat the same information to different staff” “Someone who would listen carefully and be more interested to support and guide me in the right direction” “Help me to talk about my interests, difficulties and needs” “Help me to help myself” “Help me to connect with services : training, employment advice, youth services and activities” “Be interested in me not just my forms”
  169. 169. Feedback from Service Providers & Community Stakeholders Barriers for Refugee Youth : disrupted education, lack of role models, cultural, trauma, family pressure, caring responsibilities, limited income, transport, limited language skills, limited education and work experience, not aware of training options Concerns : •Quality of ESP servicing to refugees especially youth •Timing of JCA for Refugees – too early •Centrelink willing to support, constrained by time & process •Inconsistent service – Refugee Servicing Team, in right direction
  170. 170. Relative Importance of Barriers Employer & community attitude Debt Transport Vocational English Personal/family situation Aw areness of services Support
  171. 171. Possible Solutions Personalised Assistance Suitable/Tailored options Ongoing Support One on One Servicing Youth Access Area in CSC or in a local venue
  172. 172. Personal Services Coordinator (PSC) • Provide personalised assessment, in conjunction with other relevant parties – Strength Based. • Tailor an individualised pathway to meet specific individual needs • Develop a Personalised Plan to help achieve identified goals • Work with existing services to connect young refugees to services and coordinate the service response • Facilitate progression and transition from one service to another • Work with up to 30 young people at the one time.
  173. 173. Personal Services Coordination Model Post-placement Follow-up Needs Assessment Strengths based approach Shared Follow Participant Goal Setting up family centric Individual Review IDP Development Ensure service offer Plan (IDP) is delivered Integrated Service Delivery Service coordination; building linkages; integrated service offer; transitional support.
  174. 174. Findings - Broadmeadows Most of the young people have caring responsibilities which contributes to their isolation eg. parents with physical or mental disability; caring for siblings • Feel depressed and often overwhelmed • Exhibit lack of confidence in written English skills • Have limited use or knowledge of services • Experience transport issues • Seek assistance to be pointed in the ‘right direction’ •Want to improve their education towards obtaining a job. •Suffer from unstable housing •Value the ‘one to one’ service
  175. 175. Outcomes - Broadmeadows • For 26 participants ( July) Courses: 22 (VCAL, TAFE, English & vocational University, PPP) Employment: 8 ( p/t, f/t, casual, apprenticeship) Work experience: 2 Support services: 26 connected to services Increased self-confidence, awareness of services • For Service Providers Refugee Job Club – Broadmeadows Employment and Training Better networking & awareness of services Better outcomes through working together
  176. 176. Outcomes - Fairfield • For 30 participants Courses: 16 Employment: 4 Volunteer work: 3 Work experience: 2 Support services: All Increased confidence, awareness of services • Service Providers New spin-off project – Social Inclusion Program for Refugee Youth Better networking & awareness of services Better outcomes through working together
  177. 177. PBS Young Refugees Initiative Database
  178. 178. Case Studies Participant Partner Place addressing barriers and identifying goals strength based collaborative integrated sustainable
  179. 179. Building Community Capacity • Establishment of Refugee Youth BEAT Job Club • Liaison with Spectrum re. development and continuity of Job Club • Cooperation with LLEN - Hume Youth Commitment and Hume City Council to heighten and support migrant and refugee youth focus • Liaison with Job Services Australia providers on strength based servicing of at risk youth • Promoting learning from PBS internally to support staff engagement with refugee youth • Contributing to Research – community strengthening
  180. 180. Broady Employment and Training (BEAT) for REFUGEE YOUTH Every Tuesday 9:30am-12:30pm Hume Global Learning Centre BROADMEADOWS COMMUNITY NEIGHBOURHOOD RENEWAL AND CENTRELINK SUPPORTED BY HUME CITY COUNCIL AND THE DEPARTMENT OF HUMAN SERVICES PRESENTS A FREE SERVICE ASSISTING WITH • Resume • Job Search • Computer Access • Interview Preparation • Career Guidance • Group Sessions and Industry Visits I did not understand how to go about it. How to start and how to write a good application Everyone is friendly – it’s like an environment of friendship. Going to the Job Club helps me to ask more questions when I see my Job Network provider. It’s my resume so need to know what is in it. I like how the Job Club provides help, support, advice and encourages me on the right pathway. There is help with my career. It’s not just about resumes but also speakers about training and jobs. Today we heard from the Apprenticeship service and got a folder of information and contacts. I am interested and waiting for the worksite visits.
  181. 181. Integrated Service Delivery Service Service Collaboration based A on shared purpose B Respect Non- duplication Participant Open Confidentiality Communication Sharing of information Service & knowledge Service C D
  182. 182. Effective Citizen-centric service responses Sustainable approach quality outcomes Key Benefits of Integrated Service Delivery Friendly service Service delivery system quality culture Breaking sectoral Minimise risk fragmentation
  183. 183. Thank-you for your interest. Maria Axarlis-Coulter, Manager, Cultural Diversity and Inclusion, Manager PBS Initiative Centrelink Area North Central 0421914423 tel :99639291. Nurjan Eser , Personal Services Coordinator, PBS 0403298609 tel :9201 -2550
  184. 184. Afternoon Sessions Stream B The School Years
  185. 185. From early childhood to adolescence – the case for social and emotional learning Hume Global Learning Village Annual Research Conference 27/8/09
  186. 186. Presenters Jill Sewell David Huggins Tony Pitman Erica Frydenberg Our shared goal is to raise awareness and promote the importance of including research about social and emotional learning in Policy Practice Training
  187. 187. Why are we here? Social, emotional and cognitive development are all interconnected cognitive social emotional Different interest groups/professions begin at different points on the circle We need to integrate our collective understandings to achieve better outcomes for children
  188. 188. Social and emotional learning (SEL) …. Is fundamental to children's social and emotional development their health, ethical development, citizenship, academic learning, and motivation to achieve. SEL is the process of acquiring the skills to recognize and manage emotions develop caring and concern for others establish positive relationships make responsible decisions handle challenging situations effectively.
  189. 189. Principles of brain development • Brain is not mature at birth – it builds over time • Brain is changed by experiences- ‘use it or lose it’ • Social, emotional and cognitive development are highly inter related • Relationships program social -emotional function • Adversity impacts on brain development • Early years critical for long term outcome
  190. 190. Adversity impacts on brain development • Regulation of emotion linked via brain circuits to ‘executive functioning’ • Social/emotional adversity impacts on brain structure/function for attention, planning, judgement, problem solving, self regulation
  191. 191. The developmental trajectory and life course Risk factors Outcome Protective factors Age
  192. 192. What we know…. • Early life experiences effect brain structure and function • Patterns established early in life have long term consequences • Early intervention programs improve developmental trajectory and life chances • Cannot separate health, development, behaviour, emotions and learning • Life course perspective frames understanding and action • We have data to measure at school entry
  193. 193. Australian Early Development Index - AEDI • The Australian Early Development Index is a population measure of young children’s development. • AEDI Checklist consists of ~100 questions completed by each child’s teacher in the first year of school. • The AEDI measures 5 developmental domains: – Physical health and well-being – Social competence – Emotional maturity – Language and cognitive development. – Communication skills and general knowledge. The AEDI is a measure of how well the community has raised their children before school.
  194. 194. National Results from 37,400 children Hume results, 2500 children, 2006 • 10% are “developmentally vulnerable” on each AEDI domain Hume 7-16% • 24% are “developmentally vulnerable” on one or more domains of the AEDI Hume 27% • 12% are “developmentally vulnerable” on two or more domains of the AEDI Hume 21% • 68% are “performing well” on one or more domains of the AEDI Hume 64%
  195. 195. Hume results 2006 • 12% developmentally vulnerable on the social competence and well being domain - range 6-26% • 9% developmentally vulnerable on the emotional maturity domain - range 2- 20%
  196. 196. National rollout of AEDI 2009 • National data collection May -July 2009 • All school systems – state, catholic, independent • 261,600 children, ie 97.9% of all 5-6 yr olds in Australia • 95% of all schools, range 90-100% in different states • What next with this wealth of information?
  197. 197. Early Intervention / Education Services – 40,000 referrals later… 8 Pre-school Programs 6 Return Per $ Invested School 4 R 2 Job Training Pre-School School Post School 0 6 18 Age Pedro Carneiro, James Heckman, Human Capital Policy, 2003
  198. 198. We know in the Australian ‘welfare’ program scene There are hundreds if not thousands of examples such as: • Mind Matters • Kids Matters • Friends • Bounce Back • The Resourceful Adolescent [RAP] • School Transition and Resilience Training [START] • The ACE Program (Adolescents Coping with Emotions) • Penn Resiliency Program (PRP)
  199. 199. The gap between what we know and what we do • Little evidence as to which programs are working and why • Players are generally not talking to each other • Benefits of research not being utilized • Findings not getting into practice • Findings not integrated into training
  200. 200. What needs to be done We need to bridge the gap between what we know and what we do We need to share our individual professional expertise and integrate it to develop new paradigms
  201. 201. Building an institute - bridging the headlands of cognitive learning and social emotional development SOCIAL EMOTIONAL COGNITIVE TRAINING POLICY PRACTICE RESEARCH
  202. 202. What we need An institute which will… • Include a service perspective ‘fit for purpose’ in any advocacy for change in policy, practice and training • Identify barriers to and facilitators of healthy social emotional and cognitive gains • Disseminate evidence based knowledge to provide a basis for the development of service solutions • Promote and support implementation of these solutions with vulnerable groups who are less likely to achieve success in social emotional learning and cognitive development
  203. 203. Our proposal Develop an institute which will be • a clearing house/network to collect, debate, collate, disseminate and promote research into social emotional learning • a resource for professional training and development, policy and child focussed practice • a resource for practical, relevant, evidence based information for educators
  204. 204. Social Emotional Learning Research Training Policy Practice
  205. 205. Where to from here? 1. Canvas support from key stakeholders 2. Seek funding to create an infrastructure 3. Establish an Advisory group 4. Appoint an Executive Director 5. Work with a group with like interests – clear vision and goals, committed people and structures, available data eg HGLV 6. Develop a statewide model
  206. 206. Establishing an institute to bridge the headlands of cognitive learning and social emotional development – questions to consider • What value does the intention of this proposal have for HGLV? • What are the barriers which may be encountered and how do you suggest they can be overcome ?
  207. 207. Elias et al (2003) • ...we must refocus to prepare children for the test of life, not a life of tests
  208. 208. Banksia Gardens Youth Development Holiday Program Giving communities a sporting chance Thursday 27th Aug 2009 PRESENTER: Nick Mac Hale Centre for Multicultural Youth
  209. 209. Centre for Multicultural Youth (CMY) • Youth focused national organisation dedicated to enhancing the lives of refugees and migrants • Working in partnership with: - Young people (12 – 25 yrs old) - Community groups - Government - Support services
  210. 210. The session today... • What is the need? • Program overview • Outcomes • Future direction and sustainability
  211. 211. What is the need? • Hume area - demographics • What are the barriers to participation • What are the impacts of lower participation levels
  212. 212. Program overview Affordable, Accessible and Sustainable • Primary prevention and early intervention • Low cost to all young people between the ages of 12 and 16yrs • Increase healthy recreation opportunities in the locality • Life skills development – healthy eating • A high priority given to: Refugee/newly arrived families Public housing estate tenants Aboriginal/Torres Strait Island families
  213. 213. What are the outcomes so far? • Increased participation levels of disadvantaged groups • Increased social networks for all young people • Participants have been linked into further programs and services offered by the partners • Strong working relationship between partners has led to further initiatives • Strong sector support – The Smith Family, Kangan Batman TAFE • Local business support – San Andres Fruit and Veg
  214. 214. Key learning's and sustainability • Youth participation – involve young people in the decision making – activities, rules and consequences • Low cost model - sustainable • Run programs onsite (where possible) • Use public transport – skill development • Create links with local business and community sector for extra support • Hume Volunteer Gateway • Give time for things to work
  215. 215. For more information Banksia Gardens Community Centre Jaime de Loma Osorio Ricon Ph: (03) 9309 8531 CMY Nick Mac Hale Ph: (03) 9340 3700 Useful websites
  216. 216. Afternoon Sessions Stream C Adult and Older Years
  217. 217. Hume Youth Commitment Nicky Leitch Successful, Strategic, Transitions Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge Creative
  218. 218. WHAT IS THE HUME YOUTH COMMITMENT (HYC) Successful, Strategic, Transitions In partnership with young people the aim of the HYC is to engage the community to provide real education and employment opportunities for young people. In particular to provide all young people with the opportunity and support to complete Year 12 or its equivalent and to implement strategies that promote a seamless transition to either further education or the workplace. This will be done by improving: •Student engagement/retention and re engagement options •Support for students at risk of disengaging •Student transitions to further education, training and employment •The collaboration of cross agency/ies provision of pathway planning and associated career and transition support •Existing links between education and Industry The HYC will ensure, where possible, all young people will be actively engaged in education, training and/or employment through adoption of a more integrated and collaborative approach. Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge Creative
  219. 219. Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge Creative
  220. 220. Hume Youth Commitment Successful, Strategic, Transitions We have over 40 organisations involved in the HYC Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge Creative
  221. 221. Hume Youth Commitment Successful, Strategic, Transitions What have we achieved so far? Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge Creative
  222. 222. Role of Parents Step 1 – Poster / Flyer •Translated into Arabic / Turkish – Please take and distribute in your community Step 2 – HGLV Forum – 20th July 09 • Launched Poster / Flyer • 1st Forum to inform where we go from here. • Presentation at today’s research conference Step 3 – Further Community Consultation • This is a Community Issue, not just a School’s responsibility We all have a role to play Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge Creative
  223. 223. Employer Strategy • How do we encourage our local Employers to give young people an opportunity? • We need to provide more traineeships / apprenticeships and work experience opportunities Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge Creative
  224. 224. Employer Strategy • We are currently developing a campaign with local employers. This takes resources that the HYC doesn’t have at present. • Currently we have several works in progress: • Employer Brochure • Fact Sheets • Advocacy Role Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge Creative
  225. 225. Mentoring Industry Links – Mentoring Program at Roxburgh College •The purpose of the program was to link local industry mentors with Year 11 students to develop a mentoring relationship to enable students to better understand the various industry pathways available. •The mentoring relationship would also help develop transferable work skills in students and give students exposure to industry so that their transition to further education and training would be meaningful and appropriate to their needs. Going Forward this may be how we encourage Employers to be involved and educate our students and their parents. Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge Creative
  226. 226. Role of School & Community •The HYC has found there is a need to advocate for the importance of Vocational Pathways both in our school system and our community. •We need to do more education in our community about VCE & VCAL and pathways to employment. •Our students and parents need to understand that you can go to TAFE and then switch over to University, depending on what are studying. Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge Creative
  227. 227. Early School Leaver (ESL) Data We must ensure young people are supported to have a successful transition. If that means exiting main stream school, then lets ensure that it is done in a positive way – TAFE, or alternative pathways can still lead to a good outcome. We need to spend more time analyzing and gathering our date. Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge Creative
  228. 228. Early School Leaver (ESL) Data In 2007 we had 6 schools respond to the LLEN’s request for Early School Leaver Data In 2008 we had 12 schools respond In 2009 we had 7 schools respond. Each year we have had different schools respond to this request. This makes gathering data and analyzing it very difficult. On Track data can be skewed a little as it relies on young people agreeing to be contacted. We need to find a consistent way of gathering ESL data. Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge Creative
  229. 229. Engagement Programs for Young People outside of mainstream school The R U Ready program is the first of what HYC hopes is an ongoing stream of programs that work with “at risk” young people who are not engaged in education, training or employment. The program looks to engage these young people using a strength based approach and link them through group work activity into existing pathway programs. Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge Creative
  230. 230. Hume Youth Commitment Successful, Strategic, Transitions We all have a role to play in ensuring young people have “Successful, Strategic, Transitions”. If you would like more information on HYC or to join us please contact Nicky Leitch, Pathway Development Officer on 03 9309 7444 or THANK YOU ☺ Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge Creative
  231. 231. Organisations Schools Apprenticeships Plus LCP (Local Community Partnerships) Sunbury College Apprenticeships Melbourne RICA (Regional Industry Career Advisers) Sunbury Downs Secondary College Origin Training Crossroads Salesian College Victoria Police TSA – Brunswick Youth Services Roxburgh College Centrelink Hume City Council Hume Central Secondary College •Multicultural •Economic Development •Erinbank •Koori •HGLV •Blair Street •Social Workers •Youth Services •Dimboola Body Culture BCNR Gladstone Park Secondary College Youth Pathways / Youth Projects BCNR Penola Secondary College Inc GNLC (Glenroy Neighbourhood Learning Centre) / Banksia Gardens SFYS Workforce Plus Ilim College Northern Transport Links Qantas Isik College The Smith Family Travencore School Craigieburn Secondary College Department of Education and Early BRITE Industries (Hume Disability Childhood Development Partnership) Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge Creative
  232. 232. Parental Engagement Project HGLV Research Conference August 2009 Frank Hardy- Team Leader, Career Connections LCP
  233. 233. Careers Advice Australia (CAA) • Australian Government initiative 2006-2009 • Career and transition support system for all Australians aged 13-19 • Local Community Partnerships (LCPs) – 213 regions • Regional Industry Careers Advisors (RICAs) - 57 • National Industry Career Specialists (NICS) - 10 • Youth Pathways Providers – 100 providers • Connections – 60 locations
  234. 234. Local Community Partnerships: Strategic Focus • Building the capacity of local communities and helping to develop a sustainable social infrastructure • Bringing together the key stakeholders: schools, industry, parents and community organisations • Assist young people to make improved career choices by increasing industry and employer engagement in schools and career development
  235. 235. Parental Engagement Project • Hume Youth Commitment • Skills Pathway Team • Parental Engagement Working Party • Joint Project: Hume LCP, Hume Whittlesea LLEN, Hume RICA, HGLV.
  236. 236. Rationale Existing research indicates that parents are the most significant influence upon a young person’s career decision making; and along with schools the greatest source of careers information.
  237. 237. Issues Anecdotal evidence from schools and other stakeholders raises a number of issues: •Access to accurate & up to date information •Understanding of the full range of options available •How to increase significantly the number of parents who access careers information
  238. 238. Parental Information Information on how and where to access information: • Flier • Poster • Brochure Widely distributed
  239. 239. HGLV Forum • ‘Decisions, Decisions, Decisions: The Three Stages of Career Development’ • Held 20th July 2009 at the HGLC • Hume GLV, Hume LCP, Hume RICA, Hume Whittlesea LLEN
  240. 240. HGLV Forum cont… • Table workshops on ‘Parents Providing Support for their Children’s Career Decisions’ • 93 attendees • Teachers, students, parents, community members • Forum summary on HWLLEN and HGLV web sites
  241. 241. What is useful about a parents’ role? • Family, parental values and expectations • Supporting child’s decisions • Latch on to young person’s motivational interests • Suggesting that keeping options open is best • Encouragement towards education and staying in school • Promoting a variety of experiences in or out of school
  242. 242. What is not useful? • Parental assumptions/expectations • The idea that there is only one career for their child • Criticism/ pressure • Pressure to go to university • Not enough encouragement for girls into trades • Low aspirations • Language barriers/ Cultural barriers
  243. 243. Research Project - Considerations • What role do parents play in providing careers advice and information for their children? • What careers advice and information do parents provide? • Do parents wish to play a greater role in providing careers advice and information? If so, what assistance do they require?
  244. 244. Considerations cont… • Do parents have an awareness of the full range of career pathways and options? • Is there a need for parents to have a greater awareness of the range of career pathways and options? If so, how can this be achieved? • What sort of careers information do parents require?
  245. 245. Possible Research Questions • In what form(s) will parents find careers information most accessible and useful? • What is the most efficient means of providing careers information to the greatest number of parents with a given level of resources? • Are there identifiably different groups of parents with different requirements?
  246. 246. Next Steps • Hume SPT Working Party • Research project with HGLV Research Committee • Focus groups
  247. 247. Thank you
  248. 248. Hume Global Learning Village Research Conference 27 August 09 Crossing Boundaries Liz Cotter, RMIT Community Services
  249. 249. Crossing Boundaries • Boundaries - whether sharp or blurry, natural or artificial, for every object there appears to be a boundary that marks it off from the rest of the world*. • What are those boundaries that challenge us when: Engaging young people to learn and work in the community services and health sector /industry * Source: Stanford Encyclopedia of Philosophy
  250. 250. Crossing Boundaries Reflection Higher Education has the particular potential for re-enforcing inequalities because: • by definition it is –not open to all and –not compulsory * –Can Government policy change this? * Source: Higher Education and Social Class: Issues of Exclusion and Inclusion Louise Archer, Merryn Hutchings and Alistair Ross, Routledge 2002
  251. 251. The Context : The Community Services and Health Industry • Ageing Population = Increased demand for services • Workforce Growth due to increased demand for services • Different models of care • Different policy approaches • Employment opportunities – education and engagement for young people
  252. 252. Workforce Growth to 2013 Health and Community Services is expected to experience the strongest jobs growth (2% per year or more than 77 800 new jobs for the 5 years to 2013) Source: Australian Jobs 2008, DEEWR
  253. 253. CSHISC Environmental Scan 2009 Key messages (1): • Pressure for workforce growth in expanding sectors through increased demand and capacity building • New service models and a reconfiguration of workforce composition are needed: Health – reduced supply of professionals, –focus on primary and preventative care –Larger assistant workforce and –improved utilisation of skills required
  254. 254. CSHISC Environmental Scan 2009 Key messages (2): Community services – –Clients becoming more complex. –Continued need to grow the skilled workforce. Support for flexible job design and career pathways via various revised structures in –CHC08 (Community Services Training Package) and –HLT07 (Health Training Package)
  255. 255. CSHISC Environmental Scan 2009 Key messages (3) Boundaries !! • Entrenched occupational silos and • Disconnect between : – VET and Higher Education, – the two workforces and sectors (Community Services and Health) – slowing the pace of workforce reform
  256. 256. Existing Workforce Development Needs Highest Level Qualification in the Health and Community Services Industry (%) Bachelor Degree VET Cert or Year 12 and and Above Diploma Below Health 49.8% 25.5% 24.8% Community 21.0% 46.1% 32.8% Services TOTAL 38.4% 33.7% 28.0% Source: Community Services and Health Industry Skills Council Environmental Scan 2009
  257. 257. Skilling Australia for the Future Policy • COAG* announced on 26 March 2008 – up to 50,000 Vocational Education and Training (VET) places be made available in areas of national skills shortage in health and community service occupations –VET places allocated through the Australian Government Productivity Places Program (PPP) • COAG: Council Of Australian Governments
  258. 258. PPP Jobseekers Places Jan 09 includes: Qualification Title Total Enrolled Commenced Completed • Certificate III in Children's Services 9541 8059 2110 • Certificate III in Aged Care Work 7928 6660 3044 • Certificate II in Community Services Support Work 1018 814 422 • Certificate III in Community Services Work 791 600 202 • Certificate III in Home and Community Care 765 609 258 • Certificate III in Disability Work 650 531 142 • Diploma of Children's Services 614 588 35 • Certificate III in Health Services Assistance 344 290 72 • Certificate II in Community Services Work Entry level qual 310 221 21
  259. 259. Productivity Places Program (PPP) Qualification Title Total Enrolled Commenced Completed • Certificate III in School Support Services 255 232 • Certificate III in Pathology 254 217 128 • Certificate II in Community Pharmacy 177 111 53 • Certificate IV in Aged Care Work 127 97 26 • Certificate IV in Disability Work 122 8 7 • Certificate IV in Community Services Work 102 63 17 • Certificate III in Youth Work 78 61 8 Certificate II in Community Services (First Point of Contact) 75 47 25 • Certificate IV in Alcohol and Other Drugs Work 60 51 8 • Diploma of Community Welfare Work 55 49 • Certificate IV in Youth Work 49 28 1 • Certificate II in Health Support Services 39 26 10 • Certificate III in Community Pharmacy 29 21 • Diploma of Nursing (Enrolled/Division 2 nursing) 29 28 • Certificate III in Dental Laboratory Assisting 25 21 5 • Certificate III in Allied Health Assistance 24 12 • Certificate IV in Mental Health Work (Non-clinical) 3 10
  260. 260. Certificate II in Community Services Work –An entry level qualification for employment in the Community Services and Health industry (CS&H) –Pathways –Transition –Industry experience / exposure –Learning through experience
  261. 261. The Program (The Certificate II in Community Services Work) (VET in the VCE) includes: • OH&S • First Aid • Prepare to work effectively in community services • Introductory units for : – Disability – Aged Care – Youth – Community Development Plus – Support Group activities – Advocate for clients – Case management
  262. 262. The Learning Approach- Reflective Practice 2009 - 45 students from 2 stages • Team based learning – across the 2 stages – Stage 1 – First year – Stage 2 – second year – some students (VCAL / year 12 ) combined Stage 1 and 2 • Stage 2 students mentor / coach stage 1 in group / team work • Program values –Community connectedness – peer support • Scenarios / Problem based Learning • Culture • Complexity
  263. 263. The Certificate II in Community Services Work (C.S.W.) Program variations: • VET in the VCE • VCAL • School Based Apprenticeships 3 years on – the pathways and possibilities continue!!
  264. 264. The Cohort of Student Learners • Continuum of understanding of the program and the industry sector • Personal challenges: – Blended families – Divorced parents – Homeless – Mental Health – Traumatised (refuge minor program) – Death of parent • Some educationally sidelined (more boundaries to cross) • Ability • Expectations (Child Care!!) • Possibilities • The Learnings and the growth
  265. 265. The Possible Pathways Disability Cert II Community Services Work Child Care Div 2 Nursing Community Services Aged Care Youth Work
  266. 266. However.. At all stages within the education journey* young working- class people: • Experience poorer conditions • Receive fewer resources • Study for less prestigious qualifications • Follow lower status trajectories * UK Study
  267. 267. The Pathway Realities (End of year) Student Cert II CSW (VET in VCE VET/HE cohort VCE) 2007 Year 11 only 18 continued 2 - 2008 22 1 T/ships – Disability 1 Year 11 Child care (2) 18 TAFE – Division 2 Nursing Health Science/ Env Year 12 Science/Justice /Sports Therapy /Event Management VCE Child care H.E Biol Science Employment (2) VCAL 2 Employment TAFE course
  268. 268. 2009 Pathway possibilities Yr 11 cohort (VCE and VCAL): – May continue in the program – May change back to straight VCE – May exit to a traineeship or – Employment Yr 12 cohort (VCE and VCAL students) • Pathways within RMIT – Community Services (VET) – Disability – Youth Work – Aged Care – Div 2 Nursing (SHE) • Higher Ed Social Work Education Nursing
  269. 269. Crossing Boundaries Community Ageism Skills Reform Agenda Employment Class Government Policy Education Dual Sector University School VET Higher Education Bradley Report