Slides from the Hume Global Learning Village Annual Research Conference - August 2009.

2. Morning Sessions
Stream A
Inspiring Lifelong
Learning

3. Update on HGLV Evaluation Research
Presenters:
Joel Farrell – Coordinator Research

4. 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.

5. 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

6. 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

7. 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%

8. Members experiences in the Hume Global Learning
Village

9. How many members of the HGLV do you keep in
regular contact with?

10. Frequency of interaction between members and organisations
outside of the HGLV that share similar goals

11. How many other "community learning/education"
orientated networks are you a member of?

12. 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.

13. How frequently you have contact with HGLV members?

14. 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

15. How effective do you believe overall communication is within the
HGLV?

16. Experiences of members and their organisation with the
HGLV

17. 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.

18. Everyday People, Everyday Rights
HGLV Annual Research Conference
Thursday 27 August, 2009
Jessie Lees

19. 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

20. 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

21. Everyday People, Everyday
Rights (pilot project)

22. 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

23. 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.

24. 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

25. 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

26. 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

27. 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?

28. 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

29. 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

30. 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

31. 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

32. 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

33. 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

34. Case examples

35. Resource testing

36. New education materials

37. 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

38. Human rights facilitators

39. 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

40. 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

41. 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

42. 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: jessie.lees@veohrc.vic.gov.au
Web-site: www.humanrightscommission.vic.gov.au/hume

43. Morning Sessions
Stream B
The School Years

44. A vision for children’s learning
Early years learning framework
A case study
27 August, 2009
Helen Broderick

45. SOCIAL INCLUSION – A LEARNING TOOL
Investing in the Early Years
National Reform Agenda
Early Years Learning Framework

46. EARLY YEARS LEARNING FRAMEWORK
Charles Sturt University
National Research Trial
Trial & Validation Case Study

47. INTERPRETING THE FRAMEWORK
Belonging Being & Becoming
Principles & Practice
Early Childhood Pedagogy
Learning Outcomes

48. 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

49. EARLY YEARS LEARNING FRAMWORK
Homestead Child & Family Centre
Roxburgh Park Early Years Educators

50. NEW LEARNING
Session briefings
Meeting Space
Communication

51. 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

52. School Industry Community Partnerships
HGLV Research Conference August 2009
Frank Hardy - Team Leader, Career Connections LCP

53. 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

54. 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

55. 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

56. 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

57. 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

58. Case Studies

59. 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

60. 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

61. 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

62. 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

63. 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

64. 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

65. 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

66. 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

67. 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

68. 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

69. 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

70. 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

71. 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

72. 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

73. Thank you

74. Morning Sessions
Stream C
Adult and Older Years

75. Active Ageing : Inspiring &
Supporting Learning Throughout
Life
Peter Kearns & Denise Reghenzani Kearns
Global Learning Services©

76. Challenge of an ageing population
• Economic challenge – costs & workforce
• Social challenge – sustainability of many
communities
• Quality of life issues
• Health issues

77. 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

79. Harnessing the New Demographic
• The demographic challenge
• Adult & community learning in older
populations
• Active & productive ageing
• Towards a new paradigm for ageing

80. 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

81. 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

82. 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

83. Brain research frontiers & triumph
• Neurons that fire
together wire
together
• Neurons that fire
apart wire apart
or
• Neurons out of sync
fail to link

84. 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

85. 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

86. 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

87. 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.

88. 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

89. 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

90. 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

91. 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
.….

92. FOSTERING SOCIAL INCLUSION
THROUGH LEARNING AT
WORKFORCE PLUS
Dr Derek Kosbab
Hume Global Learning Village
Research Conference 2009:
Social Inclusion: A Learning Tool

93. 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)

94. 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)

95. 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
(www.youtube.com)

96. 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)

97. FOSTERING SOCIAL INCLUSION
THROUGH LEARNING AT
WORKFORCE PLUS
learning is the tool that fosters
social inclusion
(Derek Kosbab 2009)

98. Student2Student
Emma Phillips & Natasha Cooper
Broadmeadows Learning for Life Workers
Photos courtesy of photolibrary.com

99. 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.

100. 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.

101. 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)

102. 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

103. 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.

104. 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

105. 7.30 Report

106. 2008
Glenroy North Primary students are involved in a telephone mentoring
program to help develop their reading (Moreland Leader 2/6/2008)

107. 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

108. 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

109. 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

110. 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

111. 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

112. 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)

113. 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

114. Thank you
www.thesmithfamily.com.au

115. Afternoon Sessions
Stream A
Inspiring Lifelong
Learning

116. Innovative Uses of e-Learning to
Widen Learning Opportunities
Peter Kearns & Denise Reghenzani Kearns
Global Learning Services©

117. E-learning as a tool for innovation
• Building communities of practice
• Sharing new ideas
• Widening access
• Building international networks
• Fostering self directed learners

118. Australian Flexible Learning
Framework
• Innovation in the VET sector
• What Matters Summaries
• www.flexiblelearning.net.com

119. Some examples
• Innovative practices
• E-learning for youth
• Inclusive e-learning
• E-learning for small business

120. E-learning in action

121. Inclusion, innovation, small business

122. Two research studies
• E-learning for mature age workers
• E-learning for the employability skills

123. Mature age workers
• The issues – neglect of older workers
• Case studies
• What Matters Summary

127. 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

128. 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

129. 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

131. Key pedagogical strategies
• Some institutions have applied adult
learning principles
• Active learning strategies are best
• This assists lifelong learning

133. 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

134. 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?
. .. … .. .

135. Yarra Ranges
Live Learn
& Earn XChange
Lou Sbalchiero

136. 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

137. 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

138. An online network promoting
lifelong learning &
career development
Linking people to
• Training
• Leisure
• Education
• Volunteering
• Employment
• Health & Well Being
• Career Development

139. www.yarrarangeslearning.net.au

140. 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

141. 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)

143. Yarra Ranges
Live Learn & Earn XChange
Contact Lou Sbalchiero
Community Development Officer
PH: 9294 6335
E: learning@yarraranges.vic.gov.au

144. Stand Up and Be Counted
Learning and Action
for Hume’N Rights
Joanna Nevill

145. Outline
Funding, Aims and Activities of SUBC
A Celebration of SUBC 1 year on
(Outcomes)
Challenges
Future Vision / Summary

146. 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

147. 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

148. 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.

149. 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

150. 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?

155. 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

157. 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

158. 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!!

159. THANK YOU!
Questions?
Feedback?
Interested in having a workshop delivered?
Joanna Nevill
Community Development Projects Officer
joanna.n@banksiagardens.org.au

160. 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

161. 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

162. 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

163. Towards a Different Future
• Customised interventions
• Integration of service delivery vs customer as an
integrator
Transactional Customer focused Integrated
Customer as
an integrator

164. 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

165. 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

166. 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

167. 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)

168. 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)

169. 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)

170. 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%

171. 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%

172. 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

173. 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

174. 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

175. 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

176. 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.

177. Background
“I feel like I’m wandering alone and lost in the desert,
trying to improve myself but no one is listening.”

178. 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”

179. 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.”

180. 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.”

181. 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”

182. 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

183. Relative Importance of Barriers
Employer & community attitude
Debt
Transport
Vocational English
Personal/family situation
Aw areness of services
Support

184. Possible Solutions
Personalised Assistance
Suitable/Tailored options
Ongoing Support
One on One Servicing
Youth Access Area in CSC or in a local venue

185. 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.

186. 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.

187. 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

188. 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

189. 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

190. PBS Young Refugees Initiative
Database

191. Case Studies
Participant Partner Place
addressing barriers and identifying goals
strength based collaborative integrated sustainable

192. 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

193. 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.

194. 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

195. 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

198. Thank-you for your interest.
Maria Axarlis-Coulter,
Manager, Cultural Diversity and Inclusion,
Manager PBS Initiative
Centrelink Area North Central
0421914423 tel :99639291.
maria.axarlis-coulter@centrelink.gov.au
Nurjan Eser , Personal Services Coordinator, PBS
0403298609 tel :9201 -2550
nurjan.eser@centrelink.gov.au

199. Afternoon Sessions
Stream B
The School Years

200. From early childhood to
adolescence – the case for social
and emotional learning
Hume Global Learning Village
Annual Research Conference
27/8/09

201. 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

202. 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

203. 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.

204. 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

206. 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

207. The developmental trajectory and
life course
Risk factors
Outcome
Protective factors
Age

208. 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

209. 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.

210. 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%

211. 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%

212. 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?

213. 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

214. 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)

215. 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

216. 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

217. Building an institute -
bridging the headlands of cognitive
learning and social emotional
development
SOCIAL EMOTIONAL COGNITIVE
TRAINING
POLICY
PRACTICE
RESEARCH

218. 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

219. 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

220. Social Emotional Learning
Research
Training
Policy Practice

221. 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

222. 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 ?

223. Elias et al (2003)
• ...we must refocus to prepare children for the test of life,
not a life of tests

224. Banksia Gardens Youth
Development Holiday Program
Giving communities a sporting chance
Thursday 27th Aug 2009
PRESENTER: Nick Mac Hale
Centre for Multicultural Youth

225. 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

226. The session today...
• What is the need?
• Program overview
• Outcomes
• Future direction and sustainability

227. What is the need?
• Hume area - demographics
• What are the barriers to participation
• What are the impacts of lower participation levels

228. 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

229. 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

230. 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

231. For more information
Banksia Gardens Community Centre
Jaime de Loma Osorio Ricon
Ph: (03) 9309 8531
jaime.d@banksiagardens.org.au
CMY
Nick Mac Hale
Ph: (03) 9340 3700
nmachale@cmy.net.au
Useful websites
www.cmy.net.au/MulticulturalSport
www.vichealth.vic.gov.au
www.abs.gov.au
www.multicultural.vic.gov.au
www.immi.gov.au
www.hume.vic.gov.au

232. Afternoon Sessions
Stream C
Adult and Older Years

233. Hume Youth Commitment
Nicky Leitch
Successful, Strategic, Transitions
Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge Creative

234. 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

235. Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge Creative

236. 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

237. 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

238. 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

239. 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

240. 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

241. 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

242. 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

243. 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

244. 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

245. 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

246. 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
nicky.l@hwllen.com.au
THANK YOU ☺
Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge Creative

247. 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

248. Parental Engagement Project
HGLV Research Conference August 2009
Frank Hardy- Team Leader, Career Connections LCP

249. 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

250. 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

251. Parental Engagement Project
• Hume Youth Commitment
• Skills Pathway Team
• Parental Engagement Working Party
• Joint Project: Hume LCP, Hume Whittlesea LLEN, Hume
RICA, HGLV.

252. 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.

253. 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

254. Parental Information
Information on how and where to access information:
• Flier
• Poster
• Brochure
Widely distributed

255. 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

256. 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

257. 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

258. 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

259. 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?

260. 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?

261. 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?

262. Next Steps
• Hume SPT Working Party
• Research project with HGLV Research Committee
• Focus groups

263. Thank you

264. Hume Global Learning Village
Research Conference
27 August 09
Crossing Boundaries
Liz Cotter, RMIT
Community Services

265. 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

266. 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

267. 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

268. 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

269. 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

270. 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)

271. 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

272. 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

273. 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

274. 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

275. 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

276. 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

277. 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

278. 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

279. 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!!

280. 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

281. The Possible Pathways
Disability
Cert II Community Services Work Child Care
Div 2 Nursing
Community Services
Aged Care
Youth Work

282. 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

283. 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

284. 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

285. Crossing Boundaries
Community Ageism
Skills Reform Agenda
Employment
Class Government Policy
Education
Dual Sector University
School VET Higher Education
Bradley Report