Georgina Ngalme proposes a project called "Help People, Help Themselves" to provide employment opportunities for underprivileged youth in Papua New Guinea. The project would target school dropouts and homeless youth. Ngalme suggests establishing a poultry and pig farming project and a security firm to employ both educated and uneducated youth. The employment opportunities would keep youth engaged and prevent social problems by occupying their time. The goal is for underprivileged youth to earn a living and improve their standards of living.
Unemployment is one of the problems in our society and in the world in general that affects a large segment of society and leads to significant problems in the community. We hope through the project to reduce this problem and help the unemployed to reduce the problem by training them to acquire the necessary job skills.
Presentation by Mary O'Shaughnessy, Enterprise. Details about their resettlement programme which won a Work Inclusion Big Tick and also their apprenticeship programme which won a Skills in the Workplace Big Tick.
ACTION LEARNING ACTION RESEARCH ASSOCIATION WORLD CONGRESS-2010Winston Jacob
PRESENTATION BY PROF.WINSTON JACOB MBE OF THE LIVE CASE SUCCESS STORIES IN PAPUA NEW GUINEA HE MENTOR/COACHED MAKING ORGANIZATIONS AND INDIVIDUALS TRANSFORM TO HIGH PERFORMERS SHOCKING THE FUTURE WITH ACTION LEARNING LEADING TO LIFELONG LEARNING!
Unemployment is one of the problems in our society and in the world in general that affects a large segment of society and leads to significant problems in the community. We hope through the project to reduce this problem and help the unemployed to reduce the problem by training them to acquire the necessary job skills.
Presentation by Mary O'Shaughnessy, Enterprise. Details about their resettlement programme which won a Work Inclusion Big Tick and also their apprenticeship programme which won a Skills in the Workplace Big Tick.
ACTION LEARNING ACTION RESEARCH ASSOCIATION WORLD CONGRESS-2010Winston Jacob
PRESENTATION BY PROF.WINSTON JACOB MBE OF THE LIVE CASE SUCCESS STORIES IN PAPUA NEW GUINEA HE MENTOR/COACHED MAKING ORGANIZATIONS AND INDIVIDUALS TRANSFORM TO HIGH PERFORMERS SHOCKING THE FUTURE WITH ACTION LEARNING LEADING TO LIFELONG LEARNING!
Student wellbeing and technostress: critical learning design factors. debbieholley1
Presentation at the ALDinHE conference, Friday 10th June 2022 [online]
At the institutional level, McDougall et al (2018) argue that human-centred approaches, prioritising staff and students’ immediate and lifelong wellbeing, are key to success in developing policies for student wellbeing, rather than the mere use of digital tools. With digital wellbeing taking on new dimensions, it is timely to consider how technostress impacts our students. This presentation reports on the results of a digital health and wellbeing survey (n=103), analysed in R and encompassing the surprising responses from 80 students to the survey question about technostress. Comments indicate students feel let down by teaching staff who struggle with the mediating tools of their online trade, technology, and show little empathy for those they teach.
The presentation focuses on the issues identified by students and shares their suggested solutions. Our findings indicate that the formulaic approaches offered by [academic] staff to students to ‘go there to be fixed’ will chime with learning developers championing student support as emancipatory practice. Our conclusions recommend an integrated model for framing student wellbeing as a strategic priority underpinned with exceptional learning design that balances the digital and physical with careful consideration of the standardisation/personalisation continuum for the use of technological tools.
Participants will be invited to reflect on their own experience of technostress, and to contribute to a future multi-institutional survey to widen our understanding of this phenomenon and how learning design can play a part in its reduction.
An innovative and successful project for building learning pathways for young...Renate Hughes
This presentation provides a summary of the Steps to the Future Learning Pathways for Young Mothers Project. The project ran for 3.5 years and achieved some amazing outcomes in a low SEIFA community in Tasmania, Australia.
Student wellbeing and technostress: critical learning design factors. debbieholley1
Presentation at the ALDinHE conference, Friday 10th June 2022 [online]
At the institutional level, McDougall et al (2018) argue that human-centred approaches, prioritising staff and students’ immediate and lifelong wellbeing, are key to success in developing policies for student wellbeing, rather than the mere use of digital tools. With digital wellbeing taking on new dimensions, it is timely to consider how technostress impacts our students. This presentation reports on the results of a digital health and wellbeing survey (n=103), analysed in R and encompassing the surprising responses from 80 students to the survey question about technostress. Comments indicate students feel let down by teaching staff who struggle with the mediating tools of their online trade, technology, and show little empathy for those they teach.
The presentation focuses on the issues identified by students and shares their suggested solutions. Our findings indicate that the formulaic approaches offered by [academic] staff to students to ‘go there to be fixed’ will chime with learning developers championing student support as emancipatory practice. Our conclusions recommend an integrated model for framing student wellbeing as a strategic priority underpinned with exceptional learning design that balances the digital and physical with careful consideration of the standardisation/personalisation continuum for the use of technological tools.
Participants will be invited to reflect on their own experience of technostress, and to contribute to a future multi-institutional survey to widen our understanding of this phenomenon and how learning design can play a part in its reduction.
An innovative and successful project for building learning pathways for young...Renate Hughes
This presentation provides a summary of the Steps to the Future Learning Pathways for Young Mothers Project. The project ran for 3.5 years and achieved some amazing outcomes in a low SEIFA community in Tasmania, Australia.
Similar to [Challenge:Future] Help People, Help Themselves (20)
1. Help People, Help Themselves
“YOUTH FOR YOUTH”
Challenge:Future Quick Challenge
Georgina Ngalme
(Papua New Guinea)
2. Project Stats:
• Final Project Submission / Call for Action: June 10, 2012
• The Name of Your Project: Help People, Help Themselves
• Team Leader: Georgina Ngalme
• Underprivileged Youth: School dropouts, Home scholars
• Number of People in the Team: 0
• Volunteering hours spent: Weekends: ½ day.
Working Days: 2-3 hours
• Number of youth impacted: Approx 300 – 400
• Period of Project /Action: June 11, 2012 – May 16, 2013
3. Answering The Question
Using your creativity and
experience, come up with
an idea on how you could
help make real impact for
the underprivileged youth,
from abandoned and
homeless to immigrants
and disabled ones?
4. Views…
• From my perspective, when looking at the underprivileged
youth, from abandoned and homeless to immigrants and
disabled one is a kind of a very „tense‟ situation.
• As there are many contributing factors that leads to the
youth being underprivileged.
• From my experience as a youth in the age of 23 and from
observations, I believe that “Employment” must be provided
to engaged the youth to at least for them to earn their
living.
5. Suggestion as an Answer
In my perspective as a youth
and from a Papua New
Guinean point of view with
regard to this matter, I
strongly believe that
“Employment Opportunities”
should be provided to the
youths to get themselves
engaged in to improve their
living standards.
Employment: In this context
can mean any job that anyone
can perform.
6. Employment Opportunities
Educated point of view
Additional job opportunities must be
provided by the government in the
governmental sector, non-
government organizations, public
and private sectors and create many
vacant positions for the graduated
students to get engaged in.
7. Employment Opportunities
Uneducated point of view
Certain responsibilities can be given to them to engaged them
in farming, sporting .
Or adult literacy be provided for them to enhance their skills in
carpentry, mechanic, electrician, sewing etc…
Others can do basic jobs like house-keeping, join the security
force, drivers.
8. Implementations
• In Papua New Guinea, there is less job opportunities provided
for the huge number of students and it resulted in a few
offered with jobs while the large bulk of students remain
unsuccessful.
• Therefore, there are two proposed projects and a firm that will
be offered as an employment opportunities for the
underprivileged youths in my country to work in, hence there
are many projects but will start with the two listed below and
work things out from there.
a) Poultry & Piggery Project
b) Establish a Security Firm
9. Justification
I chose the two projects and a firm because the employment
does not have a range, or criteria to meet to be qualified for
that job. Anybody and that will include the underprivileged
youths can take this post as a credit for them to earn a living
for themselves.
Most importantly the main idea or the objective behind this
is to provide an avenue for the underprivileged youths and
to keep them busy and concentrate in the job at hand so
that they will have no free time to engage themselves in
causing social problems.
10. Thank you…
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Contact Details
Miss Georgina Lorna Ngalme
Executive Officer to the Deans
President‟s Office
Divine Word University
Telephone: (675) 422 2937 DL: (675) 424 1868
Fax: (675) 422 2812
Email: gngalme@dwu.ac.pg
gngalme@alumni.dwu.ac.pg