Morning Sessions
Stream A
Inspiring Lifelong Learning
Update on HGLV Evaluation Research
Presenters: Joel Farrell – Coordinator Research
BackgroundHume 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.
Background60 Key Performance Indicators
Australian Bureau of Statistics
Department of Education
Service Providers
Council administration data
HGLV/HCC Research
Resident Learning Survey
HGLV Members Survey
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
MethodologySurvey 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%
Members experiences in the Hume Global Learning Village
How many members of the HGLV do you keep in regular contact with?
Frequency of interaction between members and organisations outside of the HGLV that share similar goals
How many other "community learning/education" orientated networks are you a member of?
Forums tio meet and discuss less formally than a meeting situation.collaborative projects , shared resources, more informal networking sessionsPerhaps 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.
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?
How frequently you have contact with HGLV members?
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
What could be done to improve communication between you and other members of the HGLV?
How effective do you believe overall communication is within the HGLV?
Experiences of members and their organisation with the HGLV
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.
What do you believe can be done to improve the way that either the HGLV or members could promote learning opportunities to the community?
Everyday People, Everyday Rights
HGLV Annual Research Conference Thursday 27 August, 2009
Jessie Lees
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
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
Everyday People, Everyday Rights (pilot project)
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
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.
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
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
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
Community meetings
KEY QUESTIONSIssues & 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?
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
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
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
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
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
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
Case examples
Resource testing
New education materials
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
Human rights facilitators
Community development & human rights education
Hume residents want to raise awareness about human rights in Hume. Photo source: “Right on, locals”, Hume and Sunbury Leader, 11th August 2009
New education materials highlight the 20 rights in the Charter and represent the stories of over 90 Hume residents
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
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
Further information
Thank you!
For more information aboutEveryday People, Everyday Rights (pilot project)
Contact: Jessie Lees, Community Development Officer - Human Rights
Phone: 9281 7108Email: [email protected]: www.humanrightscommission.vic.gov.au/hume
Morning Sessions
Stream B
The School Years
A vision for children’s learningEarly years learning framework
A case study27 August, 2009
Helen Broderick
SOCIAL INCLUSION – A LEARNING TOOL
National Reform Agenda
Early Years Learning Framework
Investing in the Early Years
EARLY YEARS LEARNING FRAMEWORK
Charles Sturt UniversityNational Research Trial
Trial & Validation Case Study
INTERPRETING THE FRAMEWORK
Learning Outcomes
Early Childhood Pedagogy
Belonging Being & Becoming
Principles & Practice
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
EARLY YEARS LEARNING FRAMWORK
Homestead Child & Family CentreRoxburgh Park Early Years Educators
NEW LEARNING
Session briefings
Meeting Space
Communication
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
VIDEO – ETHAN AND HIS CAR
School Industry Community Partnerships
HGLV Research Conference August 2009Frank Hardy - Team Leader, Career Connections LCP
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
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
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
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
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
Case Studies
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
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
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
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
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
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
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
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
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
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
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
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
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
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
Thank you
Morning Sessions
Stream C
Adult and Older Years
Active Ageing : Inspiring & Active Ageing : Inspiring & Supporting Learning Throughout Supporting Learning Throughout
LifeLife
Peter Kearns & Denise Peter Kearns & Denise ReghenzaniReghenzani KearnsKearnsGlobal Learning ServicesGlobal Learning Services©©
Challenge of an ageing populationChallenge of an ageing population
•• Economic challenge Economic challenge –– costs & workforcecosts & workforce•• Social challenge Social challenge –– sustainability of many sustainability of many
communitiescommunities•• Quality of life issuesQuality of life issues•• Health issuesHealth issues
Some useful researchSome useful research•• Steinberg M, Kearns P, Steinberg M, Kearns P, ReghenzaniReghenzani D, & Peel N, D, & Peel N,
Harnessing the New DemographicHarnessing the New Demographic, PASCAL 2007 , PASCAL 2007 ((www.obswww.obs--pascal/node/724pascal/node/724))
•• Cohen G, Cohen G, The Mature MindThe Mature Mind, 2005. Basic Books, , 2005. Basic Books, New YorkNew York
•• DoidgeDoidge N, N, The Brain that Changes ItselfThe Brain that Changes Itself,,2007. Scribe. Melbourne2007. Scribe. Melbourne
•• OECD, OECD, Understanding the Brain: Towards a new Understanding the Brain: Towards a new learning sciencelearning science, 2007. Paris, 2007. Paris
Harnessing the New DemographicHarnessing the New Demographic
•• The demographic challengeThe demographic challenge•• Adult & community learning in older Adult & community learning in older
populationspopulations•• Active & productive ageingActive & productive ageing•• Towards a new paradigm for ageingTowards a new paradigm for ageing
Active ageing (WHO)Active ageing (WHO)
•• Active ageing is defined as a process of Active ageing is defined as a process of optimising opportunities for health, optimising opportunities for health, participation, and security in older age to participation, and security in older age to enhance quality of life as people ageenhance quality of life as people age
Links to lifelong learningLinks to lifelong learning
•• Hume GLV phases of life approach to Hume GLV phases of life approach to strategic plan for 2007strategic plan for 2007--20102010
•• Phases in lifecycle Phases in lifecycle –– the early years, the the early years, the school years, the adult years, the older school years, the adult years, the older yearsyears
Findings from brain researchFindings from brain research
•• Plasticity of the brainPlasticity of the brain•• We can keep learning throughout lifeWe can keep learning throughout life•• Heal learning problemsHeal learning problems•• Stroke victims learn to move & speak againStroke victims learn to move & speak again•• ImaginationImagination•• Rejuvenation for preserving our brainsRejuvenation for preserving our brains
Posit Science Posit Science –– Fast Fast ForWordForWord –– ArrowsmithArrowsmith SchoolSchool
Brain research frontiers & triumphBrain research frontiers & triumph
•• Neurons that fire Neurons that fire together wire together wire togethertogether
•• Neurons that fire Neurons that fire apart wire apartapart wire apartoror
•• Neurons out of sync Neurons out of sync fail to linkfail to link
Some conclusions from researchSome conclusions from research
•• Learning typically leads to more learningLearning typically leads to more learning•• Benefits in one domain impact on Benefits in one domain impact on
experience in other domains of lifeexperience in other domains of life•• High costs are incurred when learning is High costs are incurred when learning is
absentabsent
A new paradigm for ageing : A new paradigm for ageing : reframing the ageing processreframing the ageing process
•• Reframe as a set of developmental phasesReframe as a set of developmental phases•• CohenCohen’’s 4 phases s 4 phases –– midlife remidlife re--evaluation, evaluation,
liberation, summing up, encoreliberation, summing up, encore•• Personal development throughout all lifePersonal development throughout all life
Four Later Life PhasesFour Later Life Phases
•• Mid Life ReMid Life Re--evaluationevaluation(40(40’’s & 50s & 50’’s)s)
Exploration and Exploration and TransitionTransition
•• LiberationLiberation(mid 50(mid 50’’s s –– mid 70mid 70’’s)s)
Experimentation and Experimentation and Innovation (Sea/Tree Innovation (Sea/Tree Changes)Changes)
•• Summing UpSumming Up(late 60(late 60’’s into 90s into 90’’s)s)
Recapitulation, resolution Recapitulation, resolution and contributionand contribution
•• EncoreEncore(late 70(late 70’’s to end of life)s to end of life)
Continuation, reflection Continuation, reflection and celebrationand celebration
Learning, health, & well beingLearning, health, & well being
•• OnOn--going learning can build a sense of going learning can build a sense of mastery & empowermentmastery & empowerment
•• The arts can be usefulThe arts can be useful
A life that is positive, pleasant, engaged A life that is positive, pleasant, engaged and meaningful.and meaningful.
Formal & informal learningFormal & informal learning
•• Informal learning particularly valuable in Informal learning particularly valuable in the ageing processthe ageing process
•• The internet and ICT have an important The internet and ICT have an important role in the ageing processrole in the ageing process
•• U3A Online can support particular areas of U3A Online can support particular areas of needneed
Role of community artsRole of community arts
•• US study by National Endowment of ArtsUS study by National Endowment of Arts•• Findings Findings –– 3 key factors 3 key factors –– sense of sense of
control, social engagement, engaging control, social engagement, engaging nature of artnature of art
•• Participants Participants –– better health, fewer doctors better health, fewer doctors visits, less depressed, more socially active, visits, less depressed, more socially active, less lonelyless lonely
What can we do?What can we do?
•• Expand U3AExpand U3A•• Adopt a life cycle approachAdopt a life cycle approach•• Harness the artsHarness the arts•• Implement a Seniors afternoon at Hume Implement a Seniors afternoon at Hume
GLVGLV•• Harness heritage across ethnic groupsHarness heritage across ethnic groups
Some ideas for a Seniors afternoonSome ideas for a Seniors afternoon
•• Dancing (folk, ethnic)Dancing (folk, ethnic)•• Board games and puzzlesBoard games and puzzles•• Drawing and paintingDrawing and painting•• Talks and discussion groupsTalks and discussion groups•• Playing a musical instrumentPlaying a musical instrument•• ICT tutorialsICT tutorials•• Writing and sharing memoirsWriting and sharing memoirs
. . …… ..
FOSTERING SOCIAL INCLUSION FOSTERING SOCIAL INCLUSION THROUGH LEARNING AT THROUGH LEARNING AT
WORKFORCE PLUSWORKFORCE PLUS
Hume Global Learning Village Hume Global Learning Village Research Conference 2009:Research Conference 2009:
Social Inclusion: A Learning ToolSocial Inclusion: A Learning Tool
Dr Derek KosbabDr Derek Kosbab
FOSTERING SOCIAL INCLUSION FOSTERING SOCIAL INCLUSION THROUGH LEARNING AT THROUGH LEARNING AT
WORKFORCE PLUSWORKFORCE PLUS
social exclusion = outcome of social exclusion = outcome of people/communities suffering from people/communities suffering from unemployment, low incomes, poor unemployment, low incomes, poor
housing, family breakdownhousing, family breakdown(Gillard, J., & Wong, P. 2007)(Gillard, J., & Wong, P. 2007)
FOSTERING SOCIAL INCLUSION FOSTERING SOCIAL INCLUSION THROUGH LEARNING AT THROUGH LEARNING AT
WORKFORCE PLUSWORKFORCE PLUS
sociosocio--economic exclusion, cultural economic exclusion, cultural exclusion and anomie = due to rapid exclusion and anomie = due to rapid
social and technological changesocial and technological change(Creative Communities: Sustainable Solutions to Social Inclusion(Creative Communities: Sustainable Solutions to Social Inclusion 2009)2009)
FOSTERING SOCIAL INCLUSION FOSTERING SOCIAL INCLUSION THROUGH LEARNING AT THROUGH LEARNING AT
WORKFORCE PLUSWORKFORCE PLUS
the learner of today: 10the learner of today: 10--14 jobs by 38 years 14 jobs by 38 years of age (USA)of age (USA)
currently, 1 in 4, current employer < 1 year currently, 1 in 4, current employer < 1 year (USA)(USA)
1 in every 8 couples married (USA 2007) 1 in every 8 couples married (USA 2007) met onlinemet online
((www.youtube.comwww.youtube.com))
FOSTERING SOCIAL INCLUSION FOSTERING SOCIAL INCLUSION THROUGH LEARNING AT THROUGH LEARNING AT
WORKFORCE PLUSWORKFORCE PLUS
educational opportunity is the engine of social educational opportunity is the engine of social inclusion (Professor Hayes 2009)inclusion (Professor Hayes 2009)
a social inclusion approach involves the building of a social inclusion approach involves the building of social capacities to fulfil onesocial capacities to fulfil one’’s potential for s potential for
economic and social participation (Tony Nicholson economic and social participation (Tony Nicholson 2008)2008)
FOSTERING SOCIAL INCLUSION FOSTERING SOCIAL INCLUSION THROUGH LEARNING AT THROUGH LEARNING AT
WORKFORCE PLUSWORKFORCE PLUS
learning is the tool that fosters learning is the tool that fosters social inclusion social inclusion
(Derek Kosbab 2009)(Derek Kosbab 2009)
Photos courtesy of photolibrary.com
Student2StudentEmma Phillips & Natasha CooperBroadmeadows Learning for Life Workers
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.
The Smith Family
Vision A more caring and cohesive Australian community
MissionTogether with caring Australians, The Smith Family will unlock opportunities for disadvantaged families to participate more fully in society.
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)
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
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.
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
7.30 Report
Glenroy North Primary students are involved in a telephone mentoring program to help develop their reading (Moreland Leader 2/6/2008)
2008
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
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
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
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
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
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)
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
Thank you
www.thesmithfamily.com.au
Afternoon Sessions
Stream A
Inspiring Lifelong Learning
Innovative Uses of eInnovative Uses of e--Learning to Learning to Widen Learning OpportunitiesWiden Learning Opportunities
Peter Kearns & Denise Peter Kearns & Denise ReghenzaniReghenzani KearnsKearnsGlobal Learning ServicesGlobal Learning Services©©
EE--learning as a tool for innovationlearning as a tool for innovation
•• Building communities of practiceBuilding communities of practice•• Sharing new ideasSharing new ideas•• Widening accessWidening access•• Building international networksBuilding international networks•• Fostering self directed learnersFostering self directed learners
Australian Flexible Learning Australian Flexible Learning FrameworkFramework
•• Innovation in the VET sectorInnovation in the VET sector•• What MattersWhat Matters SummariesSummaries•• www.flexiblelearning.net.comwww.flexiblelearning.net.com
Some examplesSome examples
•• Innovative practicesInnovative practices•• EE--learning for youthlearning for youth•• Inclusive eInclusive e--learninglearning•• EE--learning for small businesslearning for small business
EE--learning in actionlearning in action
Inclusion, innovation, small businessInclusion, innovation, small business
Two research studiesTwo research studies
•• EE--learning for mature age workerslearning for mature age workers
•• EE--learning for the employability skillslearning for the employability skills
Mature age workersMature age workers
•• The issues The issues –– neglect of older workersneglect of older workers•• Case studiesCase studies•• What MattersWhat Matters SummarySummary
The case studiesThe case studies
•• Certificate III in Aged CareCertificate III in Aged CareBarrier Reef TAFE QLDBarrier Reef TAFE QLD
•• Queensland Ambulance ServiceQueensland Ambulance Service•• Adult Community Education Providers (NSW)Adult Community Education Providers (NSW)•• Community Services and Health ProgramCommunity Services and Health Program
Gilles Plains Campus, TAFESAGilles Plains Campus, TAFESA
Some conclusionsSome conclusions
•• EE--learning particularly relevant to mature learning particularly relevant to mature age workersage workers
•• Can draw on rich life experiences in Can draw on rich life experiences in holistic approachesholistic approaches
•• Strategies more personal, social and Strategies more personal, social and flexibleflexible
•• Blended learning strategies allow thisBlended learning strategies allow this•• Supporting general frameworks helpSupporting general frameworks help
Employability skills studyEmployability skills study
•• The eight employability skillsThe eight employability skills•• Are also life skills and innovation skillsAre also life skills and innovation skills•• Are formed throughout life in many Are formed throughout life in many
contextscontexts•• A lifelong learning approach is neededA lifelong learning approach is needed
Key pedagogical strategiesKey pedagogical strategies
•• Some institutions have applied adult Some institutions have applied adult learning principleslearning principles
•• Active learning strategies are bestActive learning strategies are best•• This assists lifelong learningThis assists lifelong learning
Case studiesCase studies
•• Skills Tech Australia QLD orientation programSkills Tech Australia QLD orientation program
•• NSW AMES blended delivery of basic skills, NSW AMES blended delivery of basic skills, employability skills and vocational skillsemployability skills and vocational skills
•• LINKupLINKup ee--portfolio approach in SAportfolio approach in SA
Implications for HGLVImplications for HGLV
•• How can we promote employability/life How can we promote employability/life skills?skills?
•• How can we assist mature age workers How can we assist mature age workers maintain employability?maintain employability?
•• In what other ways can eIn what other ways can e--learning be learning be fostered in Hume?fostered in Hume?
•• Are there opportunities to nurture a Are there opportunities to nurture a holistic approach?holistic approach?
. .. . .. …… .. ... .
Yarra Ranges
Live Learn
& Earn XChange
Lou Sbalchiero
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
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
An online network promoting lifelong learning &
career development
Linking people to• Training• Leisure• Education• Volunteering• Employment• Health & Well Being• Career Development
www.yarrarangeslearning.net.au
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
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)
Yarra Ranges Live Learn & Earn XChange
Contact Lou SbalchieroCommunity Development OfficerPH: 9294 6335E: [email protected]
Learning and Action for Hume’N Rights
Joanna Nevill
Stand Up and Be Counted
OutlineOutline
Funding, Aims and Activities of SUBCFunding, Aims and Activities of SUBC
A Celebration of SUBC 1 year on A Celebration of SUBC 1 year on (Outcomes)(Outcomes)
ChallengesChallenges
Future Vision / SummaryFuture Vision / Summary
Introducing the ProjectFundingFunding
Amnesty International Innovation Fund Amnesty International Innovation Fund + Hume City Council+ 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
Stand Up and Be CountedAimsAimsRaise 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
ActivitiesHuman Rights WorkshopsWorkshops
A Human Rights Stories CompetitionStories Competition (Hume’NWrites)
PublicationPublication based on Hume’N Writes Stories collected
Hume’N Writes Publication LaunchPublication Launch community event with a key note speaker.
Outcomes of SUBC 1year on … a celebration!
WorkshopsWorkshopsNorthwest Neighbourhood House Coordinators VCAL groups at Banksia Gardens CC Refugee youth VCAL programme at Kangan Batman TafeBanksia 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 Reached ca 200 people –– from young people, Womenfrom young people, Women’’s groups, s groups, refugee community, students, local leaders etc. refugee community, students, local leaders etc.
Workshops are ongoing. 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
ApproachApproachPaulo 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 changeLots of discussion / activities / film
ContentContentPrinciples of human rights – FREDOrigins / 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?
Stories CompetitionStories CompetitionSecured support from local community and HR’sbased 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 backgroundsResult of educating / inspiring action for human rights
GeneralGeneralPartnerships / strong relationships forged within Community (local residents and organisations)Contributing to an international movement to protect and promote human rightsPart of a shift taking place in the Hume community towards a stronger culture of human rights
Challenges
FundingFunding• 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 Time • Project Officer began working 10 hours per week –
more hours needed to give project attention it deserves
VisionCulture of Human Rights Culture of Human Rights Education continues to be Education continues to be established within the Hume established within the Hume municipality 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
HumeHume’’NN Rights Action GroupRights Action Group
Human Rights are no longer Human Rights are no longer mostly aspirational but the norm!!mostly aspirational but the norm!!
THANK YOU! Questions?
Feedback?
Interested in having a workshop delivered?
Joanna NevillCommunity Development Projects [email protected]
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
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
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
Towards a Different Future
• Customised interventions• Integration of service delivery vs customer as an
integrator
Transactional IntegratedCustomer focused
Customer as an integrator
Objective of the InitiativeTo develop a service delivery response based oncollaboration with community, government andbusinesses 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
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 moreand/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
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
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)
BroadmeadowsBroadmeadows
• 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)
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)
55.0%
16.9%
28.1%
Approx : 600
Full-time Students (16-24)YAL Unemployed Under 21NSA Unemployed Over 21
Broadmeadows Youth Refugee Numbers (Aged 16-24)
Broadmeadows Youth Refugee Payment Type
Youth Allowance Total compared to Refugee Numbers
9.3%
90.7%
Total YAL Customers in Broadmeadows
Broadmeadows RefugeeBroadmeadows YAL Other
Broadmeadows
3.2%
96.8%
Total YAL Customers in ANC
ANC RefugeeANC YAL Other
ANC
body
Numbers
050
100150200250300
350Nu
mbe
rs
Visa Category
Broadmeadows Refugee Youth
200201202204209217866
Broadmeadows Youth Refugee by visa category
Iraq
Oth
er
Som
alia
Iran
Turk
ey
Ethi
opia
Bos
nia
& H
erz
Aus
tral
ia
Bhu
tan
Eret
ria
Country of Birth
0100200300400500
Num
bers
by
100
Number of Youth
Broadmeadows Refugee Youthby C.O.B top 10 countries
Youth Refugee by country of birth
Action Research
Group
Partner Reference
Group
Collateral partnerships
Collaborative Leadership Model
TAFE, local Council, Area
Health Service, Migrant
Resource Centre, community
service providersBroader range of
government and non- government agencies
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
MethodologyAction 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.
“I feel like I’m wandering alone and lost in the desert, trying to improve myself but no one is listening.”
Background
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”
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.”
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.”
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 todifferent staff”
“Someone who would listen carefully and be more interested tosupport 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”
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
Relative Importance of Barriers
Support
Aw areness of services
Personal/family situation
Vocational English
Transport
Debt
Employer & community attitude
Possible Solutions
Ongoing Support
One on One Servicing
Suitable/Tailored options
Youth Access Area in CSC or in a local venue
Personalised Assistance
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.
Personal Services Coordination Model
Post-placementFollow-up Needs
AssessmentStrengths based
approach
Goal SettingIndividual
Development Plan (IDP)
Integrated Service DeliveryService coordination; building linkages; integrated service offer; transitional support.
Shared Followup
Review IDPEnsure service offer
is delivered
Participantfamily centric
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
Findings - Broadmeadows
Outcomes - Broadmeadows• For 26 participants ( July)
Courses: 22 (VCAL, TAFE, English & vocational University, PPP)Employment: 8 ( p/t, f/t, casual, apprenticeship)Work experience: 2Support services: 26 connected to servicesIncreased self-confidence, awareness of services
• For Service ProvidersRefugee Job Club – Broadmeadows Employment and Training Better networking & awareness of servicesBetter outcomes through working together
Outcomes - Fairfield• For 30 participants
Courses: 16 Employment: 4Volunteer work: 3Work experience: 2Support services: AllIncreased confidence, awareness of services
• Service ProvidersNew spin-off project – Social Inclusion Program for Refugee YouthBetter networking & awareness of servicesBetter outcomes through working together
PBS Young Refugees InitiativeDatabase
Case Studies
Participant Partner Place
addressing barriers and identifying goals
strength based collaborative integrated sustainable
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
Broady Employment and Training (BEAT) for REFUGEE YOUTH
Every Tuesday 9:30am-12:30pm Hume Global Learning Centre
BROADMEADOWS COMMUNITY NEIGHBOURHOOD RENEWAL AND CENTRELINKSUPPORTED 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 withmy career.
It’s not just about resumes but also speakers about training and jobs. Today we heard from the Apprenticeshipservice and got a folder of information and contacts. I am interested and waiting for the worksite visits.
Integrated Service Delivery
ServiceA
Service B
ServiceC
ServiceD
Participant
Collaboration based on shared purpose
Non-duplication
OpenCommunication
Sharing of information& knowledge
Confidentiality
Respect
Key Benefits ofIntegrated Service Delivery
Citizen-centric approach
Effective service responses Sustainable
quality outcomes
Friendly servicedelivery system
Breaking sectoralfragmentation Minimise risk
Service quality culture
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
Afternoon Sessions
Stream B
The School Years
From early childhood to adolescence – the case for social
and emotional learning
Hume Global Learning Village Annual Research Conference
27/8/09
Erica Frydenberg
Jill Sewell David Huggins
Tony Pitman
Our shared goal is to raise awareness and promote the importance of including research about social and emotional learning in
Policy Practice Training
Presenters
Why are we here?Social, emotional and cognitive development are all
interconnected
Different interest groups/professions begin at different points on the circle
We need to integrate our collective understandings to achieve better outcomes for children
cognitivesocial
emotional
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 othersestablish positive relationshipsmake responsible decisionshandle challenging situations effectively.
Social and emotional learning (SEL) ….
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
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
The developmental trajectory and life course
Out
com
e
Age
Risk factors
Protective factors
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
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.
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%
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%
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?
Early Intervention / Education Services – 40,000 referrals later…
4
6
8
2
0
Ret
urn
Per
$ In
vest
ed
Age
R
6
Pre-SchoolSchool Post School
Pre-school Programs
School
Job Training
18
Pedro Carneiro, James Heckman, Human Capital Policy, 2003
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)
We know in the Australian ‘welfare’ program scene
• 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
The gap between what we know and what we do
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
Building an institute - bridging the headlands of cognitive
learning and social emotional development
TRAININGPOLICY
PRACTICERESEARCH
SOCIAL EMOTIONAL COGNITIVE
What we needAn 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
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
Training
Research
Policy Practice
Social Emotional Learning
1. Canvas support from key stakeholders2. Seek funding to create an infrastructure3. Establish an Advisory group4. Appoint an Executive Director5. Work with a group with like interests –
clear vision and goals, committed people and structures, available data eg HGLV
6. Develop a statewide model
Where to from here?
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 ?
• ...we must refocus to prepare children for the test of life, not a life of tests
Elias et al (2003)
Banksia Gardens Youth Development Holiday ProgramGiving communities a sporting chance
Thursday 27th Aug 2009
PRESENTER: Nick Mac Hale
Centre for Multicultural Youth
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
The session today...
• What is the need?
• Program overview
• Outcomes
• Future direction and sustainability
What is the need?
• Hume area - demographics
• What are the barriers to participation
• What are the impacts of lower participation levels
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 familiesPublic housing estate tenantsAboriginal/Torres Strait Island families
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
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
For more informationBanksia Gardens Community CentreJaime de Loma Osorio RiconPh: (03) 9309 [email protected]
CMYNick Mac HalePh: (03) 9340 [email protected]
Useful websiteswww.cmy.net.au/MulticulturalSportwww.vichealth.vic.gov.auwww.abs.gov.auwww.multicultural.vic.gov.auwww.immi.gov.auwww.hume.vic.gov.au
Afternoon Sessions
Stream C
Adult and Older Years
Hume Youth Commitment Nicky Leitch
Successful, Strategic, Transitions
Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge
Creative
WHAT IS THE HUME YOUTH COMMITMENT (HYC)
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
Successful, Strategic, Transitions
Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge
Creative
Hume Youth Commitment Successful, Strategic, Transitions
We have over 40 organisations involved in the
HYCPartnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge
Creative
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
Role of ParentsStep 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
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
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
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
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
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
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
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
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 [email protected]
THANK YOU ☺
Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge
Creative
Partnerships Links Pride Community People Choices Pathways Diversity Brave Local Solutions Knowledge
Creative
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•Multicultural•Koori•Social Workers
Hume City Council•Economic Development•HGLV•Youth Services
Hume Central Secondary College•Erinbank•Blair Street•Dimboola
Body Culture BCNR Gladstone Park Secondary College
Youth Pathways / Youth Projects Inc
BCNRGNLC (Glenroy Neighbourhood Learning Centre) / Banksia Gardens
Penola Secondary College
SFYS Workforce Plus Ilim College
Northern Transport Links Qantas Isik College
The Smith Family Travencore School Craigieburn Secondary College
Department of Education and Early Childhood Development
BRITE Industries (Hume Disability Partnership)
Parental Engagement Project
HGLV Research Conference August 2009Frank Hardy- Team Leader, Career Connections LCP
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
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
Parental Engagement Project• Hume Youth Commitment• Skills Pathway Team• Parental Engagement Working Party• Joint Project: Hume LCP, Hume Whittlesea LLEN, Hume
RICA, HGLV.
RationaleExisting 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.
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
Parental InformationInformation on how and where to access information:• Flier• Poster• BrochureWidely distributed
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
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
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
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
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?
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?
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?
Next Steps• Hume SPT Working Party • Research project with HGLV Research Committee• Focus groups
Thank you
Hume Global Learning Village Research Conference 27 August 09
Crossing Boundaries
Liz Cotter, RMIT Community Services
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
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
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
Workforce Growth to 2013
Source: Australian Jobs 2008, DEEWR
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)
CSHISC Environmental Scan 2009Key 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
CSHISC Environmental Scan 2009Key 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)
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
Existing Workforce Development Needs
Bachelor Degree
and Above
VET Cert or
Diploma
Year 12 and
Below
Health 49.8% 25.5% 24.8%
Community Services
21.0% 46.1% 32.8%
TOTAL 38.4% 33.7% 28.0%
Highest Level Qualification in the Health and Community Services Industry (%)
Source: Community Services and Health Industry Skills Council Environmental Scan 2009
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
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 WorkEntry level qual 310 221 21
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
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
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
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
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!!
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
The Possible Pathways
Disability
Cert II Community Services Work Child Care
Div 2 Nursing
Community Services
Aged Care
Youth Work
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
The Pathway Realities (End of year)
Student cohort
Cert II CSW (VET in VCE)
VCE VET/HE
2007
Year 11 only 18 continued 2 -
2008
Year 11
22 1 T/ships – Disability 1
Child care (2)
Year 12 VCE
18 TAFE – Division 2 Nursing
Health Science/ Env Science/Justice /Sports Therapy /Event Management
Child care
H.E Biol Science
Employment (2)
VCAL 2 Employment
TAFE course
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 EdSocial Work Education Nursing
Crossing Boundaries
Community Ageism
Skills Reform AgendaEmployment
Class Government Policy
EducationDual Sector University
School VET Higher Education
Bradley Report
Learner / Workforce Development Strategy(s) Intersect
Supply and
demandstudies
EducationPolicy
Roleredesign
Pathways
Workforce Shortages
Skills Reform
National strategies
Individual Learners
Post Compulsory Education and Training
Post the reviews
– A seamless journey (how will it work in practice?)
– Enhanced access and equity
– Transition
– How can we enhance opportunities for these learners?
– Fewer boundaries
Crossing Boundaries
• Skills Reform – the Impact
In Community services
(particularly in those industries that are not well paid) –people are going to find a significant barrier to gaining the skills to
enter the field.
• For some learners – lost opportunities
Crossing Boundaries – Connecting learners and communities
290 slides … thanks for reading!