Hume Global Learning Village Annual Research Conference

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: jessie.lees@veohrc.vic.gov.auWeb-site: 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

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)

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)

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))

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)

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)

• 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: learning@yarraranges.vic.gov.au

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 Officerjoanna.n@banksiagardens.org.au

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)

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

Total YAL Customers in Broadmeadows

Broadmeadows RefugeeBroadmeadows YAL Other

Broadmeadows

Total YAL Customers in ANC

ANC RefugeeANC YAL Other

Numbers

100150200250300

Visa Category

Broadmeadows Refugee Youth

200201202204209217866

Broadmeadows Youth Refugee by visa category

Country of Birth

0100200300400500

Number of Youth

Broadmeadows Refugee Youthby C.O.B top 10 countries

Youth Refugee by country of birth

Action Research

Partner Reference

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

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.

maria.axarlis-coulter@centrelink.gov.au

Nurjan Eser , Personal Services Coordinator, PBS 0403298609 tel :9201 -2550

nurjan.eser@centrelink.gov.au

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

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…

Pre-SchoolSchool Post School

Pre-school Programs

School

Job Training

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 8531jaime.d@banksiagardens.org.au

CMYNick Mac HalePh: (03) 9340 3700nmachale@cmy.net.au

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.

Creative

Successful, Strategic, Transitions

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

What have we achieved so far?

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

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

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

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.

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.

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.

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.

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.

Creative

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 ☺

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

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

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

Year 11 only 18 continued 2 -

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!

Hume Global Learning Village Annual Research Conference

Education

Transcript of Hume Global Learning Village Annual Research Conference

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