Program Description The primary function of the transition program is finding appropriate schools and programs for students with backgrounds of disrupted schooling, typically refugees and humanitarian entrants. This would include negotiating school choice and enrolment procedures with students and their families. The transition officers would manage a detailed transition report to schools and parents as well as coordinating school orientation visits. They also follow up students in their new schools collaborating with teachers on appropriate curriculum and classroom strategies if required. Transition officers need to familiarise themselves with programs in local mainstream schools and liaise with other pathway providers such as AMES, YAMEC and TAFE colleges to ensure appropriate placement. Participants All primary and secondary new arrivals at the end of intensive English language program Location All DEECD English language schools and centres (ELS/Cs) Resource Requirements Budget/funding: $500K in 2007 Staffing: 0.5 EFT primary teacher and 0.5 EFT secondary teacher in each of the four ELSs and pro rata in the ELCs Partnership/collaboration: Collaboration with ESL coordinators and teachers in mainstream schools, other pathway providers such as AMES, NMIT and other TAFEs.
Successes My local LCP group has set up an excellent program which will shortly begin at Kealba College with the Bridging Course students. The students will make industry and TAFE visits, people from industry/business will come and talk to students, they will interviews, begin on resumes etc. It is going to become part of the curriculum rather than a one-off event and may be introduced at Year 9 in the school also. Five students who, last year, made decisions I and their teachers thought inappropriate, found their way into more appropriate courses: 2 with some help from me and 3 totally independently. Hopefully, their experiences and stories will prove useful to others. Additional Information For those of us working with new arrivals, the only thing we can say with certainty is that nothing is certain. For example, this year we have enrolled very few students from the Sudan, but a large number of Karen students. The needs, strengths and issues relating to this new group of students are quite different to those of the Sudanese students we taught last year. This is the true nature of the job we do in Language Schools/Centres – constantly adapting to new students with different needs who come from many different places. Contact Details Daina Coles, Senior Project Officer, ESL Student Learning Programs Division, Department of Education and Early Childhood Development (03) 9637 2132 Education traineeships to support schools with refugee students principles 1,2,3,4,5
Provider CEO and VicHealth Program Description The purpose of the program is to assist schools in developing a strategic approach to school change and school improvement - with an emphasis on wellbeing, learning outcomes and school-community partnerships. The Schools As Core Social Centres (SACSC) project is a partnership between CEO and VicHealth. The project is undertaken in stages. In the first stage schools agree to work together and complete a mapping process which enables them to identify school and cluster priorities. In the second stage of SACSC schools work in the cluster to develop initiatives that address the identified and agreed goals. Schools continue to work as a cluster identifying initiatives that address of need. The focus is on building stronger links with the community and providing opportunities for the school and the wider community to work in cooperation. Targeted schools and communities.
Location 8 Clusters comprising 19 schools. Southern/Northern Region St. Brigid’s School – North Fitzroy Sacred Heart School – Fitzroy St. Joseph’s School – Collingwood 2002 Southern Region St. Anne’s School – Seaford St. Francis Xavier School – Frankston St. Augustine’s School – Baxter 2003 South Eastern Region St. School – Clayton 2004 Eastern Region St. Mary Magdalene School – Chadstone St. Timothy’s School – Vermont St. Christopher’s School – Syndal 2005 Western Region St. Francis Xavier School – Corio St. Thomas Aquinas School – Norlane 2005 South Eastern Region Holy Family – Doveton St. Gerard’s School – Dandenong North St. Mary’s School – Dandenong St. Elizabeth’s School – Dandenong North 2005 North Western Region St. Brendan’s – Flemington St. Michael’s – North Melbourne 2006 Kyneton Our Lady of the Rosary, Kyneton 2007 Resource Budget/funding: SACSC is supported by the CEO and VicHealth. SACSC Schools/Clusters operate within their own resources. Staffing: CEO employs a Project Officer (part-time) and Research Assistant . CEO Student Wellbeing Unit staff support clusters during the establishment phase. Partnership/collaboration: VicHealth has supported the initiation of the project and the Research Phase. Schools/Clusters establish partnerships at the local community level.
training As Current (family, housing, job, course) Now with his younger brother independently in Dandenong and attends Chisholm TAFE. He considers his enrolment in TAFE one of the best things that has ever happened to him. Comments Stanley was a delight to work with. The year after he undertook the VPP he came back and spoke to the next group of students about his experiences and his future journey. It was a moving experience to watch a young man present to eighty of his peers, less than a year after he arrived in our country unable to speak English fluently and with an intermittent education. He always had an attitude of wanting to achieve and do well and was prepared to take the recommended pathway. Chisholm TAFE has been outstanding in its support of Stanley as was St John’s Dandenong, ensuring his transition and learning was consistent, fruitful and of a high standard. Multicultural Homework Support Program principles 1,4 Provider City of Whitehorse
Comments Mohammed wanted to be a mechanic since he was little. The YAMEC program offered him language, literacy and numeracy classes at a level suitable to his needs and the employment skills and experience to assist him to get an apprenticeship. The MIPS Officer at NMIT helped him plan his career pathway, obtain extra maths tutoring, apply for courses, find an apprenticeship, obtain his driving licence and clear up his legal issues (unlicensed driving) Without this extra assistance, Mohammed would have found it very difficult to realise his career goal. Zachariya 24 years old, country of origin: Ethiopia Family Members His aunt and uncle and their 2 small children are their only relatives in Australia. Zachariya and his siblings, Ibrahim and Rania, were adopted by them because their parents were killed and the grandmother was too ill to look after them. Early Life Very little schooling. His parents died when he was young. He was brought up by the grandmother who was poor and became sick. Trucks came around and tried to round up all the boys over the age of 10 for the army. The boys had to hide to avoid being sent to the army. (Primary) 5 None Arrival in Australia Experience Fled with a relative and his younger brother and sister to a refugee camp in Kenya. He spent 3 years living in difficult circumstances with no schooling and taking care of his young siblings. He came to Australia as a refugee to live with his and aunt who had been in Australia for a few years Initial school/ course Started in ESL Certificate 1 at YAMEC
Additional Information The EYC’s mission statement is “Giving a Voice to Young People” and its values are based on young people working for young people to: Inspire young people to actively participate in fun and stimulating diverse projects Provide opportunities for young people to be connected with their communities Provide opportunities for young people to advocate for their needs To ensure they are respected as individuals and get a fair go Contact Details Hala Abdelnour EYC Project Officer Spectrum Migrant Resource Centre 251 High St, Preston, Vic 3072 Tel: 03 9496 0200 Mob: 0400 918 363 halaa@spectrumvic.org.au www.spectrumvic.org.au www.eyc.org.au Horn of Africa Pathways Project principles 3,4,5 Provider Melbourne Citymission Program Description The ‘Horn of Africa Pathways Program’ aims to increase participation in education and employment amongst young people from Horn of Africa backgrounds. The program has a strong focus on apprenticeships and traineeships. 15 – 25 year olds from Melbourne’s western suburbs who are from the Horn of Africa – Ethiopia, Eritrea and Somalia Location Melbourne Citymission Footscray Resource Budget/funding: $161,000 per annum Staffing: 2 full time staff Partnership/collaboration: Melbourne Citymission Holding Redlich Maribyrnong Moonee Valley Local Learning and Employment Network WPC training company
AMEP Special Preparatory Program (SPP) Adult Multicultural Education Services (AMES) Consortium Northern AMEP Consortium Department of Immigration and Citizenship (DIAC) Refugee and humanitarian entrants between 16 and 24 years of age AND with less than seven years of education are eligible for up to an additional 400 hours of English language tuition while those over 18 but with more than seven years of education are eligible for up to an additional 100 hours of tuition prior to accessing AMEP hours. SPP/AMEP English competency outcomes, particularly for those with low level literacy, and disrupted education, could be characterised as suitable for social survival but are not job functional. [5] Potential conflict of interest between the Centrelink/Job Network Welfare to Work initiative and the need to complete on-arrival English programs. [1,3,4,5] Lack of coordinated and integrated response to settlement needs including education issues. [3,4,5] Location of programs and lack of transport. [3,5] Childcare availability. [3,4,5] Availability of programs [1,4]
Adult Migrant English Program (AMEP) Adult Multicultural Education Services (AMES) Consortium Norther AMEP Consort um of and (DIAC) AMEP is provided for migrants and humanitarian entrants 18 years old and over (or between 16 & 18 years old and not attending the New Arrivals Program) who do not have functional English. Entrants are eligible for up to 510 hours of tuition. Lack of flexibility, access and transportability of hours between AMEP and NAP lead to a loss of entitlements in certain situations [1,4] If IHSS settlement officers are not aware of and resourced to address the multiple and competing barriers or needs, it is difficult to provide quality transition advice on entry [3,4] Maximum of 910 of SPP/ AMEP English tuition not sufficient particularly for those with low level literacy, and disrupted education [5]
New Arrivals Program (NAP) State-wide programs including: English Language Schools and Centres: Blackburn ELS ELS Noble Park ES Western ELS Springvale ELC ELC Brunswick ELC Glen Eira ELC ELC Geelong English Language Program Shepparton New Arrivals Programs of and Relations (DEEWR) by the Victorian of and Early (DEECD) and the Catholic Education Office Provides English language teaching programs for students newly enrolled in Victorian government schools and Catholic schools who need to learn English. These programs aim to support the settlement needs of CALD students and to teach these students the English language skills they need in order to study in primary or secondary schools Lack of flexibility, access and transportability of between AMEP and NAP lead to a loss of entitlements in certain situations. [1,3,5] If IHSS settlement officers are not aware of and resourced to address the multiple and competing barriers or needs, it is difficult to provide quality transition advice on entry [3,4] Maximum 12 months of NAP English tuition is often not sufficient for those with disrupted education. [1,2,3,5] Funding to schools in ESL and New Arrival places is distributed on a per capita basis, and not on a language needs basis. [5] Lack of coordinated and integrated response to settlement needs including education issues. [3,4,5]
Ballarat New Arrivals Program Mildura New Arrivals Program Targeted new arrivals support to isolated students in regional Victoria Primary and secondary Catholic schools The program support is usually for six months (two school terms). Extra time is available for students with additional learning needs (up to 12 months or 4 school Location of programs and lack of transport [3,5] Need for more trained ESL teachers. [5] Need for more under and post graduate ESL methodology in teacher training. [5] More professional support for teachers in cultural awareness, the settlement needs of CALD students, ESL strategies and inclusive practices. [3,5] Lack of parental knowledge of Australian educational practices. [1,2,3,4,5] Tailored Courses (either wholly or partially designed to accommodate needs of ESL students including those with disrupted education) Program Providers Funding Agency Description Issues/Barriers & Principles
State funded (recurrent) ESL Courses TAFE Institutes ACE Providers Victorian Department of Education and Childhood Development (DEECD), Skills Victoria (formerly OTTE) in the Department of Innovation, Industry and Regional Development (DIIRD) and Adult Community & Further Education (ACFE) in the Department of Planning and Community Development (DPCD) Specialist ESL courses from Certificate I to Certificate IV with a on Access, or Further Study. Includes courses which combine ESL with a strong and training package modules. Costs – fee versus free [1,5] Need for more courses with an industry specific [4,5] Year in the Victorian Certificate in Education (VCE) Victoria University (VU) – TAFE Division Victorian Department of Education and Early Childhood Development (DEECD), Skills Victoria (formerly OTTE) in the Department of Innovation, Industry and Regional Development (DIIRD) A one year foundation course preparing students for entry into adult VCE Insufficient provision [5]
Northern Melbourne Institute of TAFE (NMIT) - Young Adult Migrant Education Course Preston Campus Collingwood Campus Campus Epping Campus is an accredited ESL course designed for young migrants who haven’t completed secondary schooling and who need to develop further English language and literacy skills. Provides the skills necessary for students to access further training and It is the step in TAFE on an pathway into mainstream education, Australian and /or Program offered at 3 levels with VCAL embedded in top level. Some students require assistance with paying fees [4,5] More courses like this are needed in other locations to satisfy demands [4,5]
Language, Literacy and Numeracy Program (LLNP) Education Services (AMES) Brace Training & Ltd. Central Gippsland Institute of TAFE Chisholm Institute of TAFE and services Inc East Gippsland Institute of TAFE Gordon Institute of TAFE Northern LLANS (RMIT, NMIT) South West Victorian SEAL Inc. Sunraysia Institute of TAFE Swinburne University of Technology Department of Education, Employment and Workplace Relations (DEEWR) Provides language, literacy and numeracy assistance to job seekers, particularly young job seekers by helping to remove a major barrier to employment and improve the daily lives of Agencies, currently Centrelink and Job Network Members, refer clients to an LLNP provider. Clients attend training on a part-time (minimum of 10 hours and maximum of 19 hours a week) or a full- time basis (minimum 20 hours per week). Training is delivered in blocks of 160 hours (or up to 450 hours for advanced vocationally- oriented courses) up to 800 hours maximum with a combination of levels. Rigidity of program [1,3]
Workplace English Language and Literacy (WELL) Program Various - enterprises, bodies, local governments and RTOs. Department of Education, Employment and Workplace Relations (DEEWR) The aim of the WELL Program is to provide funding to to train workers in English language, literacy and numeracy skills. This funding is available to organisations for language and literacy training linked to job-related workplace training and is designed to help workers meet their current and future employment and training needs. Funding is available for training, resource and strategic projects. Some businesses (particularly small to medium enterprises) are reluctant to commit to the WELL Program, preferring to hire employees who are already competent English speakers. [2,5] Some businesses (particularly professional enterprises) prefer to employ fluent English speakers who are considered to provide the best “cultural fit” with their organisation. [2,3,5] Mainstream (courses available to the general population in post-compulsory education)
Program Providers Funding Agency Description Issues/Barriers & Principles Victorian Certificate of Applied Learning (VCAL) - including General, Themed & Community Various TAFE institutes Various secondary schools and colleges Various Adult Community Education (ACE) providers Victorian Department of Education and Childhood Development (DEECD), Skills Victoria (formerly OTTE) in the Department of Innovation, Industry and Regional Development (DIIRD) and Adult Community & Further Education (ACFE) in the Department of Planning and Community Development (DPCD) Provides a recognised credential that is an alternative to the more academically oriented VCE. Has four components: Literacy and Numeracy Skills; Work Related Skills; Industry Specific Skills; and Personal Development Skills. The way in which English proficiency requirements are indicated (or not at all) are not consistent or transparent across programmes. Possible solutions: Use a single proficiency scale (such as the International Second Language Proficiency Ratings [ISLPR]) or develop an explicit translation between scales. Neither of these solutions is easy or cheap. Note: This item applies to all the programs listed in the Mainstream section of this document. [4,5] Prerequisites – inconsistent understanding and application of level moderation across education providers. [4,5] Many providers do not deliver the VCAL in its full flexibility that would allow the needs of migrants and humanitarian students to be more fully met. [1,2,3,5] Problems of accommodating the VET OHS requirements with the language proficiency of students. [3,5] Access depends on assumed minimum language attainment. [3,5]
Vocational Education and Training (VET) TAFE institutes Private Registered Training (RTOs) Various Adult (ACE) Adult Education Services (AMES) Skills Victoria (formerly OTTE) in the Department of Innovation, Industry and Regional Development (DIIRD) and Adult Community & Further Education (ACFE) in the Department of Planning and Community Development (DPCD) VET provides vocational training and experience in the workplace. Access depends on assumed minimum language attainment. [3,5] Vocational Education and Training (VET) in Schools Various secondary schools and colleges Also frequently TAFE, private RTOs or in with (auspiced by) Victorian Department of Education and Early Childhood Development (DEECD), and Skills Victoria (formerly OTTE) in the Department of Innovation, Industry and Regional Development (DIIRD) VET in Schools combines general VCE or VCAL studies with vocational training and experience in the workplace. Students can gain credit for any accredited VET subject in senior secondary school certificates. Access depends on assumed minimum language attainment. [3,5]
Victorian Certificate in Education (VCE) for Adults Providers of VCE including Institutes of TAFE, Centre for Adult Education (CAE), and various Adult Education (ACE) providers Skills Victoria (formerly OTTE) in the Department of Innovation, Industry and Regional Development (DIIRD) and Adult Community & Further Education (ACFE) in the Department of Planning and Community Development (DPCD) The VCE can be studied by adults and completed in as little as one year and as many as three years. Students must meet 2 criteria to be enrolled as an adult: 1. not have undertaken full-time secondary schooling for the full year preceding the year of enrolment as an adult. 2. be at least 18 years of age on 1 January in the year of enrolment as an adult. • To satisfy requirements for the of the VCE, two units must be taken from the English group at any level (i.e. from Units 1, 2, 3 or 4), and Unit 3 and 4 sequences in studies other than English. For tertiary entrance the English units must be at the Units 3 and 4 levels. • VCE VET programs can count towards satisfactory completion of the VCE. Achievement of the VCE over 3 years of study is an option that needs to be more readily promoted and provided as a genuine alternative to students in order to accommodate their [1,2,3] Access depends on assumed minimum language attainment. [3,5]
Victorian Certificate in Education (VCE) for school aged students Secondary schools and colleges TAFE institutes including VU, RMIT and Box Hill Various Adult Community Education (ACE) providers including Centre for Adult Education (CAE) Victorian Department of Education and Early Childhood Development (DEECD), Skills Victoria (formerly OTTE) in the Department of Innovation, Industry and Regional Development (DIIRD) and Community & Further Education (ACFE) in the Department of Planning and Community Development (DPCD), The VCE is a two year (year 11 & 12) certificate which provides pathways to further study at university, TAFE and employment. Access depends on assumed minimum language attainment. [3,5] Programs Institutes of TAFE Various Private Registered Training (RTOs) and Adult Community Education (ACE) providers Australian Access Program Australian Support Services Skills Victoria (formerly OTTE) in the Department of Innovation, Industry and Regional Development (DIIRD) and Adult Community & Further Education (ACFE) in the Department of Planning and Community Development (DPCD) programs provide a pathway to full time apprenticeships in selected industries and are available to senior secondary school students. They also a reduction in nominal duration of the apprenticeship training contract. Access depends on assumed minimum language attainment [3,5]
& Traineeships TAFE institutes Private Registered Training Organisations (RTOs) Various Adult Community Education (ACE) providers Various secondary schools and colleges Adult Multicultural Education Services (AMES) Access depends on assumed minimum language attainment and number of positions available [3,5] Successful completion dependent on literacy and numeracy support for many students with disrupted education [4,5] Lack of opportunity and flexibility across providers for continued English learning while undertaking [1,2,3,4,5] Transition Advisors (organisations and programs which provide advice on education pathways and career options) Program Providers Funding Agency Description Issues/Barriers & Principles
Integrated Humanitarian Settlement Strategy (IHSS) Adult Multicultural Education Services (AMES) Consortium and contractors Department of Immigration and Citizenship (DIAC) Provide on-arrival settlement services to Humanitarian entrants for the first six months. Clients do not have a generic agency to provide transition advice between education programs so they have to approach multiple agencies to find out how to define potential pathways and address their multiple issues. [4,5] Adult Migrant English Program (AMEP) Adult Multicultural Education Services (AMES) Consortium Northern AMEP Consortium Department of Immigration and Citizenship (DIAC) Provides counselling and pathways information through educational counselling as part of the AMEP. Clients do not have a generic agency to provide transition advice between education programs so they have to approach multiple agencies to find out how to define potential pathways and address their multiple issues [4,5]
based Settlement Grants Program (SGP) services Various SGP funded Migrant Resource Centres and Settlement Service providers throughout Victoria Department of Immigration and Citizenship (DIAC) Provide transitions advice and other settlement services to migrants and humanitarian entrants that have exited from the IHSS system. These services include functional English language training and assistance in the communication and settlement process with focus on English language skills and social skills for a range of learners. Generally, those who have already completed their 510 (910) hours with the AMEP, or are not eligible for the AMEP classes are eligible for SGP support. Clients do not have a generic agency to provide transition advice between education programs so they have to approach multiple agencies to find out how to define potential pathways and address their multiple issues [4,5] Arrived Youth Support Service (NAYSS) Centre for Multicultural Youth Issues (CMYI) -Lead Provider Cutting Edge UnitingCare Shepparton Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA) Provides culturally appropriate services ranging from early intervention to transition, for newly arrived young people aged 12 to 21. Age restriction – can only work with 12-21 year olds [3,4]
Parents As Career Transition Support (PACTS) Local Community Partnerships (LCPs) Department of Education, Employment and Workplace Relations (DEEWR) Program workshops and information sessions provide parents with general career transition knowledge and resources to support their young person. Requires an ‘advocate’ within community to develop inclusive/ targeted workshops that recognise barriers and needs of newly arrived and refugee communities [3,5] Centrelink National network of Centrelink offices Centrelink comes under the Federal Department of Human Services (DHS) Centrelink is an Australian government statutory agency, delivering more than 140 different products and services on behalf of 25 government agencies to the Australian community. Perception of competition between immediate employment and education [3,4]
Job Network National network of service providers Department of Education, Employment and Workplace Relations (DEEWR) Job Network is a national network of private and community organisations dedicated to finding jobs for unemployed people, particularly the long term unemployed. Lack of recognition of barriers to participation for newly arrived and refugee young people (e.g. multiple pressures, transport, requirement to search for jobs online) [1,3,5] Lack of inclusive practice i.e. need flexible and supported approaches to ensuring young people have right to choose [3] Difficulty in pursuing both further education/training and work [1,3,5] Lack of time/resources to work holistically with people to help navigate employment and training systems in Australia [1,3,4,5]
Youth Transition Support Initiative Street Victoria Djerriwarrh Employment and Education Taskforce Community Agency Inc St Luke’s Anglicare Cutting Edge Youth Service Cobram Centacare – Catholic Diocese of Ballarat Inc The Salvation Army (Victoria) Property Trust The Salvation Army Property Western Workplace Learning BAYSA Limited Western Workplace Learning Victorian Department of Education and Early Childhood Development (DEECD) The Youth Transition Support Initiative assists disengaged young people aged 15 to 19 to obtain a sustainable education, training or employment option. Twenty-four transition support workers are employed by funded organisations across 12 of 31 Learning and Employment Network areas (LLENs) within Victoria. These areas were selected based on rates of Year 12 or equivalent completion and numbers of young people who are not in education, training or full time employment. Transition support workers provide tailored assistance to access support services and to in sustainable education, training or employment options.
Learning and Networks (LLENs) Thirty-one LLENs across Victoria Victorian Department of Education and Early Childhood Development The state-wide network of 31 LLENs bring together education providers, industry, community organisations, individual and government organisations to improve education, training and employment outcomes for young people in communities across Victoria. While LLEN-led initiatives vary according to local regional priorities from a large ambit of initiatives they can be involved in, it would assist if there were greater consistency of approaches and initiatives in response to the needs of refugee young people across different LLENs. Youth Pathways Program (YPP) in ACE (Victoria) In 2008, Adult Multicultural Education Services (AMES), Centre for Adult Education (CAE) and 36 approved Adult Community Education (ACE) providers throughout Victoria Adult Community & Further Education (ACFE) in the Department of Planning and Community Development (DPCD). YPP in ACE provides for early school leavers without a Year 12 or equivalent qualification. It offers up to 800 hours of learning and support in accredited education and training programs. A specific managed individual pathway (MIP) plan is prepared for each student to guide students in a learning or employment pathway. Consultation and input is available from Local Learning and Employment Networks (LLENs). Funding stream is for 16-19 year olds.
Youth Guarantee in ACE (Victoria) Adult Multicultural Education Services (AMES), Centre for Adult Education (CAE) and 43 approved Adult Community Education (ACE) providers throughout Victoria. Adult Community & Further Education (ACFE) in the Department of Planning and Community (DPCD). Youth Guarantee in ACE provides for early school leavers without a Year 12 or equivalent qualification. A specific managed individual pathway (MIP) plan is prepared for each student. Eligible young people have access to accredited education and training programs until they complete Year 12 or equivalent. Youth Transition Support workers provide and assistance where appropriate. Funding stream is for 15-19 year olds. Provision for post-compulsory education & training While the previous table might imply that there is a simple line from arrival to employment, the reality is vastly different. In the following chart, we present an overview of the multiple, intersecting and non-linear pathways available to young people. We illustrate the key transition points along those pathways, the choices that young people and their advisors confront, and the ways in which alternative routes to the ultimate goal can be mapped out. A key learning from this chart is that transition advisors and young people with disrupted education confront multiple alternative routes that CAN be taken. The transition advisors need to be willing and supported to negotiate what is best for the individual client at the time. A frequent experience of both transition advisors and clients is that not all pathways are equal (or equally well known), and that some are not well-suited to these young people’s needs soon after their arrival. Consequently, there is a frequent need to try an option in order
Adult Migrant English Program (AMEP) • Adult Multicultural Education Services (AMES) Consortium • Northern AMEP Consortium Department of Immigration and Citizenship (DIAC) • AMEP is provided for migrants and humanitarian entrants 18 years old and over (or between 16 & 18 years old and not attending the New Arrivals Program) who do not have functional English. • Entrants are eligible for up to 510 hours of tuition.
New Arrivals Program (NAP) State-wide programs including: • English Language Schools and Centres: Blackburn ELS Collingwood ELS Noble Park ES Western ELS Springvale ELC Broadmeadows ELC Brunswick ELC Glen Eira ELC Westall ELC • Geelong English Language Program • Shepparton New Arrivals Programs • Ballarat New Arrivals Program • Mildura New Arrivals Program • Targeted new arrivals support to isolated students in regional Victoria • Primary and secondary Catholic schools Department of Education, Employment and Workplace Relations (DEEWR) administered by the Victorian Department of Education and Early Childhood Development (DEECD) and the Catholic Education Office • Provides English language teaching programs for students enrolled in Victorian government schools and Catholic schools who need to learn English. • These programs aim to support the settlement needs of CALD students and to teach these students the English language skills they need in order to study in primary or secondary schools • The program support is usually for six months (two school terms). time is available for students with additional learning needs (up to 12 months or 4 school terms).
Tailored Courses (either wholly or partially designed to accommodate needs of ESL students including those with disrupted education) Program Providers Funding Agency Description Specialised ESL programs in schools Selected Government secondary schools provide these programs Victorian Department of Education and Early Childhood Development (DEECD) A range of ESL classes, transition and bridging programs in government secondary schools funded and developed to meet the needs of specific student cohorts State funded (recurrent) ESL Courses • TAFE Institutes • ACE Providers Victorian Department of Education and Childhood Development (DEECD), Skills Victoria (formerly OTTE) in the Department of Innovation, Industry and Regional Development (DIIRD) and Adult Community & Further Education (ACFE) in the Department of Planning and Community Development (DPCD) • Specialist ESL courses from Certificate I to Certificate IV with a focus on Access, Employment, Professional or Further Study. • Includes courses which combine ESL with a strong vocational component and training package modules.
Victorian Certificate of Applied Learning (VCAL) - Tailored • Victorian government secondary schools • Adult Multicultural Education Services (AMES) • Kangan Batman TAFE • Northern Melbourne Institute of TAFE (NMIT): Preston, Collingwood and Broadmeadows Campuses • Chisholm Institute of TAFE • Goulburn Ovens Institute of TAFE • South West TAFE Victorian Department of Education and Early Childhood Development (DEECD), Skills Victoria (formerly OTTE) in the Department of Innovation, Industry and Regional Development (DIIRD) and Adult Community & Further Education (ACFE) in the Department of Planning and Community Development (DPCD) • Suitable for young people with disrupted education providing a recognised end-of-school credential with a focus on ESL and literacy that is an alternative to the more academically oriented VCE. • Contains four components: Language & Literacy, Personal Development, Industry-based and Work-related Skills. • Two streams: Pathways to Employment and Further Studies. Foundation Year in the Victorian Certificate in Education (VCE) • Victoria University (VU) – TAFE Division Perhaps others? Victorian Department of Education and Early Childhood Development (DEECD), Skills Victoria (formerly OTTE) in the Department of Innovation, Industry and Regional Development (DIIRD) • A one year foundation course preparing students for entry into adult VCE
Language, Literacy and Numeracy Program (LLNP) • Adult Multicultural Education Services (AMES) • Brace Education Training & Employment Ltd. • Central Gippsland Institute of TAFE • Chisholm Institute of TAFE • Djerriwarrah Employment and Education services Inc • East Gippsland Institute of TAFE • Gordon Institute of TAFE • Northern LLANS Consortium (RMIT, NMIT) • South West Victorian SEAL Inc. • Sunraysia Institute of TAFE • Swinburne University of Technology Department of Education, and Workplace Relations (DEEWR) • Provides basic language, literacy and numeracy assistance to job seekers, particularly young job seekers by helping to remove a major barrier to employment and improve the daily lives of participants. • Referring Agencies, currently Centrelink and Job Network Members, refer clients to an LLNP provider. Clients attend training on a part- time (minimum of 10 hours and maximum of 19 hours a week) or a full-time basis (minimum 20 hours per week). Training is delivered in blocks of 160 hours (or up to 450 hours for advanced vocationally- oriented courses) up to 800 hours maximum with a combination of levels.
Workplace English Language and Literacy (WELL) Program Various organisations: - enterprises, representative bodies, local governments and RTOs. of Education, and Workplace Relations (DEEWR) • The aim of the WELL Program is to provide funding to organisations to train workers in English language, literacy and numeracy skills. • This funding is available to organisations for language and literacy training linked to job-related workplace training and is designed to help workers meet their current and future employment and training needs. • Funding is available for training resources and strategic projects. Mainstream (courses available to the general population in post-compulsory education) Program Providers Funding Agency Description Victorian Certificate of Applied Learning (VCAL) - including General, Themed & Community • Various TAFE institutes • Various secondary schools and colleges • Various Community Education (ACE) providers Victorian Department of Education and Early Childhood Development (DEECD), and Skills Victoria (formerly OTTE) in the Department of Innovation, Industry and Regional Development • Provides a recognised credential that is an alternative to the more academically oriented VCE. • Has four components: Literacy and Numeracy Skills; Work Related Skills; Industry Specific Skills; and Personal Development Skills.
Vocational Education and Training (VET) • TAFE institutes • Private Registered Training Organisations (RTOs) • Various Community Education (ACE) providers • Multicultural Education Services (AMES) Skills Victoria (formerly OTTE) in the Department of Innovation, Industry and Regional Development (DIIRD) and Community & Further Education (ACFE) in the Department of Planning and Community Development (DPCD) • VET provides vocational training and experience in the workplace.
Vocational Education and Training (VET) in Schools • Various secondary schools and colleges • Also frequently TAFE, private RTOs or in partnership with (auspiced by) TAFE/RTOs and Adult Community Education (ACE) providers Victorian Department of Education and Early Childhood Development (DEECD), Skills Victoria (formerly OTTE) in the Department of Innovation, Industry and Regional Development (DIIRD) and Adult Community & Further Education (ACFE) in the Department of Planning and Community Development (DPCD) • VET in Schools combines general VCE or VCAL studies with vocational training and experience in the workplace. • Students can gain credit for any accredited VET subject in senior secondary school certificates. Victorian Certificate in Education (VCE) for Adults P roviders of VCE including Institutes of TAFE and various Adult Community Education (ACE) providers Skills Victoria (formerly OTTE) in the Department of Innovation, Industry and Regional Development (DIIRD) and Adult Community & Further Education (ACFE) in the Department of Planning and Community Development (DPCD • The VCE can be studied by adults and completed in as little as one year and as many as three years. • Students must meet 2 criteria to be enrolled as an adult: - not have undertaken full-time secondary schooling for the full year preceding the first year of enrolment as an adult. - be at 18 years of age on 1 January in the year of enrolment as an adult. • To satisfy requirements for the of the VCE, two units must be taken from the English group at any level (i.e. from Units 1, 2, 3 or 4), and three Unit 3 and 4 sequences in studies other than English. • For tertiary entrance the English units must be at the Units 3 and 4 levels. • VCE VET programs can count towards satisfactory completion of the VCE.
• The VCE is a two year (year 11 & 12) certificate which provides pathways to further study at university, TAFE and employment. Victorian Certificate in Education (VCE) for school aged students • Secondary schools and colleges • TAFE institutes including VU, RMIT and Box Hill • Various Community Education (ACE) providers including Centre for Adult Education (CAE) Victorian Department of Education and Early Childhood Development (DEECD), Skills Victoria (formerly OTTE) in the Department of Innovation, Industry and Regional Development (DIIRD) and Adult Community & Further Education (ACFE) in the Department of Planning and Community Development (DPCD), • The VCE is a two year (year 11 & 12) certificate which provides pathways to further study at university, TAFE and employment.
Integrated Settlement Strategy (IHSS) Multicultural Education Services (AMES) Consortium and contractors Department of Immigration and Citizenship (DIAC) Provide on-arrival settlement services to Humanitarian entrants for the first six months. Adult Migrant English Program (AMEP) • Adult Multicultural Education Services (AMES) Consortium • Northern AMEP Consortium Department of Immigration and Citizenship (DIAC) • Provides counselling and pathways information through educational counselling as part of the AMEP. Settlement Grants Program (SGP) services • Various SGP funded Migrant Resource Centres and Settlement Service providers throughout Victoria Department of Immigration and Citizenship (DIAC) • Provide transitions advice and other settlement services to migrants and humanitarian entrants that have exited from the IHSS system. • services include functional English language training and assistance in the communication and settlement process with focus on work-based English language skills and social skills for a range of learners. • Generally, those who have already completed their 510 (910) hours with the AMEP, or are not eligible for the AMEP classes are eligible for SGP support. Newly Arrived Youth Support Service (NAYSS) • Centre for Multicultural Youth Issues (CMYI) -Lead Provider • Cutting Edge UnitingCare Shepparton Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA) • Provides culturally appropriate services ranging from early intervention to transition, for newly arrived young people aged 12 to 21.
Youth Pathways • Career Advice Australia - A national career and transition support network of advisors and programs Department of Education, Employment and Workplace Relations • Youth Pathways aims to assist the most at-risk young people to make a successful transition through school to completion of year 12 (or its equivalent) and ultimately, to further education, training or employment and active participation in the community. Local Community (LCPs) • Career Advice Australia - A national career and transition support network of advisors and programs Department of Education, Employment and Workplace Relations • LCPs partner with industry and employer groups, schools, professional career advisers, community organisations, parents, young people, youth service providers and other government and community organisations to assist all young people aged 13-19 years to gain the skills, experience and professional guidance to help them achieve a successful transition through school, and from school to further education, training and employment. Transition Advisors (organisations and programs which provide advice on education pathways and career options) Program Providers Funding Agency Description Parents As Career Transition Support (PACTS) • Community Partnerships (LCPs) Department of Education, and Workplace Relations (DEEWR) • PACTS Program workshops and information sessions provide parents with general career transition knowledge and resources to support their young person.
Centrelink • National network of Centrelink offices Centrelink comes under the Federal Department of Human Services (DHS) • Centrelink is an Australian government statutory agency, delivering more than 140 different products and services on behalf of 25 government agencies to the Australian community. Job Network • National network of service providers Department of Education, and Workplace Relations • Job Network is a national network of private and community organisations dedicated to finding jobs for unemployed people, particularly the long term unemployed. Employment transition support programs Short-term programs provided by a number of agencies. Examples include: • Horn of Africa Pathways Program (HOAPP) - Melbourne Citymission, Western Region • Sudanese Employment Program - Eastern MRC • Sport & Recreation Traineeship Program - SpiritWest Services Various funding sources, including: Workforce Department of Planning and Community (DPCD), Melbourne Community Fund; Department of Immigration and Citizenship (DIAC) • Programs focus on supporting refugee young people to make supported transition into employment (e.g. Australian work culture, job seeking, work experience, providing continued support to remain in employment). • Particularly relevant for refugee young people who are disengaged from education and training systems. • E.g. Horn of Africa Pathways Program (HOAPP) was established for young people from the Horn of Africa aged 16 – 26 to access employment, education and training opportunities with particular emphasis on apprenticeship and traineeships.
Local Learning and Employment Networks (LLENs) Thirty-one across Victoria Victorian Department of Education and Early Childhood (DEECD) • The state-wide network of 31 LLENs bring together education providers, industry, community organisations, individual and government organisations to improve education, training and employment outcomes for young people in communities across Victoria. Youth Guarantee in ACE (Victoria) Adult Multicultural Education Services (AMES), Centre for Adult Education (CAE) and 43 approved Adult Community Education (ACE) providers throughout Victoria & Further Education (ACFE) in the of Planning and (DPCD). Youth Guarantee in ACE provides for early school leavers without a Year 12 or equivalent qualification. A specific managed individual pathway (MIP) plan is prepared for each student. Eligible young people have access to accredited education and training programs until they complete Year 12 or equivalent. Youth Transition Support workers provide input and assistance where appropriate. Transition Advisors (organisations and programs provide advice on education pathways and career options) Program Providers Funding Agency Description
Transition Support Initiative • Berry Street Victoria • Djerriwarrh Employment and Education • Taskforce Community Agency Inc • St Luke’s Anglicare • Cutting Edge Youth Service Cobram • Centacare – Catholic Diocese of Ballarat Inc • The Salvation Army (Victoria) Property • The Salvation Army Property Trust • Western Workplace Learning • BAYSA Limited • Western Workplace Learning Youth Transition Support Initiative locations in the following Local Learning and Employment Network (LLENs) areas: • Baw Baw Latrobe • Brimbank Melton Frankston Mornington • Frankston and Mornington Peninsula • Goldfields (Greater Bendigo, Central Goldfields and Mt. Alexander LGAs) • Goulburn Murray (City of Greater Shepparton, Shire of Moira and the Shire of Strathbogie LGAs) • Highlands (Ballarat, Hepburn, Moorabool, Pyrenees and Golden Plains (Northern) LGAs) • Hume Whittlesea • Inner Northern (Darebin, Moreland and Yarra LGAs) • Maribyrnong and Moonee Valley • Smart Geelong (Greater Geelong, Surf Coast, Queenscliff and Golden Plains (Southern) LGAs) • South Eastern (Greater Dandenong, Casey and Cardinia LGAs) • WynBay (Wyndham and Hobsons Bay LGAs) Victorian Department of Education and Childhood (DEECD) • The Transition Support Initiative assists disengaged young people aged 15 to 19 to obtain a sustainable education, training or employment option. • Twenty-four transition support workers are employed by funded organisations across 12 of 31 Local Learning and Employment Network areas (LLENs) within Victoria. These areas were selected based on rates of Year 12 or equivalent completion and numbers of young people who are not in education, training or full time employment. • Transition support workers provide tailored assistance to access support services and to re-engage in sustainable education, training or employment options.
Youth Pathways Program (YPP) in ACE (Victoria) In 2008, Adult Multicultural Education Services (AMES), Centre for Adult Education (CAE) and 36 approved Adult Community Education (ACE) providers throughout Victoria Adult & Further Education (ACFE) in the of Planning and (DPCD). YPP in ACE provides for early school leavers without a Year 12 or equivalent qualification. It offers up to 800 hours of learning and support in accredited education and training programs. A specific managed individual pathway (MIP) plan is prepared for each student to guide students in a learning eor employment pathway. Consultation and is available from Local Learning and Employment Networks (LLENs). Education & Training Pathways to Employment for 16 year old plus migrants and humanitarian entrants in Victoria