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Students + Community = Completions
A Partnership Model of Success
Blue Mountains CollegeAccess General Education
andMountains Youth Service Team
Introductions
Jann Dillon – Head Teacher
General Education – Blue Mtns College
Ngulla Murrandah – CGVE Coordinator
Blue Mtns College
Maggie Kuypers – Youth Early Intervention Worker
Mountains Youth Services Team
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Background to the model
CGVE cohort : 2004/2005 had complex issues• Drug and Alcohol• Homelessness/Accommodation• Anger management• Juvenile Justice/Legal• Mental Health• Low self-esteem• Poor attitude to learning
Completion rates for CGVE were averaging 50% but slowly declining
More students were presenting with complex issues beyond being disengaged with education
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Background to the model
A meeting was convened with community and youth agencies to see how some of these issues could be addressed
• Mountains Youth Services Team• Police• Centrelink• Refuges• Secondary schools
Previous community networking assisted
Case Management was seen to be a best practice model to help students overcome these issues.
Services offered “in kind support” to assist TAFE students
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Development of the model
Mountains Youth Services ‘Sunday Group’• Geoff Toole worked with young at risk • Accredited educational program negotiated with TAFE• Equity Initiatives funding utilised
TAFE would deliver a CGVE model to the ‘Sunday Group’ students
MYST would provide support to the students•Transport•Food•In class support•Out of class support
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Evolution of the model
Equity CGVE
2006 – 2008
• Very high proportion Aboriginal• Designated room, high
teacher/student ratio• MYST in class support• Flexibly delivered• 15 -20 enrolments
Mainstream CGVE
2004-currentStudent selection• Students interviewed- 2 teachers • Student orientation• Student literacy/numeracy screen• MYST case management• Reduced class attendance time• Integrated delivery• Teacher selection• Assignments: Cross-referenced
Our resultsWhat we noticed!
Completions: in 2005/2006 completions were around 50%
2007 saw an increase to 65%
2008, continued to rise 67%
The interaction of MYST with students was now an ongoing involvement.
Maggie was devoting each Wednesday to TAFE
Other services were also ‘dropping in’ regularly
Students could access support more easily when needed
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The Model Today
Maggie is a regular at TAFE- her contact number is on the staff contact list
Teachers can focus on education while accessing support when needed
Many other educational programs arise due to community interaction
Graduating students are advocates for TAFE delivery- key note speakers at graduation ceremonies
Several youth-oriented case management programs have developed• Young Mums Support• Juvenile Justice• Ylead: Youth Leadership Program• Katoomba/Springwood Refuge• Youth Accommodation Services
Our goal was to build community around students,
-to support the blurred line between TAFE and “Life”
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Mountains Youth Services Team
Role of Youth Services Worker• Support and Advocacy (on-campus and off-campus)• Referral • Transport• Young Mums Program• Centrelink• Sourcing resources eg. Computers
Arrange community agency visits as part of Humanities Units
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The measureable and
non-measureable stuff
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2004 2005 2006 2007 2008 20090%
10%
20%
30%
40%
50%
60%
70%
80%
BLUE MTNS
WSI
NSW TAFE
What can you do?
Network with community agencies- how?• Attend meetings/ request meetings• Speak to the local neighbourhood centre to connect with groups:
Youth/ women’s groups/ NESB & CALD/ Job Network/ Centrelink/ local council/ local library/AECG/ Aboriginal Land Councils/
• Consider which groups are appropriate– invite them to TAFE or meet within the community
• Let your MEP know- they may want to come along! • Share community connections with colleagues- TAFE is a strong,
vibrant, learning organisation• People in the community know the TAFE brand- this can be both
positive and negative
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Remember
TAFE can’t work with community
With over 3500 staff,
Tens of thousand of students
Links with industry etc
We are part of the community,
not separate from.........
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