PROGRAM
This program aims to create effective pathways for school refusers, chronic truants, young offenders and socially isolated young people to further education and training leading to employment in the skills shortage areas.
The program aims to continue building the students’ foundation, literacy and numeracy skills to lay the groundwork for effective employability skills.
The program leads to the award of a Certificate 1 in Foundation and Vocational Education in addition to an enhanced Certificate 1 in Access to Work and Educational Opportunities, and subsequently to CGVE, TPC and vocational courses.
The program operates two days per week Tuesday and Thursday from 930am until 300pm and on Wednesdays from 1pm until 4pm. The program provides support in the School Certificate, Certificate General in Vocational Education, TPC and HSC. The program is delivered in collaboration with OTEN and SDEHS
PARTNERSHIP
The course builds on a current successful HYPAR initiative working with a number of key agencies and volunteers in the Glebe Community. The agencies include Glebe Youth Services, DET Sydney regional Office personnel including the Home School Liaison Officer, the Aboriginal Community Liaison Officer, Regional Welfare Consultant, OTEN, SDEHS, Glebe Chamber of Commerce, City of Sydney Council, Redfern PCYC, Alexandria Park Community School, green Square SSP and the Glebe Firestation Community Centre. The program first commenced in 2004 on a much smaller scale and provided support to the School Certificate through SDEHS.
In 2005, the program grew through enrolments to 12. As well, co-enrolment with OTEN was initiated.
In 2006, the number of enrolments has grown to 28 students and now provides support to students enrolled in FAVE, School Certificate, Certificate General in Vocational Education, TPC and HSC.
STUDENTS
Students enrolled in this program come from the local area Glebe, though some attend and travel from neighbouring districts. 60% of students identify as Aboriginal or Torres Strait Islander. All students enrolled in the program have a history of chronic non attendance in the school system. There is a ratio of 18 females to 10 males. Many of the students are facing or involved in Juvenile Justice matters. There are 3 young mothers and 2 imminent mothers-to-be. The students come from socio-economically disadvantaged backgrounds and many have a history of alcohol and drug abuse.
STAFFING
The program is staffed with two DET-TAFE teachers from Adult Basic Education and Outreach, and a DET-School’s teacher. These teachers provide support across the curriculum. Two of the teachers have over 20 years teaching experience in the DET School’s system and as such are very familiar with the school curriculum. As well one of the teachers has a strong Aboriginal teaching perspective gained from work in the remote areas of Northern Territory and Queensland.
Volunteers are an integral part of the program. They are members of the local community who assist students 1:1 with their modules. As well, the volunteers form part of a MENTORING program with the students.
Glebe Youth Services also rotates its staff on the program to assist in the mechanics and running of the days.
FUNDING
DEST – Literacy and Aboriginal Education are the main funders of the current program. Funding is unreliable and contestable but enjoys full support in the Institute and the community. It is uncertain as to whether this successful program will run next semester due to funding availabilities.
LOCATION
The GYS is located in Glebe Point Road on major bus routes from Central. Formerly a large cinema, classes are held in a large upper level loft. The centre is youth friendly and is indeed a place where students feel comfortable and are familiar with the environment. Furnishings are simple.
A TYPICAL DAY
The doors open for classes at 930am. Students have until 10am to enter the building, after which no access is allowed. Students commence the day going through the mail that has been delivered from OTEN or SDEHS.
They continue working on their individual modules assisted by the teachers and volunteers. The modules the students work on are either delivered wholly by TAFE or are sent by OTEN / SDEHS. This individual session continues till 11 am. At this time the students have a short break of 15 minutes. From 11.15 until 1pm all students take part in formal CORE LESSONS as a group. These lessons may be in English, Mathematics or even module related disciplines.
At 1.00pm students have a lunch break of 45 minutes. Lunch is provided on a daily basis and the students make their own lunches. Lunches are usually sandwiches and fruit and occasionally hot lunches are served as well. The GYS funds provision of meals.
From 1.45 – 3.00pm students return to continue their module related work or are given supplementary group lessons according to their needs.
THE POINT REWARD SYSTEM
To address issues regarding attendance and performance a rewards scheme has been initiated in 2006.
Under this scheme all students who attend before 10am and remain until classes are dismissed are given 1 point for each attendance. As well, throughout the day students are awarded points for participation and completion of work from their CORE LESSONS. Teachers may award students points based on the merit of their work. This merit is based NOT on a comparison of one individual to another, but rather on the quality of the work given the nature of the student.
Students who gain a certain number of points by the end of the school term can then have those points translated into vouchers for shopping, books, mobile phone chargers etc.
The upshot of this system has been that students who prior to this occasion were incapable of sitting in a group learning situation like a formal classroom, are now eager to listen contribute and learn in such an environment. GYS funds this point system through support by local business communities.
MENTORING PROGRAM
A new initiative in 2006 has seen the introduction of a mentoring program. Valued members of the community have completed a TAFE mentoring program and are available to the students as mentors outside the normal teaching days of the program. Whilst the volunteers may not necessarily work with the students on academic matters, they are there also to provide further support in personal matters and can advocate on behalf of the students in various matters.
Students have an opportunity to take on work experience programs through this Mentoring Program.
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A couple of the workers from the CANA Project: Rod with teacher Monica Lloyd and Tony
