Learn Earn Legend Indigenous Education Forum 2010

1. Learn Earn Legend Indigenous Education Forum 2010 • 2010 Indigenous Year 12 Transition and Career Pathway Program

2. 2010 Indigenous Year 12 Transition & Career Pathway Program • WHAT?

3. Learn Earn Legend Indigenous Education Forum 2010 • Pilot Program • Enhance Indigenous youth transition and attainment focusing on the transition from school to employment or further education

4. 2 Stages • Stage 1 – Develop a tailored ‘Transition Experience’ for students according to the individual school environment and catchment area. Targeting school with current Indigenous Year 12 Students.

5. 2 Stages • Stage 2 - The second stage of the pilot is to develop an informed forum. • The objective of the forum is to develop a holistic process to raise the capacity of schools to access services, information and advice to develop Effective Models of Practice for Indigenous students to access transition pathways into work, post school education and training.

6. WHY?

7. Education is at point in time where all Australian education systems are being challenged to ‘close the gap’ between Indigenous and non-Indigenous student outcomes.

8. We know there are specific challenges facing our indigenous youth with respect to education and training, and engagement with education and training providers. In order to help with these challenges and present the youth with opportunities, specific projects and programs are being developed in line with current and known research initiatives and in line with National and State policy.

9. COAG – National Indigenous Reform Agreement (NIRA) • The NIRA captures the objectives, outcomes, outputs, performance measures and benchmarks that all governments have committed to achieving through the various National Agreements (NAs) and National Partnership (NP) Agreements to achieve the six Council of Australian Government (COAG) targets.

10. The six COAG Closing the Gap targets are to: • close the gap in life expectancy within a generation • halve the gap in mortality rates for Indigenous children under five within a decade • ensure all Indigenous four-year-olds in remote communities have access to early childhood education within five years • halve the gap for Indigenous students in reading, writing and numeracy within a decade • halve the gap for Indigenous students in Year 12 attainment or equivalent attainment by 2020 • halve the gap in employment outcomes between Indigenous and non-Indigenous Australians within a decade.

11. The Department of Education and Training's Closing the Gap Education Strategy has three key targets: • to halve the gap in Year 3 reading and numeracy by 2012 and • to close the gap in student attendance by 2013 • To close the gap in Year 12 retention by 2013

12. WHO?

13. Project Partners • Department of Education and Training • Indigenous School Support Unit NQ (ISSU) • DEEDI - Indigenous Employment & Training Support Officers (IETSO) • Community Education Counsellors (CECs) • SITLink (School Industry Training Link) • Service Providers

14. Department of Education & Training • Our purpose is to engage Queenslanders in lifelong learning through education and training to enrich their lives. • deliver effective and engaging educational programs to ensure that every day, in every classroom every state school student is learning and achieving. • closely monitor schools to identify ways we can continuously improve education for young people. • Delivery and regulation of high-quality vocational education and training programs and services, as well Providing advice on higher education priorities.

15. Indigenous School Support Unit NQ (ISSU) • The Department of Education and Training 's Indigenous Schooling Support Units (ISSUs) work with schools, families and communities to improve educational outcomes for Aboriginal and Torres Strait Islander students.

16. Indigenous Schooling Support Units deliver • Quality teaching and learning - through professional development for teachers to equip them with skills that enhance Indigenous student achievement • Student services - effective and coordinated services for Indigenous children and young people from birth to employment • Workforce support for staff that are knowledgeable, proactive and engaging for students and parents and who accept personal accountability for improving Indigenous student performance • Leadership to inspire education leaders who expect and promote quality education and care and high achievement for Indigenous students and strengthen Indigenous staff advancement opportunities • Cultural safety so that school culture, curriculum and teaching practice reflect, understand and value Indigenous cultures

17. DEEDI - Indigenous Employment & Training Support Officers (IETSO) • Maximise employment opportunities for local indigenous people by: • Providing local, culturally appropriate mentoring and support for indigenous apprentices, trainees and vocational students • Providing support to improve planning of relevant training services, local decision-making and effective training delivery • Supporting young indigenous people who are seeking opportunities for re-engagement to education and/or training • Ensuring those who have completed training and employment programs maintain their skills through the provision of employment and training opportunities

18. Community Education Counsellors (CECs) • Provide educational counselling and support to Aboriginal and Torres Strait Island Students • Participate in the development of activities in and out of school to enhance Community Partnerships • Provide information to establish and maintain links that will encourage and support the learning of ATSI students • Provide advice and information • Implement and provide cross cultural awareness training to the broader school community • Provide counselling and support to ATSI students and establish networks for culturally appropriate services

19. SITLink • Set up by Townsville Skills Formation Strategy, Education Qld, Dept State Development (now DEEDI), Training Qld, and Career Advice Australia Orgs • To directly respond to issues identified through Tsv Skills Formation Strategy – Construction Engineering and Manufacturing in relation to challenges both industry and schools had in interacting with one another • The Intention – create a localized strategy which links schools, employers and training organizations to ensure transition of school students to local employment to respond to the skill shortage being experience in Townsville and the region. • The strategy will build on and link existing efforts toward a coordinated response as well as creating activities where gaps are identified

20. WHAT ABOUT ME? • WHERE DOES YOUTHINVEST FIT?

21. YouthInvest • Is the Chamber of Commerce & Industry Queensland successful tender under the School Business Community Partnership Broker Program • The School Business Community Partnership Broker Program is funded by the Commonwealth of Australia as represented by the Department of Education Employment and Workplace Relations. • Our role is to • Broker sustainable, strategic partnerships between and among the key stakeholder groups to improve education and transition outcomes to support young people to remain engaged, or reengage in education or training and realise their full social and economic potential • The stakeholder groups • Education & Training Providers • Business & Industry • Parents & Families • Community groups

22. YouthInvest • This program is part of the Australian Government’s contribution to the Youth Attainment and Transitions National Partnership • This agreement contributes to the following outcomes; • Increased participation of young people in education and training • Young people make a successful transition from school to further education, training or full-time employment • Increased attainment of young people aged 15-24 including indigenous youth

23. YouthInvest Partnership Brokers – Region 13, 14 and 16 • North West – Region 16 – Zoe Dark, Louise De Busch • Mackay – Region 13 – Julie Shuttleworth, Nicolette Frost • Northern – Region 14 - James Alley, Melissa Steedman

27. Service providers survey • Conduct surveys with service provider in each of the regions • Collate the responses for a report and for a ‘directory’ • Help with write up and delivery of the report • Report to all involved (schools, services parents) through the forum or other means • Identify those organisations that will participate in the transition experience program • Help develop the concept for the ‘transition experience’.

28. Transition Experience • Help develop the concept • Bring the service providers into the partnership to develop and participate in the transition experience • Follow up with service providers on the ‘transition experience’ student uptake, outcomes etc • Forum • Help develop the concept • Help facilitate the forum

29. HOW?

30. What asking of Schools: • Participate in a face-to-face interview with the Transition and Career Pathway Pilot (TCPP) team (August) • Provide details of 2010 Indigenous Year 12 students aspirations to provide input to the development of the pilot “Transition Experience” • Agree on the activities of the “Transition Experience” developed by the (TCPP) team • Provide space in the Year 12 timetable for Indigenous students to participate in the “Transition Experience” (October/November)

31. What asking of Schools: • Contribute to feedback about the outcomes for the students who participated (end Nov/early Dec) • Provide authority for your Community Education Councellor to undertake a destination survey for Indigenous students in year 12 (February 2011) • Enable your transition team to participate in a Forum in Mid May or early June to share the outcomes of stage 1, to share effective models of practice and to provide input into the development of a set of actions to enhance future activity.

32. What asking of Service Providers and Parent Groups: • Participate in a face-to-face interview with the Transition and Career Pathway Pilot (TCPP) team (August) • Provide details of how the service can contribute to the pilot “Transition Experience” • Provide input to the development of the pilot “Transition Experience” programme • Agree on the activities of the “Transition Experience” developed by the (TCPP) team

33. What asking of Service Providers and Parent Groups: • Provide space in the Organisations operations for Indigenous students to participate in the “Transition Experience” at the workplace or at the School (October/November) • Contribute to feedback about the outcomes for the students who participated (end Nov/early Dec) • Provide information regarding the number of Indigenous Students engaged in the service and to undertake a destination survey those participants • Enable your service team to participate in a forum in Mid May or early June to share the outcomes of stage 1, to share effective models of practice and to provide input into the development of a set of actions to enhance future activity.

34. The Survey • The Time Line

41. Where are we at?

42. Currently our primary focus is on reaching as many service stakeholders as possible to complete the survey. • Develop agenda and workshop/consultation format for service providers and interaction with schools and families • Development of a one off ‘directory’ for schools, service providers and families (from results of surveys) • Investigation into how this can be sustained with this specific focus on these youth services

43. What we have found • Some inconclusive findings

44. Schools are at a variety of stages • Providing a variety of different programs for their students • Linking to a variety of different services in the community • Generally youth are not engaging with Centrelink until they are at a crisis point • At this time they do not even have the basics documents needed for them to progress or get needed services and assistance

45. Generally the documents and info needed are; • Bank account • Birth Certificate • Medicare Card • Tax file number • Information regarding tax returns and consequences • Information regarding superannuation, beneficiaries and how to fill in the forms • Enrol to vote • Consequences for not voting – federal, state and local

46. The Future

47. Currently 2010 concentration on Yr 12 Students • 2011 and beyond – will be looking to include the transition points from yr 8 to yr 12 • Improving on the 2010 programme

48. Your Thoughts

49. Do you know of anything like this happening in your region?

50. How can we make this project work with respect to • PARENTS