Acknowledgments
The Highlands Local Learning and Employment Network would like to thank the following people for assisting and providing information for this guide, ‘In 500 Metres Turn Left’:
> Aboriginal Literacy Foundation > David Perrin > AIME - Emily Murphy > Bacchus Marsh College - Warwick Beynon, Karen Ibrihim, Heath Pritchard and Jodie Waller > Ballarat Grammar - Brad Fry > Ballarat High School (REAL school) - Sue Jackson and Gary Palmer > Ballarat Secondary College - Simon Haber and David Stuchbery > Beaufort and Skipton Health Service - Nicole Petrass > Beaufort Community House - Pauline Ball > Beaufort Secondary College - Karl Schier, Heather Higgins and Philip Kynoch > Brenda Muscat Consultant - Brenda Muscat > CAFS Bacchus Marsh - Michelle O’Brien > CAFS – CONNECT Mentoring - Shane Murphy > Centre for Multicultural Youth - Barry Petrovski > City of Ballarat - Jodie Downey > Education Alliance - Steve Kuhn > Flashdrive Beyond the Classroom - Jenny Sheriff > Golden Plains Shire Council - Tom Mullane-Grant > Hepburn Shire Council - Adam McSwain > Lead On Ballarat - Rebecca Stewart > Loreto College - Judith Potter > Moorabool Shire Council - Rikki-Lee Farrer and John Perham > Phoenix P-12 Community College - Scott Dellar and Maree Hall > Pyrenees Advocate - Angela Gerrard > Pyrenees Shire Council - Maria Loriente > School Focussed Youth Service - Kerryne Carr > The Smith Family - Brenton Hancock > St. Patrick’s College - Stephen Hill > United Way - Elizabeth Bowden > Victoria Police Bacchus Marsh - Jim Ross > Youth @ Federation College Ballarat - Eliza Lane > Youth Connections - Melissa Cavanagh, Deeane Hastings, Chris Lang, Rarl Liersch, Emma Lewis and Amira Willingham
Highlands llen - In 500 Metres Turn Left 3 About the Highlands Local Learning and Employment Network
Our Vision All youth in our communities are successfully engaged in education, training or employment
Our Mission To create partnerships which support the learning and career pathways for all youth within our communities
Core Values & Goals > Acceptance of diversity and choice > Quality learning and employment opportunities for all youth > Advocating for appropriate transition support for all 10-19 year olds > Strengthening partnerships, networks and community capacity to support youth
Our Work At Highlands Local Learning and Employment Network Our Workplace Learning Co-ordinator Program assists (HLLEN) we work on a pretty simple principle - young young people aged 15-19 to access quality work place- people who complete Year 12 or complete industry based ment opportunities, including Structured Workplace FHUWL½FDWHVKDYHDPXFKEHWWHUFKDQFHRIOLYLQJXSWRWKHLU Learning (SWL), School Based Apprenticeships and aspirations via further education and/or employment. Traineeships (SBATS) and Work Experience. Basically, we work towards ensuring young people achieve their education, training and employment dreams. Our Career Hub helps people of all ages to understand the work place, education pathways and We cover the local government areas (LGAs) of Ballarat, options that are available. Resources include career Moorabool, Pyrenees, Hepburn and Golden Plains North. information, job search and community events. We can Across Victoria there are 31 Local Learning and Employ- also provide assistance with job preparation. ment Networks. The way we work differs from town to town and from program to program. Our services are VETiS programs help students learn about a particular created to meet our community needs and include: job or vocation whilst still at school. Our VET in Schools Cluster Co-ordinator manages VETiS programs offered Our Partnership Brokers bring together schools, across our region. Many of the VETiS programs count parents, council, organisations and community to share towards VCE or VCAL and they can also assist in UHVSRQVLELOLW\IRUWKHLU\RXQJSHRSOHDQGORRNDW½QGLQJ gaining employment or further education at TAFE, RTOs or solutions to keeping young people in education, training University. and employment programs where they exist. We may also work to create new ways to educate or train if things are not working for the young person. We are partners in many programs.
mates Mentoring is an easy and effective model for all schools to run at very little cost. Mates matches students (Mentees) in school with a volunteer (Mentor) from the local community.
4 Highlands llen - In 500 Metres Turn Left
Contents
Acknowledgements ...... 3 Section 4 – Matching Programs and Models to Themes ...... 59 About the Highlands Local Learning and Employment Network ...... 4 Section 5 – Case Studies ...... 61
Section 1 - Introduction ...... 6 5.1 ACTIV8 ...... 61 5.2 mates ...... 64 Section 2 – Current Provision and Relevant Data ...... 6 5.3 DOTS ...... 66 2.1 Existing Programs and Models ...... 6 5.4 BYCN ...... 68 9LFWRULDQ&HUWL½FDWHRI$SSOLHG Learning (VCAL) ...... 9 Section 6 – What Now? ...... 71
9LFWRULDQ&HUWL½FDWHRI(GXFDWLRQ 9&( ...... 9 Section 7 – Appendices ...... 72 2.4 Vocational Education and Training (VET) ...... 9 Appendix 1 - Agencies, Organisations and 2.5 Australian School-based Apprenticeship ...... Schools Contact Lists ...... 72 (ASBA) ...... 10 Appendix 2 - Useful Websites for Highlands 2.6 Taster Courses ...... 11 Region ...... 77 2.7 Victorian Apparent Retention Appendix 3 - Successful Interventions for Rates (ARR) ...... 11 Improving Student Engagement ...... 79 2.8 Victorian Apparent Retention Rates: Appendix 4 - Abbreviations and Acronyms ...... 80 2011 – 2012 for Indigenous Students ...... 11 Appendix 4 - Glossary ...... 81 2.9 Victorian Year 12 Attainment Rates ...... 12 Appendix 5 - List of Tables ...... 82 2.10 Destinations of 2012 Year 12 or Equivalent ...... Completers – Highlands and Victoria ...... 13 2.11 Destinations of 2012 Early School Leavers ...... 14 2.12 Reasons for Disengagement or at-risk of Disengaging from Education ...... 15
Section 3 – Alternative Programs and Models within the Highlands LLEN Region in 2013 ...... 16
3.1 Ballarat LGA ...... 16 3.2 Golden Plains LGA ...... 36 3.3 Hepburn LGA ...... 40 3.4 Moorabool LGA ...... 45 3.5 Pyrenees LGA ...... 53 3.6 Network Models ...... 57
Highlands llen - In 500 Metres Turn Left 5 Section One Introduction
The Highlands Local Learning and Employment Net- work (HLLEN) has created this guide to provide infor- mation to schools, education practitioners, community, parents and industry regarding programs and models within the Highlands LLEN region aimed at improving retention of young people in education and/or training. The objective of this guide is to build a better understanding of educational programs and models available to young people apart from or in addition to mainstream delivery within secondary schools.
Over many years, a growing body of evidence has shown that if schools, parents, community and industry work Section Two together, a student’s school outcomes can be improved. When partners work collaboratively, they are more likely Current Provision to ensure that every child succeeds in school and then transitions into further education and/or employment and Relevant Data successfully. 2.1 Existing Programs and Networks A range of alternative or additional programs to assist with successful transitions have been developed by schools and In the Highlands region, a range of programs and mod- organisations in response to issues being experienced by stu- els are offered to secondary school students. Some of dents. Often vocational or hands-on learning is utilised in these the programs and models which now exist as core ele- alternative approaches. Some of these programs and mod- ments of schools’ learning frameworks have arisen from els are trialled for a short period, whilst others have endured. alternative models of teaching and learning. Examples of these programs can be found across the regions’ second- This guide presents models and programs that existed in ary schools and include programs such as peer/mentor the Highlands region during 2013 . Whilst effort has been support, tutorial/learning advisory groups, wellbeing and made to present all programs in the region, it is possible pastoral care, individualised learning and wellbeing plans, WKDW VRPH PD\ QRW KDYH EHHQ LGHQWL½HG :LWK WKLV LQ Managed Individual Pathways (MIPS), work experience, mind, we invite submissions from schools and organisa- house groups, exchange programs, Year 9 curriculum/ tions for inclusion in subsequent editions. The purpose middle years programs, school camps, city experienc- of this guide is not to evaluate these alternative or ad- es, social service, volunteerism, student representative ditional programs or models; they are simply presented councils and other leadership programs. for consideration.
6 Highlands llen - In 500 Metres Turn Left
Yuille Park CC Park Yuille
St Patricks College Patricks St
College
Phoenix P-12 P-12 Phoenix
College
Mount Clear Clear Mount
Loreto College Loreto
Federation College Federation
Daylesford SC Daylesford
Damascus College Damascus
Beaufort SC Beaufort
Ballarat SS Ballarat
Ballarat SC Ballarat
School
Ballarat High High Ballarat
Ballarat Grammar Ballarat
College Ballarat Christian Christian Ballarat
Yes Yes Yes Yes Yes No Yes Yes Yes Yes No
College Bacchus Marsh Marsh Bacchus
Yes Yes Yes No Yes Yes Yes No No
Grammar Bacchus Marsh Marsh Bacchus YesYes YesYes Yes YesYes Yes YesYes Yes YesYes Yes Yes Yes YesYes Yes Yes Yes Yes YesYes Yes Yes Yes YesYes Yes Yes Yes Yes Yes YesYes Yes Yes Yes Yes Yes Yes YesYes Yes Yes Yes Yes Yes Yes Yes YesYes Yes Yes Yes Yes Yes Yes NoYes Yes Yes Yes No Yes Yes Yes YesYes Yes Yes Yes Yes Yes Yes Yes No Yes YesYes Yes Yes Yes Yes Yes Yes Yes Yes Yes YesYes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No Yes Yes No No Yes Yes Yes Yes Yes Yes Yes Yes Yes No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No Yes Yes Yes Yes No Yes Yes Yes Yes Yes No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No Yes No Yes Yes Yes Breakfast Program Breakfast Camp/Outdoor Ed Advice Careers City Experiences Exchange Cultural Farm/Sustainability House Groups Individual Learning Individual Wellbeing SRC Leadership/ Learning Advisory/Tutor Support Peer/Mentor Transition Secondary Volunteering Service/ Transition Tertiary Program Wellbeing Experience Work Years/ERU 9/Middle Yr.
TABLE 1: Programs and models for secondary students in the Highlands region students secondary and models for 1: Programs TABLE to school entire usually populations offered These are and practice students as programs with provide standard an opportunity to engage within their school community and be DFWLYHOHDUQHUV7KLVLVDOVRWUXHZLWKLQWKHZLGHUFRPPXQLW\&OXEVUHODWLQJWRVSRUWVHUYLFHDQG RWKHUSXUVXLWVRIWHQSURYLGHPRUHWKDQVNLOOGHYHORSPHQWLQWKHUHOHYDQW½HOG individual these identify to seek not does guide this Though people. young of groups and individuals of wellbeing the promote which skills of development the encourage also they people. in engaging young of these models and groups the contribution it does recognise schools and the region, across programs
Highlands llen - In 500 Metres Turn Left 7
St Patricks College Patricks St
College
Phoenix P-12 P-12 Phoenix
College
Mount Clear Clear Mount
Loreto College Loreto
Federation College Federation
Daylesford SC Daylesford
Damascus College Damascus
Beaufort SC Beaufort
Ballarat SS Ballarat
Ballarat SC Ballarat
School
Ballarat High High Ballarat
Ballarat Grammar Ballarat
College
Ballarat Christian Christian Ballarat
Bacchus Marsh SC Marsh Bacchus
Grammar Bacchus Marsh Marsh Bacchus No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes YesYes No YesYes Yes No YesYes Yes Yes Yes Yes Yes Yes Yes NoYes Yes Yes Yes No Yes No Yes Yes Yes Yes Yes No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No Yes Yes No Yes Yes Yes Yes No Yes Yes Yes Yes No No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No Yes Yes Yes Yes No No No Yes Yes Yes No Provided Provided VCAL Provided VCE in Participated Programs VET Cluster Provided Programs VET Internal ASBA Students Participated in or offered offered or in Participated courses Taster School has a facility VET delivery
The traditional programs and models offered to secondary students within the secondary schools in the courses. Highlands VET, ASBA and Taster region VCE, VCAL, for are and employment the training further education, pathways into provision of curriculum and 2013 for in the Highlands region students secondary and models for curriculum/pathway programs 2: Traditional TABLE
8 Highlands llen - In 500 Metres Turn Left 9LFWRULDQ&HUWL½FDWHRI$SSOLHG/HDUQLQJ (VCAL)
7KH 9LFWRULDQ &HUWL½FDWH RI $SSOLHG /HDUQLQJ 9&$/ LV a hands-on option for students in Years 11 and 12. The VCAL provides students with practical work-related experience, as well as literacy and numeracy skills and the opportunity to build personal skills that are important IRUOLIHDQGZRUN/LNHWKH9LFWRULDQ&HUWL½FDWHRI(GXFDWLRQ 9&( 9&$/LVDQDFFUHGLWHGVHFRQGDU\FHUWL½FDWH
In Victoria in 2013, there were 22,853 VCAL enrolments – 62% within government schools, 13% within Catholic schools, 3% within independent schools, 22% within TAFE/ACE/ other. In the Highlands region, there were 628 VCAL enrolments in 2013 – 55% within government schools, 7.6% within Catholic schools, 7.8% within independent 2.4 Vocational Education and Training (VET) schools, 29.6% within TAFE/ACE/other (LLEN Data Disk). Vocational Education and Training (VET) enables students WR JDLQ TXDOL½FDWLRQV IRU DOO W\SHV RI HPSOR\PHQW DQG 9LFWRULDQ&HUWL½FDWHRI(GXFDWLRQ 9&( VSHFL½FVNLOOVWRKHOSWKHPLQWKHZRUNSODFH9(7LQWKH VCE or VCAL allows students to include vocational studies 7KH 9LFWRULDQ &HUWL½FDWH RI (GXFDWLRQ 9&( LV DZDUGHG ZLWKLQWKHLUVHQLRUVHFRQGDU\FHUWL½FDWH6WXGHQWVXQGHU - to students who successfully complete their secondary take nationally recognised training from either accredited education. It is recognised internationally, and provides state curriculum or national training packages which may pathways to employment as well as to further study at contribute to their VCE and/or VCAL. university and TAFE (Technical and Further Education). VETiS (Vocational Education and Training in Schools) is The VCE is usually completed in Years 11 and 12, but a key component of the Victorian Government’s strategy can be started in Year 10. About half of Victoria’s Year 10 to increase student retention, improve Year 12 or students undertake some VCE units. Within the VCE, equivalent completion rates, and address skill shortages students can undertake vocational education and training by providing options for all students. (VCE VET); this can be via School Based Apprenticeships or a VET in school program. In Victoria in 2013, there were 68,463 VETiS enrolments – 56% within Government schools, 18% within In Victoria in 2013, there were 91,791 VCE enrolments – 52.5% Catholic schools, 9% within independent schools, within government schools, 22.2% within Catholic schools, 17% within TAFE/ACE/other (VCAA data). In the 21.8% within independent schools, 3.5% within TAFE/ACE/ Highlands region, there were 988 enrolments in other. In the Highlands region, there were 2,670 VCE 2013 – 57% within government schools, 19% with- enrolments in 2013 - 43% within government schools, in Catholic schools, 13% within independent schools, 26% within Catholic schools, 29.5% within independent 11% within TAFE/ACE/other. (LLEN Data Disk). schools, 1.5% within TAFE/ACE/other. (LLEN Data Disk). Source: DEECD www.education.vic.gov.au
Highlands llen - In 500 Metres Turn Left 9 2.5 School Based Apprenticeship and Traineeships (SBATs)
Australian School Based Apprenticeship and Trainee- 107 School Based Apprentices and Traineeships in the ships provide students with the opportunity to com- Highlands region, which was an increase on previous bine practical paid work with structured vocational years. Fifty-six percent were from state schools, 7.5% training as part of their education program to achieve a from independent schools and 36.5% were from the QDWLRQDOO\ UHFRJQLVHG TXDOL½FDWLRQ ,Q WKHUH ZHUH Catholic sector.
Year Levels Age Levels SBAT enrolments Highlands 2009 - 2013 45 50 120 39.2% 38.3% 42.1% 110 40 45 100 40 35 90
35 80 30 29.9% 70 30 25 60 20.6% 25 22.4% 20 14 50 20 9 40 15 15 15 30 10 10 16 10 20 11 5 5 3.7% 17 10 1.9% 1.9% 0 0 12 18 0 2013 2012 2011 2010 2009
SBAT enrolments in Highlands LLEN Region 2013, sorted by Industry 25
20
15
10
5
0 Agriculture & Horticulture Animal Handling (AUR05) Automotive Industry Building & Construction Business Services & Health Community Service Entertainment Community & Recreation - Racing Community & Recreation - Recreation Community & Recreation - Electrical & Electronics Food Processing Furnishing Information Technology Metals & Engineering Printing Events Tourism, Hospitality & Transport & Storage Personal Services Wholesale Retail &
NOTE: Enrolments in the Printing sector relate to First Aid undertaken by the Training Institute of Australia. Students may appear twice in this data.
10 Highlands llen - In 500 Metres Turn Left 2.6 Taster Courses
Taster programs are designed for young people aged 15–19 years in Years 9–12 interested in sampling a selected industry pathway. The programs provide hands-on skills training and practical experience in an industry based learning environment. Through the facilitation of taster programs, offered in partnership with a range of organisations during 2013, the Workplace Learning Coordinator Program provided learning opportunities through taster courses for 98 students in the Highlands region in a range of industries.
2.7 Victorian Apparent Retention Rates (ARR)
Year 10–12 apparent retention rates refer to Year 12 enrolment of students in full-time school education (FTE) expressed as a proportion of Year 10 FTE enrolments two years earlier.
Apparent retention Apparent retention Year 10 – 12 Year 7 – 12
Non-Govt Non-Govt Year Govt schools All schools Govt schools All schools schools schools
2009 81.1 92.9 85.9 79.3 93.9 85.1 2010 82.4 91.3 86.1 81.0 92.4 85.6 2011 82.8 90.4 85.9 82.6 91.3 86.2 2012 81.3 90.3 85.0 83.0 90.6 86.2 2013 84.4 90.7 87.0 85.9 89.9 87.6 2014 85.5 91.4 88.1 88.4 90.0 89.1
TABLE 3: Victorian Apparent Retention Rates - DEECD data from February School Census
By comparison, for the South-Western Region (of which Highlands is a part), the ARR for 2013 for Year 10–12 was 77.7% (81.5% in 2014) and for Year 7–12 was 78% (84.7% in 2014) - Summary Statistics for Victorian Schools.
2.8 Victorian Apparent Retention Rates: 2011 – 2012 for Indigenous Students
Closing the gaps between the outcomes of Indigenous > halving the gap in employment outcomes between Australians and other Australians is a national priority. Indigenous and non-Indigenous Australians within a All governments in Australia have agreed to work with In- decade (2018). digenous Australians to close these gaps and as an initial focus, governments are pursuing the achievement of the Victorian Apparent Retention Rates: 2011 – 2012 for following targets: Indigenous Students
> closing the life expectancy gap within a generation; Year 7 - 8 131% > halving the gap in mortality rates for Indigenous Year 8 - 9 FKLOGUHQXQGHU½YHZLWKLQDGHFDGH 134.5% > ensuring all Indigenous four years olds in remote Year 9 - 10 66.7% communities have access to early childhood educa- WLRQZLWKLQ½YH\HDUV Year 10 - 11 100% > halving the gap for Indigenous students in reading, Year 11 - 12 62.5% writing and numeracy within a decade (2018); Source: DEECD Data 2012 > halving the gap for Indigenous students in Year 12 or equivalent attainment rates by 2020; and
Highlands llen - In 500 Metres Turn Left 11 The national apparent retention rate for students from Year 7/8 to Year 12 rose from 79.9% in 2012 to 81.6% in 2013. The rate rose in all states and territories, with the smallest rise of 0.4 percentage points in Victoria and the largest rise of 2.7 percentage points in Northern Territory.
Apparent Retention Rates By Gender, States And Territories, 2013
NSW
VIC
QLD
SA
WA
TAS
NT
ACT
50 60 70 % 80 90 100 FEMALES MALES
Source: Australian Bureau of Statistics - www.abs.gov.au/ausstats/[email protected]/Lookup/4221.0main+features42013
2.9 Victorian Year 12 Attainment Rates
The goal of government is to ensure 90% of young people at age 19 have completed Year 12 or its equivalent by 2015.
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 75.8 78.4 78.8 77.2 78.5 77.6 80.0 79.7 79.9 82.5 TABLE 4: Victorian Year 12 attainment rates - DEECD data from February School Census
The Year 12 attainment rate for the Grampians region was 71.3% in 2011, more than 10 percentage points below the Vic- torian attainment rate. Recent data is not available for the Highlands region. The attainment rate for 20 – 24 year olds is more positive for Victoria.
3HUFHQWDJHRI°\HDUROGVZKRKDYHDWWDLQHG 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 Victoria 84.7 8309 85.5 86.1 88.7 86.8 88.1 86.1 88.0 90.1 Australia 83.1 81.2 81.9 83.5 84.2 84.5 85.6 84.1 85.9 86.7 Source: ABS Survey of Education and Work (SEW) 12 Highlands llen - In 500 Metres Turn Left 2.10 Destinations for Year 12 Completers for Highlands LLEN and Victoria (2008-2014) TABLE 5a: On Track Data 2014 > University as a destination is slowly increasing in is the highest since 2009 but not very different to the Highlands but is still below the Victorian average. Victorian average. > VET participation is declining from 2010/2011, lower > 69.6% are in education (including apprenticeships) than Victorian participation rates. FRPSDUHG WR WKH 9LFWRULDQ ½JXUH RI IRU completers > Apprenticeship/ traineeships as a destination have also declined from 10.1% in 2008 down to 7.8% in 2013; a > University and VET combined as a destination drop of 2.3%. The decrease for Victoria was 1.0%. was 47.3% in 2008 and in 2013 was 61.8% for the +LJKODQGV UHJLRQ D VLJQL½FDQW LQFUHDVH RYHU D > Employment is higher for the Highlands region ½YH\HDUSHULRG7KHLQFUHDVHRYHUWKLVSHULRGIRUWKH although is the lowest it has been for six years. The Highlands region was 14.5% whereas for Victoria it ½JXUH LV KLJKHU WKDQ 9LFWRULD DQG DW DOPRVW was only 7.0%. represents one in four young people. Looking for work Highlands llen - In 500 Metres Turn Left 13 2.11 Destinations for Early School Leavers - Highlands and Victoria (2008 – 2014) TABLE 5b: On Track Data 2014 > Except for the 2011 cohort, less Highlands region early > Employment as a destination for early leavers is leavers progressed to VET compared to Victorian similar for the Highlands region and Victoria early leavers > Those looking for work in the Highlands region is > Apprenticeships/Traineeships are higher in the High- higher than Victoria; one in every four Highlands lands region for early leavers compared to Victoria. early leavers for the 2013 cohort (highest value in the The highest percentage was 46.9% for the 2011 co- past six years). hort and has been declining to 26.2% in 2013 14 Highlands llen - In 500 Metres Turn Left - FHZLWKHGXFDWLRQDQG there are a range of barriers barriers of range a are there JLQZKDWLVEHLQJWDXJKWERUH HGE\WKHVHFRQGKLJKHVWEDUULHU²QHJDWLYHH[SHULHQ tions more complex (refer TABLE 6). 6). TABLE (refer complex more tions are disengaging or at-risk of disengaging, indicate disengaging, of at-risk or disengaging are FNRIVXSSRUWLVVXHVZLWKWHDFKHUVODFNRIPHDQLQ counters multiple barriers, making individual situa individual making barriers, multiple counters VXVSHFWHGRUGLDJQRVHGPHQWDOKHDOWKLVVXH³IROORZ GZLWKIDLOXUHIHDURIIDLOXUHGLVFULPLQDWLRQOD ted by Youth Connections staff of young people who who people young of staff Connections Youth by ted 2.12 Reasons for Disengagement or at-risk of Disengaging from Education Disengagement or at-risk of Disengaging from 2.12 Reasons for Connections identified by Youth Education to 6: Barriers TABLE In the Highlands region, initial assessments conduc assessments initial region, Highlands the In to engagement and that each young person usually en usually person young each that and engagement to 7KHKLJKHVWEDUULHULGHQWL½HGE\\RXQJSHRSOHZDV² WUDLQLQJ³7KLVQHJDWLYHH[SHULHQFHPD\EHDVVRFLDWH dom, isolation or lack of help when needed. when help of lack or isolation dom, Highlands llen - In 500 Metres Turn Left 15 Doug Dean Sports Centre, Nandiriog Drive, Delacombe Federation University University Federation Campus, Ballarat Drive, University Mt. Helen Location (shaded ) by and others Department of Educa- Childhood tion and Early (DEECD) Development Partnerships – Youth Alliance Education Phoenix P-12 Community College YMCA Australian Indigenous Australian Experience Mentoring (AIME) University Federation Australia schools secondary Local (2013): Grammar Ballarat Secondary Ballarat College College Mount Clear Phoenix P-12 Community College (Lead Facilitator/Agency (Lead Facilitator/Agency in bold) alternative education setting education alternative Community Community Engagement Literacy Numeracy Pathways Re-engagement Retention Skill Development Community Community Engagement Diversity Cultural Engagement Leadership Mentoring Pathways Support Peer Retention Self-esteem Skill Development Theme Agencies involved - (shaded in an by ), staff DEECD others teaching (shaded ). Each LGA is covered separately. is covered (shaded ). Each LGA within schools education options education success. future pathways to explore and to an individualised timetable following days a week, two music, art, karate literacy, which includes numeracy, DQGSK\VLFDODFWLYLW\WRKHOSGHYHORSVWXGHQWVµFRQ½ and skills. dence Ballarat area Ballarat the skills, opportunities, school students secondary EHOLHIDQGFRQ½GHQFHWR½QLVKVFKRRODQGFRQQHFWZLWK as at the same rate and employment further education their peers. ½YHWLPHVWKURXJKRXWWKH\HDU$,0(PHQWRUVIDFLOLWDWH including of content on a range focussing sessions pathways and goal setting. The identity, leadership, program. tutoring a weekly into also linked are students community > mainstream disengaged from who are people Young > in learning interest re-ignite model aims to The DOTS > attend The students learning. is interest-based DOTS > the 9-12 from Years from Indigenous students > Indigenous give aims to program outreach AIME’s > up to the university out to transported are The students Program information Program Funded by: Funded Department of Education and Early Childhood Development (DEECD) Continuing: 2014 Funded by: Funded AIME Continuing: 2014 Funding Funding Status DOTS DOTS (Develop- ing Other and Talents Skills) AIME Outreach Program Program/ Program/ Model 3.1 Ballarat LGA 3.1 Ballarat agencies and groups within the agencies and groups Section Three GXULQJ KDYHFHDVHGIRUZLWKDWOHDVWPRUH $UDQJHRISURJUDPVDQGPRGHOVRSHUDWHDFURVVWKH+LJKODQGVUHJLRQSURJUDPVKDYHEHHQLGHQWL½HG ending and 2014). beyond programs/models models a Programs cover variety of themes and in an range of delivering extensive or agencies involved action- are offered are ing these. Some programs Alternative and Models within the Highlands LLEN Programs Region in 2013 16 Highlands llen - In 500 Metres Turn Left Phoenix P-12 Phoenix P-12 Community College, Street, Hertford Sebastopol Ballarat Secondary Secondary Ballarat – College Campus, Barkly Street, Barkly Ballarat Campus, East & Fussell Victoria Cnr. Streets, East Ballarat Campus, Wendouree Giot Drive Wendouree Phoenix P-12 Phoenix P-12 Community College, Street, Hertford Sebastopol BLX, 36 Camp Street, BLX, 36 Camp Street, Ballarat Phoenix P-12 Community College The Smith Family Ballarat Secondary Secondary Ballarat College Corporate mentors Corporate Phoenix P–12 Community College The Smith Family Big Brothers Big Sisters Big Sisters Big Brothers Melbourne - TRY Australia Learning Highlands Local Network and Employment (HLLEN) mentors Volunteer Engagement Industry Engagement Pathways Skill Development Bullying Community Engagement Coping Skills Engagement Health Mental Engagement Parent Resilience Retention Self-esteem Skill Development Engagement Engagement Industry Mentoring Pathways Retention Skill Development Community Community Engagement Coping Skills Engagement Mentoring Resilience Retention Self-esteem Skill Development - h weeks at at GDWLQJ³$SSUR[LPDWHO\ORFDOLQGXVWU\PHPEHUVIURP 10 who have paths, gather with students career various mentor. with each industry minutes College hear about employment within their community. hear about employment Community College Community pathways, processes and options. and processes pathways, VSHFL½FQHHGVRIFRKRUWVDVWKH\DULVHZLWKVWX dents participating at one time. Programs can run from run from can dents participating at one time. Programs a week. once if needed, usually 5-20 weeks needing additional support they arise eg. health and wellbeing, relationship issues, issues, relationship arise eg. health and wellbeing, they bullying. LFVVSHFL½FWRWKHQHHGVRIWKHJURXS matches a corporate mentor with a student. The matc The student. a with mentor corporate a matches has online chats for one hour per week over twenty twenty over week per hour one for chats online has improve self-esteem for young people and enable young young enable and people young for self-esteem improve their potential. reach to people with a young then matched and are trained screened, friendship sustainable a building of idea the with person meet 3–4 times a Matches life. person’s in the young months. twelve at least month, for 6WUDLJKW7DONLVDFDUHHUVHVVLRQLQVSLUHGE\²VSHHG : : by Funded by: by: Funded The Smith Family Continuing: 2014 Funded by: by: Funded The Smith Family Continuing: 2014 Ballarat Ballarat Secondary College (Department of Education and Early Childhood Development) Continuing: 2014 Funded Funded by: Funded TRY Australia Continuing: 2014 by (Funded Big Brothers Big Sisters Australia) iTrack Straight Straight Talk Boys Boys Program Big Brothers Brothers Big Big Sisters Highlands llen - In 500 Metres Turn Left 17 18 Ripon Street South, South, 18 Ripon Street Ballarat Ballarat Secondary Secondary Ballarat Wendouree College, Campus, Giot Drive, Wendouree Location Ballarat and District and District Ballarat Aboriginal Co-operative (BADAC) Aboriginal Local Ballarat Consultative Education (LAECG) Group City of Ballarat Department of Education Devel- Childhood Early and opment (DEECD) Department of Justice Learning Highlands Local Network and Employment (HLLEN) Aboriginal Com- Victorian Associa- munity Services tion Ltd. (VACSAL) Aboriginal Ed- Victorian Inc. 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This can include: working wit working include: can This needs. person’s young WKH\RXQJSHUVRQDQGWKHLUVFKRROWRGHYHORS¾H[LEO gu career to link goals; study plan plans; learning DVVLVWZLWKFKLOGFDUHSODFHPHQW SURYLGH½QDQFLDOD of age who would like to remain in school or return to to in school or return remain to like of age who would or training study study. to ondary school also giving secondary while primary school students leader- demonstrate an opportunity to school students ship. Each day has a theme College. Secondary Ballarat and Mega Sports Day) involves Numeracy (Literacy, primary schools being transported local from students Lunch and ac- in the day. participate to the campus to be a low and aim to by the College provided tivities are primary school students. for fun experience cost, new skills in various art forms including street art, including street art forms skills in various new creation. and mural stencilling with work Participants artists. shops with experienced public spaces onto design and paint artworks to artists with long, runs all year This program Ballarat. around week. every hours three participants meeting for tance for education costs and links to other servic other to links and costs education for tance > under 23 years people young or parenting Pregnant > or return study to parents support young PODS aims to t to > tailored assistance, one-on-one provides PODS > sec- into transitioning Upper primary school students > for a smoother transition make PRISEC days aim to > of and staff by students facilitated PRISEC days are > aged 12–25 years people Young > learn people young assist aims to Back the Streets Take > work- and attend by artists mentored are people Young Funded by: by: Funded Ballarat Communi- ty Health by (supported funding from Department of Social Services) Continuing: 2014 Funded by: by: Funded Ballarat Secondary and College Primary Local Schools (Department of Education and Early Childhood Development) Continuing: 2014 Funded by: by: Funded Lead On (Sponsors) Ceasing: End of 2013 PODS (Providing Opportu- nities and Developing Services Young for Parents) PRISEC Days Take Back Take the Streets Highlands llen - In 500 Metres Turn Left 31 DEECD, Street 109 Armstrong North, Ballarat The Courier, The Courier, Road, 110 Creswick Ballarat Phoenix P-12 Phoenix P-12 Community College, Street, Hertford Sebastopol Location Ballarat Community Ballarat Health Office Catholic Education Ballarat Department of Education Childhood De- and Early (DEECD) velopment Youth School Focussed (SFYS) Service The Courier newspaper The Courier newspaper Media) (Fairfax Highlands Local Learning Highlands Local Network and Employment (HLLEN) Phoenix P-12 Community College (Lead Facilitator/Agency (Lead Facilitator/Agency in bold) Coping Skills Disability Engagement Mentoring Support Peer Resilience Retention Self-esteem Skill Development Community Community Engagement Industry Engagement Mentoring Pathways Skill Development Engagement Industry Engagement Leadership Pathways Skill Development Theme Agencies involved QG l t us- , - g g the the XUH ation ation s nd nd QD group group dary dary r teen- r support support 0D\ ama, ama, to choose activities they are interested in (eg. dr (eg. in interested are they activities choose to VSHFL½FLVVXHVDQGDOVRWKH6.,7WHDP GUDPDZRUN shops). 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In 500 Metres Turn Left 41 BLX, 36 Camp Street, Ballarat to (Outreaching Hepburn) Creswick Neighbourhood Creswick Centre, Street, 19-21 Victoria Creswick Location Ballarat Group Training Training Group Ballarat (BGT) Creswick and District and District Creswick Community Bank Shed Men’s Creswick Department of Education Childhood and Early (DEECD) – Development Partnerships Youth Alliance Education Learning Highlands Local Network and Employment (HLLEN) Bolac Secondary Lake College Resort Forest Novotel Creswick (Lead Facilitator/Agency (Lead Facilitator/Agency in bold) Coping Skills Diversity Cultural Disability Engagement Financial Literacy Literacy Health Mental Numeracy Out-of-home care Pathways Re-engagement Retention Self-esteem Skill Development Community Community Engagement Literacy Numeracy Pathways Re-engagement Retention Skill Development Theme Agencies involved - ty ty factors that may affect young people’s successful par- successful people’s young that may affect factors Case management or training. ticipation in education skill develop- solving, problem may include motivation, edu- access to mediation, assistance ment, advocacy, and where services, and employment training cation, support services. specialist to referral appropriate, Connections also run outreach Youth in the community. people young activities for tions also aims to strengthen services so young people people so young services strengthen tions also aims to education. to connected better are the address to people young for management communi and cultural social, personal, educational, education or training or training education school thinking of leaving school, or who are left have 12 (or and gain a Year with their education continue to HTXLYDOHQWFHUWL½FDWH OHYHOHGXFDWLRQ Funded by: Funded Department of Education Continuing: Uncertain 2014 beyond Funded by: Funded Department of Education and Early Childhood Development (DEECD) Ceasing: End 2013 Funding Funding Status Youth Youth Connections DOTS DOTS (Develop- ing Other and Talents Skills) Program/ Program/ Model 3.3 Hepburn LGA 42 Highlands llen - In 500 Metres Turn Left Daylesford Daylesford Neighbourhood Centre, 13 Camp Street, Daylesford BLX, 36 Camp Street, Ballarat BLX, 36 Camp Street, Ballarat to (Outreaching Hepburn) Daylesford Daylesford Neighbourhood Centre school Local Highlands Local Learning Highlands Local Network and Employment (HLLEN) BGT Youth Connections Youth BGT Community Community Engagement Engagement Literacy Numeracy Skill Development Cultural Diversity Cultural Engagement Industry Engagement Pathways Retention Skill Development Coping Skills Financial Literacy Literacy Numeracy Pathways Re-engagement Resilience Self-esteem Skill Development ere ere ls in in ls un- , onal onal complete the homework they are given at school. given are they the homework complete bourhood House. dertaking workplace learning placements, placements, learning vocati workplace strong dertaking provide that industries in especially the alignment between increase students; for outcomes and (VET) provision and training education vocational needs; and increase industry local work- undertaking people the number of Koorie young Workplace and Structured placements learning place Learning. employ- local industry, providers, Education Community identify to representatives and Koorie community ers needs. learning skill and student local programs, taster and coordinates facilitates WLCP Learning (SWL), work Workplace Structured and and School Based Apprenticeships experience (SBATs). Traineeships engaged from school or who have previously exhibited exhibited previously school or who have engaged from behaviours classroom problematic wh environment fun and stimulating non-judgemental, teamwork their develop to opportunity the have they skil making decision and communication cooperation, environment. learning experimental an their beliefs and emotions affect identity, values, dents’ behaviours. certain exhibit sense of self and why they FRPSOHWLQJ&HUWL½FDWH,LQ9RFDWLRQDO3UHSDUDWLRQ7KH one full day per week. for one term, runs for program > students Primary and secondary > successfully students assist club aims to Homework > Neigh- at Daylesford a week club runs once Homework > Adult and with schools, TAFEs, works WLCP > aged 15-19 years people Young people young of numbers the > increase to aims WLCP > dis- currently who are aged 15–19 years people Young safe, a with people > young provide to aims Rebound > the stu- of how understanding enhances The program > towards participants work the program, Throughout Funded by: Funded School Youth Focussed (SFYS) Service – DEECD Continuing: 2014 Funded by: Funded National Partnership on Youth Attainment and Transitions (Australian Government and Victorian Government Continuing: by (Funded Department of Education and Early Childhood Development) Funded by: Funded Department of Educatio Ceasing: End of 2013 Homework Homework Club WLCP WLCP (Workplace Learning Coordinator Program) Rebound Highlands llen - In 500 Metres Turn Left 43 Online Online in DEECD students (for Region South West Diocese and Ballarat of Catholic Education 2I½FH Fair’s Fair Fair Fair’s Street, 1 Knox Daylesford Location Ballarat High School Ballarat Department of Education Childhood and Early (DEECD) Development schools secondary Various Victoria across BGT Youth Connections Youth BGT Muscat Brenda Consultancy Neighbourhood Daylesford Centre Secondary Daylesford College Fair Fair’s Learning Highlands Local Network and Employment (HLLEN) community Local (Lead Facilitator/Agency (Lead Facilitator/Agency in bold) Literacy Mentoring Numeracy Pathways Re-engagement Resilience Retention Self-esteem Skill Development Community Community Engagement Financial Literacy Literacy Numeracy Pathways Re-engagement Retention Skill Development Theme Agencies involved re-engagement programs are not suitable. not suitable. are programs re-engagement LQUHODWLRQDOVW\OHOHDUQLQJDQGWREXLOGWKHFRQ½GHQFH engage them as need to students skills and resilience further into move and to learning of their own leaders setting or ongoing employment in a mainstream study or training. the implemen- negotiate Learning Mentors program. plans with each student learning of personalised tation their goals. Blended and support them in achieving by both REAL School and other delivered are programs as required. providers a bridging course for 11 or 12 looking those in Year for or further training. VCE VCAL, commencing before too young for community VCAL VCAL community for young too keep engagement to community opportunities through school and engaging exiting between learning students VCAL. in community music a rap of the program; components two are There the students and a hands-on activity where program fund- also have plan and build something. The students are They attend. on the days they food for ing available meals. It is their own budget, plan and cook to required of the program. ownership have that students intended Col- Secondary Daylesford to it is not linked however, curriculum. lege’s > whom other for school students Disengaged secondary > people young re-engage aims to REAL School initially > learning REAL School is an online, personalised > 7–10 and also caters Years to REAL School delivers > school but are disengaged from who have people Young > activity-based learning create Rap2 aims to > eight weeks. for days a week runs two The program > outcomes, and numeracy has literacy The program Program information Program Funded by: Funded Department of Education and Early Childhood Development (DEECD) Continuing: 2014 Funded by: Funded Daylesford Secondary College Continuing: 2014 Funding Funding Status REAL School REAL RAP 2 Program/ Program/ Model 3.3 Hepburn LGA 44 Highlands llen Across Moorabool Shire Moorabool Across RMIT University Bacchus Marsh College, College, Marsh Bacchus Street, Grant Marsh Bacchus Location City of Melton Djerriwarrh Community & Services Education Council Shire Moorabool VicRoads Australian Indigenous Australian Experience Mentoring (AIME) RMIT University Bacchus Marsh College Marsh Bacchus Connections Youth BGT Services Child and Family (CAFS) Djerriwarrh Health Services Council Shire Moorabool Police Victoria (Lead Facilitator/Agency (Lead Facilitator/Agency in bold) Community Community Engagement Mentoring Pathways Skill Development Community Community Engagement Diversity Cultural Engagement Leadership Mentoring Pathways Support Peer Retention Self-esteem Skill Development Bullying Community Engagement Coping Skills Engagement Leadership Health Mental Support Peer Resilience Retention Self-esteem Skill Development Theme Agencies involved supervising driver or vehicle supervising driver of driving gain the 120 hours learners assist aims to licence. a probationary for apply to required experience vehicle and use a sponsored mentor volunteer licensed gain the supervised driving experience. to secondary school students the skills, opportunities, school students secondary EHOLHIDQGFRQ½GHQFHWR½QLVKVFKRRODQGFRQQHFWZLWK as at the same rate and employment further education their peers. focussing sessions facilitate AIME mentors out the year. including identity, leadership, of content on a range pathways and goal setting. health and wellbeing, address the rates of bullying, of bullying, the rates address health and wellbeing, people and anxiety in young self-harm, depression and meaningful partnership a cohesive develop and to and the community agencies, schools, council between health mental a relevant provide to together work to sporting coaches, which supports teachers, program healthy, well-ad- in raising and the community parents Shire. in the Moorabool people young justed and harassment. bullying teem, the school and agencies from staff in partnership; ered classes. in co-teaching students to sessions present College. Marsh curriculum at Bacchus > a to without access aged 16–20 years Learner drivers > which driving program is a mentor The L2P program > with a fully matched are involved people The young > 9-12 Years from Indigenous students > Indigenous give aims to Program Outreach AIME’s > through- the university to transported are The students > 8 students Year > to relating on issues upskill students Activ8 aims to > self-es- deal with self-worth, to students Activ8 assists > and is deliv- terms four over is conducted The program > 8 part of the Year and forms annually Activ8 is delivered Program information Program Funded by: Funded Melton of City Moorabool Council Shire Transport Com- Accident (TAC) mission Continuing: 2014 Funded by: Funded AIME Continuing: 2014 Funded by: Funded Moorabool Council Shire Continuing: 2014 Funding Funding Status L2P AIME Outreach Program Activ8 Program/ Program/ Model 3.4 Moorabool LGA LGA 3.4 Moorabool Highlands llen 45 Various locations Various CAFS Bacchus Marsh, Marsh, Bacchus CAFS Street, 52 Grant Marsh Bacchus Bacchus Marsh College, College, Marsh Bacchus Street, Grant Marsh Bacchus Location Gisborne Secondary Gisborne Secondary College Secondary Kyneton College Police Victoria Volunteers Child and Family Services Services Child and Family (CAFS) Mentors Volunteer Bacchus Marsh College Marsh Bacchus Connections Youth BGT Services Child and Family (CAFS) Learning Highlands Local Network and Employment (HLLEN) Council Shire Moorabool Outcomes Practical Police Victoria (Lead Facilitator/Agency (Lead Facilitator/Agency in bold) Community Community Engagement Engagement Mentoring Re-engagement Resilience Retention Self-esteem Skill Development Community Community Engagement Engagement Mentoring Out-of-home care Self-esteem Bullying Coping Skills Engagement Industry Engagement Resilience Self-esteem Skill Development Theme Agencies involved attention of police, are at risk of further offending and at risk of further offending are of police, attention education at risk of disengaging from are behaviours. facilitat- are boys Camps for a year. once borne police by women. facilitated girls are for ed by men; camps students Twelve the program. to students Schools refer with a small in each camp, participate to selected are Shire number of Moorabool participating each year. students been, in the out-of-home care system system been, in the out-of-home care people. young for and build relationships ience with the idea of building person with a young matched The life. person’s friendship in the young a sustainable up with one another catch and mentor person young regularly. of disengaging. The program delivers sessions on team on team sessions delivers of disengaging. The program skills. and coping resilience building, bullying, term. > under the come who have Students aged 13-16 years > and their people young challenge Boot Camp aims to > run by Gis- camp is a ‘high challenge’ The program > or have and older who are, aged 15 years people Young > resil- encourage aims to Program Mentoring CONNECT > then and are trained screened, are mentors Volunteer > at risk of disengaging 7 boys Year > at risk who are is aimed at students Program The Boys > one at a time, over students runs with ten The program Program information Program Funded by: Funded Police Victoria Continuing: 2014 Funded by: Funded Department of Human (DHS) Services Continuing: 2014 Funded by: Funded Highlands Learning Local and Employ- ment Network (HLLEN) Ceasing: 2013 Funding Funding Status Boot Camp CONNECT CONNECT Mentoring Program Boys Boys Program Program/ Program/ Model 3.4 Moorabool LGA LGA 3.4 Moorabool 46 Highlands llen BLX, 36 Camp Street, Ballarat to (Outreaching Moorabool) BLX, 36 Camp Street, Ballarat to (Outreaching Moorabool) Lerderderg Library, Library, Lerderderg 215 Main Street, Marsh Bacchus Ballarat Group Training Training Group Ballarat (BGT) Big Brothers Big Sisters Big Sisters Big Brothers Melbourne -TRY Australia Learning Highlands Local Network and Employment (HLLEN) mentors Volunteer Bacchus Marsh College Marsh Bacchus Coping Skills Diversity Cultural Disability Engagement Financial Literacy Literacy Health Mental Numeracy Out-of-home care Pathways Re-engagement Retention Self-esteem Skill Development Community Community Engagement Coping Skills Engagement Mentoring Resilience Retention Self-esteem Skill Development Engagement Literacy Numeracy Pathways Re-engagement Retention Skill Development - ty ty artici- factors that may affect young people’s successful p successful people’s young affect may that factors training. or education in pation problem may include motivation, management Case mediation, assis- advocacy, skill development, solving, and training education, access to tance appropriate, and where services, employment Youth support services. specialist to referral peo- young activities for Connections also run outreach in the community. ple tions also aims to strengthen services so young people people so young services strengthen tions also aims to education. to connected better are the address to people young for management communi and cultural social, personal, educational, tion or training tion or training school thinking of leaving school, or who are left have 12 (or and gain a Year with their education continue to HTXLYDOHQWFHUWL½FDWH OHYHOHGXFDWLRQ Funded by: Funded Department of Education Continuing: Uncertain 2014 beyond Funded by: Funded TRY Australia Ceasing: 2014 Funded by: Funded Department of Education and Early Childhood Development (DEECD) Continuing: 2014 Youth Youth Connections Big Brothers Brothers Big Big Sisters The Avenue Highlands llen - In 500 Metres Turn Left 47 Bacchus Marsh College, College, Marsh Bacchus Street, Grant Marsh Bacchus Brewery Complex, Complex, Brewery SMB Campus, South, Street Lydiard Ballarat The Laurels - Bacchus - Bacchus The Laurels Community Marsh College, 229 Main Street, Marsh Bacchus Location Bacchus Marsh College Marsh Bacchus Aboriginal Literacy Aboriginal Literacy Foundation University Federation Australia indigenous elders Local members and family Ballarat Way United Federation College Federation The Laurels (Lead Facilitator/Agency (Lead Facilitator/Agency in bold) Coping Skills Health Mental Mentoring Support Peer Retention Skill Development Community Community Engagement Diversity Cultural Engagement Literacy Support Peer Retention Skill Development Engagement Financial Literacy Literacy Numeracy Pathways Re-engagement Skill Development Theme Agencies involved to look out for their mates when they are in times of are when they their mates out for look to also matches The program (eg. exams). high pressure with a teacher. each student teacher. with their mentor sessions aims to raise the standards of literacy amongst indige- amongst of literacy the standards raise aims to people. nous young and the of Koori culture preservation encouragement, friendships. of supportive development as part of an individu- improvement literacy person’s with run in conjunction program, literacy tailored ally Sporting, arts and cultural program. tutoring a weekly also included. activities are (who have not achieved Year 10 or equivalent) who are who are 10 or equivalent) Year not achieved (who have system the education at risk of leaving pathways. educational in people at-risk young pathways for creates the deliv- through and training employment education, Preparation. ery of Vocational on per- and focuses days per week) (two school year make to encouraged Students are sonal effectiveness. options outcomes/ positive decisions that will promote with issued are students On completion their future. for D&HUWL½FDWH,LQ9RFDWLRQDO3UHSDUDWLRQ > 12 students Year > in VCE students trains Program Friends The Supportive > one-on-one study arrange can and teacher The student > aged 8–16 years people Koori young > Koori Kids Camp for and Heritage The Literacy > on personal focus weekends camp The literacy the young fast-track designed to are The camps > olds and 9 months–17 year Students aged 14 years > into students re-engage aims to Kick Start > which program education is an integrated Kick Start > of the one term for an alternative provides Kick Start Program information Program Funded by: Funded Bacchus College Marsh (Department of and Education Child- Early hood Develop- ment) Ceasing: 2014 Funded by: Funded Way United Ballarat Continuing: 2014 Funded by: Funded Federation University Australia Continuing: 2014 Funding Funding Status Supportive Supportive Friends Program Literacy and Literacy Heritage Camp for Koori Kids Kick Start Program/ Program/ Model 3.4 Moorabool LGA 3.4 Moorabool 48 Highlands llen Bacchus Marsh primary Marsh Bacchus schools BLX, 36 Camp Street, Ballarat Bacchus Marsh College, College, Marsh Bacchus Street, Grant Marsh Bacchus Various Bacchus Marsh Marsh Bacchus Various locations Bacchus Marsh College Marsh Bacchus primary schools Local Highlands Local Learning Highlands Local Network and Employment (HLLEN) Bacchus Marsh College Marsh Bacchus Connections Youth BGT Services Child and Family Learning Highlands Local Network and Employment (HLLEN) Council Shire Moorabool Outcomes Practical Police Victoria BGT Youth Connections Youth BGT Department of Education Childhood and Early (DEECD) Development employer Local Council Shire Moorabool Police Victoria Industry Industry Engagement Pathways Skill Development Community Community Engagement Engagement Industry Engagement Pathways Skill Development Bullying Coping Skills Engagement Industry Engagement Resilience Self-esteem Skill Development Community Community Engagement Engagement Industry Engagement Re-engagement Resilience Retention Self-esteem Skill Development Justice Youth ools ools chers prac- ces to to ces teaching in a primary school setting by becoming a in a primary school setting by becoming teaching assistant. teacher’s the school year. throughout week information and develop the skills required for for required skills the develop and information options. education and career exploring sch centres, groups, communities, assist to service and individuals seeking the assistance of a career career a of assistance the seeking individuals and servi of delivery the tailors program The titioner. one one-on- includes and community the of needs the sessions group counselling, career expos. career and skills employability to relating of disengaging. The program delivers sessions on team on team sessions delivers of disengaging. The program skills. and coping resilience building, bullying, term. disengaged, or have come to the attention of Police for for of Police the attention to come disengaged, or have minor criminal matters building and working on team by working community employers. with local school terms. four > Year 9 students who are interested in becoming tea > becoming in interested are who students 9 Year > about learn help students aims to Primary Partners > a primary school, one morning attend The students > options career their explore to wanting People > people give to aims Hub Career LLEN Highlands The > outreach and drop-in a both offers Hub Career The > 7 girls at risk of disengaging Year > at risk who are is aimed at students The Girls Program > one at a time, over students runs with ten The program > at risk of disengaging, are Students who are > with their people young re-engage Gettin’ Dirty aims to > running during the program is a four-day The program Funded by: Funded No funding required Continuing: 2014 Funded by: Funded Department of Education and Early Childhood Development (DEECD) Continuing: Uncertain Funded by: Funded Moorabool Council Shire Ceasing: End 2013 Funded by: Funded Moorabool Council Shire Continuing: 2014 Primary Partners Highlands LLEN Hub Career Girls Program Gettin’ Dirty Highlands llen - In 500 Metres Turn Left 49 Online Online in DEECD students (for Region South West Diocese and Ballarat of Catholic Education 2I½FH The Laurels - Bacchus - Bacchus The Laurels Community Marsh College, 29 Main Street, Marsh Bacchus Various locations Various Location Ballarat High School Ballarat Department of Education Childhood and Early (DEECD) Development schools secondary Various Victoria across Federation College Federation BGT Youth Connections Youth BGT (Lead Facilitator/Agency (Lead Facilitator/Agency in bold) Literacy Mentoring Numeracy Pathways Re-engagement Resilience Retention Self-esteem Skill Development Engagement Literacy Numeracy Pathways Re-engagement Skill Development Coping Skills Engagement Health Mental Resilience Self-esteem Skill Development Theme Agencies involved nt, nt, d cy and and cy ies as as ies Fed- ppor- RPD re-engagement programs are not suitable. not suitable. are programs re-engagement LQUHODWLRQDOVW\OHOHDUQLQJDQGWREXLOGWKHFRQ½GHQFH engage them as need to students skills and resilience further into move and to learning of their own leaders setting or ongoing employment in a mainstream study or training. the negotiate Learning Mentors program. plans with learning of personalised implementation their goals. and support them in achieving each student by both REAL School delivered are programs Blended as required. and other providers a bridging course for 11 or 12 looking those in Year for or further training. VCE VCAL, commencing before eration College VCAL, pre-apprenticeships, employme pre-apprenticeships, VCAL, College eration traineeships. and training further an alternative to Year 10 and creates pathways into pathways creates and 10 Year to alternative an general education skills, as well as providing an o an providing as well as skills, education general WXQLW\WRFKRRVHD9(7&HUWL½FDWH,,,,,SURJUDPIU QXPEHURIGLIIHUHQW½HOGV Year 10 (or equivalent) (or 10 Year PRUHVSHFL½FDOO\DQJU\DQGJXLOW\HPRWLRQV young and fun for that is hands-on, practical program people. > achieve not have who years 15-19 aged people Young > whom other for school students Disengaged secondary > people young re-engage aims to REAL School initially > learning REAL School is an online, personalised > 7–10 and also caters Years to REAL School delivers > opportunit educational of range a provides Up Step > numera literacy, students’ develop to aims Up Step > aged 13–17 years people Young > emotions and discuss to a space provide aims to RAGE > solution-focused is a strengths-based RAGE > sessions. six weekly runs over RAGE Program information Program Funded by: Funded Federation University Australia Continuing: 2014 Continuing Continuing Funded 2014 by: Department of and Education Child- Early hood Develop- ment (DEECD) Continuing: 2014 Funded by: Funded Department of Education Developed: 2013 Commencing: 2014 Funding Funding Status Step Up Step REAL School REAL RAGE RAGE (Re-negoti- ating Angry and Guilty Emotions) Program Program/ Program/ Model 3.4 Moorabool LGA 3.4 Moorabool 50 Highlands llen - In 500 Metres Turn Left BLX, 36 Camp Street, Ballarat to (Outreaching Moorabool) BLX, 36 Camp Street, Ballarat to (Outreaching Moorabool) Bacchus Marsh College, College, Marsh Bacchus Street, Grant Marsh Bacchus 2I½FH AXIS Employment – Disa- AXIS Employment Services bility Employment University Federation Australia Learning Highlands Local Network and Employment (HLLEN) Employers’ Victorian Chamber of Commerce (VECCI) Ap- and Industry Centre prenticeships Highlands Local Learning Highlands Local Network and Employment (HLLEN Bacchus Marsh College Marsh Bacchus Learning Highlands Local Network and Employment (HLLEN) Volunteers Community Community Engagement Disability Engagement Industry Engagement Literacy Mentoring Numeracy Engagement Parent Pathways Support Peer Retention Self-esteem Skill Development Cultural Diversity Cultural Engagement Industry Engagement Pathways Retention Skill Development Community Community Engagement Engagement Mentoring Retention Self-esteem Skill Development RPD onal onal education outcomes of participants and address youth youth of participants and address outcomes education in the local issues and transition disability employment community. partners of local a range bringing together organisations, schools, youth (including industry, who work providers) agencies and training employment with career students provide to together work preparation, workplace development, and and School Based Apprenticeships experience (SBATs). Traineeships people undertaking workplace learning placements, placements, learning workplace vocati undertaking strong people provide that industries in especially the alignment between increase students; for outcomes and (VET) provision and training education vocational needs; and increase industry local work- undertaking people the number of Koorie young Workplace and Structured placements learning place Learning. employ- local industry, providers, Education Community identify to representatives and Koorie community ers needs. learning skill and student local programs, taster and coordinates facilitates WLCP Learning (SWL), work Workplace Structured and and School Based Apprenticeships experience (SBATs). Traineeships industry and community members with young people in people with young members and community industry need of a mentor. in activ- participates The match one hour. for fortnight, and mentee. upon by the mentor agreed ities mutually commitment. is a one-year The program PRUHVSHFL½FDOO\DQJU\DQGJXLOW\HPRWLRQV LQUHODWLRQDOVW\OHOHDUQLQJDQGWREXLOGWKHFRQ½GHQFH WXQLW\WRFKRRVHD9(7&HUWL½FDWH,,,,,SURJUDPIU QXPEHURIGLIIHUHQW½HOGV > with a disability people Young > and the employment improve aims to Work to Ticket > approach, a partnership takes The program > aged 15-19 years people Young young of numbers the > increase to aims WLCP > Adult and with schools, TAFEs, works WLCP > aged students Primary and secondary > local match aims to program mentoring The mates > a at school, once meet with their mentee The mentors (Funded (Funded Funded by: Funded National Disability Employment Initiative (NDEI)- Australian Government Developed: 2013 Implementing: 2014 by Department of Education and Early Childhood ) Development Funded by: Funded National Partnership on Youth Attainment and Transitions (Australian Government and Victorian Government) Continuing: 2014 Funded by: Funded Highlands Learning Local and Employ- ment Network (HLLEN) Continuing: 2014 Ticket To To Ticket Work WLCP WLCP (Workplace Learning Coordinator Program) mates Highlands llen - In 500 Metres Turn Left 51 The Laurels - Bacchus - Bacchus The Laurels Community Marsh College, 229 Main Street, Marsh Bacchus BLX, 36 Camp Street, Ballarat to (Outreaching Moorabool) BLX, 36 Camp Street, Ballarat to (Outreaching Moorabool) Location Federation College Federation BGT Youth Connections Youth BGT BGT Youth Connections Youth BGT (Lead Facilitator/Agency (Lead Facilitator/Agency in bold) Engagement Industry Engagement Pathways Re-engagement Retention Skill Development Coping Skills Engagement Out-of-home care Pathways Re-engagement Retention Skill Development Coping Skills Financial Literacy Literacy Numeracy Pathways Re-engagement Resilience Self-esteem Skill Development Theme Agencies involved g d s- k. rs. rs. am- 7KH on and and on e to to e t their their t ZRUNIRUFH portunities to develop the skills and attitudes required the skills and attitudes required develop portunities to the workplace. for environment a hands-on learning providing programs, either vocational pathway into to students and allowing options. or higher education and support guidance overall who provides Teacher tor Learning and Vocational through moving students to or employment. further study into or who have left residential or Lead Tenant out-of-home Tenant Lead or residential left have who or services care by re-en- employment long-term gain secure, people or support- training education, gaging with appropriate opportunities. ed employment peopl young to support ongoing educati one-on-one their about intensive choices informed make them help WUDLQLQJ½QGMREVDQGDFWLYHO\SDUWLFLSDWHLQWKH engaged from school or who have previously exhibite previously have who or school from engaged makin decision and communication cooperation, work, problematic classroom behaviours. behaviours. classroom problematic environment fun and stimulating non-judgemental, te their develop to opportunity the have they where environment. learning experimental an in skills affec emotions and beliefs values, identity, dents’ sense of self and why they exhibit certain behaviou certain exhibit they why and self of sense FRPSOHWLQJ&HUWL½FDWH,LQ9RFDWLRQDO3UHSDUDWLRQ wee per day full one for term, one for runs program > Students aged 15-19 years > op- learning provide aims to College @ Federation Youth > secondary recognised offers College @ Federation Youth > by a Men- led group a student to belongs Each student > leaving of age who are aged 16-21 years people Young > young disadvantaged highly assist aims to Springboard and outreach specialist > provides Springboard > safe, a with people young provide to aims Rebound > stu- the how of understanding enhances program The > Young people aged 15–19 years who are currently di > currently are who years 15–19 aged people Young > Throughout the program, participants work towards > towards work participants program, the Throughout Program information Program Funded by: Funded Federation University Australia Continuing: 2014 Funded by: Funded Department of Human (DHS) Services Continuing: 2014 Funded by: Funded Department of Education Ceasing: End of 2013 Funding Funding Status Youth @ Youth Federation College Springboard Rebound Program/ Program/ Model 3.4 Moorabool LGA 3.4 Moorabool 52 Highlands llen - In 500 Metres Turn Left Across Pyrenees Shire Pyrenees Across 32 Willoby Street, Street, 32 Willoby Beaufort Beaufort Secondary Secondary Beaufort College, Road, Park Beaufort Location Lead On Council Shire Pyrenees Accident Transport (TAC) Commission VicRoads Pyrenees Advocate Pyrenees Beaufort Secondary Secondary Beaufort College Authority Country Fire Beaufort (CFA) (Lead Facilitator/Agency (Lead Facilitator/Agency in bold) Community Community Engagement Mentoring Pathways Skill Development Community Community Engagement Industry Engagement Leadership Mentoring Pathways Skill Development Community Community Engagement Engagement Industry Engagement Leadership Pathways Skill Development Theme Agencies involved e. e. hour hour le le \ ees ees place place 7KH enees enees to to ZRUNIRUFH supervising driver or vehicle supervising driver of driving gain the 120 hours learners assist aims to licence. a probationary for apply to required experience vehicle and use a sponsored mentor volunteer licensed gain the supervised driving experience. to Advocate and is completely developed by young peopl young by developed completely is and Advocate one for Monday, second every work participants The DWDWLPHDWWKH3\UHQHHV$GYRFDWHRI½FHZKHUHWKH design. graphic on work and articles accompany gain experience in a real workplace. The young peop young The workplace. real a in experience gain photographs take edit, and write articles, the plan with a voice, and industry experience within a work a within experience industry and voice, a with setting. leadership and life skills. and life leadership As part of the program, of 25 students. a total for week, into come CFA the Beaufort a fortnight, hours two for Brigade - the Fire to related the school and run lessons using the hoses and trucks. including map reading, runs as a school subject and is aimed The program tive. of the Duke for applying at students Award. Edinburgh’s FRPSOHWLQJ&HUWL½FDWH,LQ9RFDWLRQDO3UHSDUDWLRQ WUDLQLQJ½QGMREVDQGDFWLYHO\SDUWLFLSDWHLQWKH > a to without access aged 16–20 years Learner drivers > which driving program is a mentor The L2P program > with a fully matched are involved people The young > > Pyren the in month a once features page Scoop The > > years 13–17 aged people Young > Pyr the in people young provide to aims Scoop The > 9 and 10 students Year > students teach aims to Program The Advance > a school lessons three for is delivered The program > as an elec- choose this program to able Students are Program information Program Funded by: Funded Shire Pyrenees Council Transport Accident Commission (TAC) Continuing: 2014 (Coordinated- Way) United Funded by: Funded Pyrenees Advocate Continuing: 2014 Funded by: Funded Department of Health Continuing: 2014 Funding Funding Status L2P The Scoop Advance Advance Program Program/ Program/ Model 3.5 Pyrenees LGA LGA 3.5 Pyrenees Highlands llen - In 500 Metres Turn Left 53 BLX, 36 Camp Street, Ballarat to (Outreaching Pyrenees) BLX, 36 Camp Street, Ballarat to (Outreaching Pyrenees) Location Ballarat Group Training Training Group Ballarat (BGT) BGT Youth Connections Youth BGT (Lead Facilitator/Agency (Lead Facilitator/Agency in bold) Coping Skills Diversity Cultural Disability Engagement Financial Literacy Literacy Health Mental Numeracy Out-of-home care Pathways Re-engagement Retention Self-esteem Skill Development Coping Skills Financial Literacy Literacy Numeracy Pathways Re-engagement Resilience Self-esteem Skill Development Theme Agencies involved - ty ty t may t factors that may affect young people’s successful par- successful managemen people’s young that may affect factors Case training. or education in ticipation skill solving, problem include motivation, access to mediation, assistance advocacy, development, and services, and employment training education, support servic- specialist to referral appropriate, where Connections also run outreach es. Youth in the community. people young activities for tions also aims to strengthen services so young people people so young services strengthen tions also aims to education. to connected better are the address to people young management for communi and cultural social, personal, educational, education or training or training education school thinking of leaving school, or who are left have 12 (or and gain a Year with their education continue to HTXLYDOHQWFHUWL½FDWH OHYHOHGXFDWLRQ Funded by: Funded Department of Education Continuing: Uncertain 2014 beyond Funded by: Funded Department of Education Ceasing: End of 2013 Funding Funding Status Youth Youth Connections Rebound Program/ Program/ Model 3.5 Pyrenees LGA LGA 3.5 Pyrenees 54 Highlands llen - In 500 Metres Turn Left BLX, 36 Camp Street, Ballarat to (Outreaching Pyrenees) BLX, 36 Camp Street, Ballarat to (Outreaching Pyrenees) BLX, 36 Camp Street, Ballarat Big Brothers Big Sisters Big Sisters Big Brothers Melbourne - TRY Australia Learning Highlands Local Network and Employment (HLLEN) mentors Volunteer BGT Youth Connections Youth BGT Highlands Local Learning Highlands Local Network and Employment (HLLEN) Community Community Engagement Coping Skills Engagement Mentoring Resilience Retention Self-esteem Skill Development Coping Skills Engagement Out-of-home care Pathways Re-engagement Retention Skill Development Cultural Diversity Cultural Engagement Industry Engagement Pathways Retention Skill Development improve self-esteem for young people and enable young young enable and people young for self-esteem improve their potential. reach to people with a young then matched and are trained screened, friend- with the idea of building a sustainable person meet 3-4 times Matches life. person’s ship in the young months. twelve at least a month, for or who have left residential or Lead Tenant out-of-home Tenant Lead or residential left have who or services care by re-en- employment long-term gain secure, people or support- training education, gaging with appropriate opportunities. ed employment people young one-on-one ongoing support to intensive about their educa- choices informed help them make to WLRQDQGWUDLQLQJ½QGMREVDQGDFWLYHO\SDUWLFLSDWHLQWKH workforce. undertaking workplace learning placements, placements, learning workplace undertaking strong that provide in industries especially the align- increase students; for outcomes vocational and education vocational ment between needs; and industry and local (VET) provision training under- people the number of Koorie young increase and Structured placements learning workplace taking Learning. Workplace employ- local industry, providers, Education Community identify to representatives and Koorie community ers needs. learning skill and student local programs, taster and coordinates facilitates WLCP Learning (SWL), work Workplace Structured and and School Based Apprenticeships experience (SBATs). Traineeships > leaving of age who are aged 16-21 years people Young > young disadvantaged highly assist aims to Springboard > and outreach specialist provides Springboard > aged 15-19 years people Young > people of young the numbers increase aims to WLCP > Adult and with schools, TAFEs, works WLCP > aged 7–17 years people Young > social isolation, reduce aims to Big Sisters Big Brothers > are mentors volunteer Big Sisters Big Brothers Funded by: Funded TRY Australia Ceasing: 2013 Funded by: Funded Department of Human (DHS) Services Continuing: 2014 Funded by: Funded National Partnership on Youth Attainment and Transitions (Australian Government and Victorian Government) Continuing: 2014 by (Funded Department of Education and Early Childhood Development) Big Brothers Brothers Big Big Sisters Springboard WLCP WLCP (Workplace Learning Coordinator Program Highlands llen - In 500 Metres Turn Left 55 Beaufort Community Beaufort Centre, Resource 72 Neill Street, Beaufort BLX, 36 Camp Street, Ballarat 145 Pigdons Road, 145 Pigdons Road, Ponds, Waurn Geelong 9780 District Rotary (includes approximately Clubs located 60 Rotary Western throughout South and into Victoria Australia) BLX, 36 Camp Street, Ballarat Location Ballarat Courier Ballarat Learning Ballarat (BLX) Exchange City of Ballarat Lead On Ballarat Way United FM Voice Marcus Oldham College Marcus Rotary schools Secondary Highlands Local Learning Highlands Local Network and Employment (HLLEN) (Lead Facilitator/Agency (Lead Facilitator/Agency in bold) Community Community Engagement Engagement Industry Engagement Mentoring Pathways Skill Development Industry Industry Engagement Pathways Retention Skill Development Community Community Engagement Engagement Industry Engagement Pathways Skill Development Theme Agencies involved les, les, . reviews, stories about local residents, puzzles etc puzzles residents, local about stories reviews, Pyrenees community a voice. community Pyrenees publishing and editing, design, photography, news for resource It is also an information distribution. people. young that affects and entertainment artic of consists magazine The magazine. the create interested in rural career options career in rural interested and industry options within the rural career various into in their home town staying consider them to encourage sector. in the agricultural employment for starts with a residential weekend at Marcus Oldham at Marcus weekend with a residential starts skills, discover new participants learn where College, role agriculture and meet young futures, many rural what participants apply stage, models. In the second a local to by making a presentation learned have they Presentations Club or similar organisation. Rotary learned what participants have cover to expected are person- their and program Drift the Defying the through DOUH¾HFWLRQVRQSRVVLEOHUXUDOIXWXUHV information and develop the skills required for for the skills required and develop information options. and education career exploring schools centres, groups, communities, assist to service prac- of a career and individuals seeking the assistance to of services the delivery tailors The program titioner. and includes one-on- one the needs of community employa- to relating sessions group counselling, career expos. bility skills and career 'HI\LQJWKH'ULIWLVDWZRVWDJHSURJUDP7KH½UVWVWDJH > aged 12-25 years people Young > in the people young give Loop aims to Beaufort > build skills in journalism, people young Loop assists to week a once > hours, two for meet Participants > 15-17 years) (aged approximately 9–11 students Year > an insight people young give Defying the Drift aims to > > options their career explore wanting to People > people give Hub aims to The Highlands LLEN Career > and outreach both a drop-in Hub offers The Career Program information Program Funded by: Funded Lead On (Sponsors) Ceasing: End of 2013 Funded by: Funded District Rotary 9780 Continuing: 2014 Funded by: Funded Department of Education and Early Childhood Development (DEECD) Ceasing: 2014 Funding Funding Status Beaufort Beaufort Loop Defying the Drift Highlands LLEN Hub Career Program/ Program/ Model 3.5 Pyrenees LGA LGA 3.5 Pyrenees 56 Highlands llen - In 500 Metres Turn Left Forum conducted at at conducted Forum Specialist Ballarat Campus School Farm There are currently currently are There in operation 6 CANs the throughout Highlands LLEN Region: Marsh Bacchus South West Ballarat Beaufort Creswick Daylesford Smythesdale Ballarat Department of Education Department of Education Childhood and Early (DEECD) Development Learning Highlands Local Network and Employment (HLLEN) Partnerships- Youth Alliance Education BGT Youth Connections Youth BGT Services Child and Family (CAFS) Department of Education Childhood and Early (DEECD) Development Department of Human (DHS) Services Providers Education Health Services Learning Highlands Local Network and Employment (HLLEN) Council Local Highlands Local Learning Highlands Local Network and Employment (HLLEN) Schools providers Tertiary Raise awareness of Raise awareness undertaken work in the educational re-engagement setting networks Create resources Share and ideas Inter-agency Inter-agency networks referral Star Outcome training knowledge Shared and tools Organisational relationships and created sustained sharing Data Possible OutcomesPossible Organisations Partner Location Shared knowledge knowledge Shared and resources Creating opportunities for development career al de- al Education Alliance co-ordinated a forum for for a forum co-ordinated Alliance Education providers. education alternative velopment and discussions that reviewed and explored and explored that reviewed and discussions velopment services. education of alternative the coordination Partner- (Youth included David Murray speakers Guest Commis- Bernie Geary (Child Safety ships Secretariat), (DEECD Regional Manager). Miller sioner) and Malcolm vide innovative learning opportunities for young people people young opportunities for learning vide innovative at risk of or are out of school early dropped who have disengaging. communities local empower CANs accuracy, with great that prevent barriers solutions to up with local come to do CANs their education. completing from people young agencies, schools, community this by bringing together agen- and government businesses leaders, community By services. and community cies such as health, justice CANs level, at a local together bringing these groups young keep to and energy knowledge the local unleash learning. people schools from around the region and beyond to come to- come to and beyond the region around schools from with training contact direct have collaborate, gether to and to date up to stay to and universities organisations practice. best share Teachers Guidance Career and TAFE University tioners, activities, coor- group plan for to a term who meet once resources. and share development professional dinate > the Initiative, Partnership As part of the Youth profession networking, > of day full a was forum The > pro- whose aim is to networks level strategic are CANs > needs identify local can people that local In recognition > in practitioners career for The BCEN is a network > Practi- Career Teachers, of School Career A network Network Information Network Ceasing: End of 2013 Continuing: Continuing: 2014 Status Continuing: Continuing: 2014 Youth Part- Youth nerships Alternative Education Forum CANs CANs (Commu- nity Action Networks) Network Network Ballarat Ballarat Career Educators Network (BCEN) 3.6 Network models 3.6 Network in the region. youth for outcomes improve to together work organisations Collectively, the Highlands region. across operate networks A number of effective as follows: are networks Key efforts. in supporting these collaborative role Highlands LLEN plays a key Highlands llen - In 500 Metres Turn Left 57 Grampians Region Grampians There are currently 2 in currently are There the throughout operation Highlands region South West • Ballarat • Daylesford Senior representatives Senior representatives the following: from Adult, Community and (ACFE) Education Further Board &DWKROLF(GXFDWLRQ2I½FH Department of Education Childhood and Early Development Department of Human Services University Federation Australia Learning Highlands Local Network and Employment (HLLEN) Police Victoria BGT Youth Connections Youth BGT Services Child and Family (CAFS) Department of Human (DHS) Services Health Care Professionals Learning Highlands Local Network and Employment (HLLEN) Other Educators Schools Police Victoria Youth Options Options Youth Guarantee goal Retention - 90% COAG for 12 or Year complete by 2015 equivalent Possible OutcomesPossible Organisations Partner Location Collaborative and Collaborative VSHFL½FRXWFRPHV individual young for people Inter-agency network referral establishment assessment Shared tools Organisational relationships strengthened sharing Data Professional GHEULH½QJ requir- l l tions partner organisations will make to achievement achievement to will make tions partner organisations (see Options Guarantee of the Youth of the objective Glossary); ing relevant staff within their organisations to engage in engage to organisations their within staff relevant ing to or / and LLEN each within partnerships collaborative Guarantee options Youth to commitments agreed meet arrangements LLEN. each within established within each LLEN tions of the partner organisations DQGZKHUHQHFHVVDU\DGGUHVVLQJDQ\GH½FLHQFLHV LGHQWL½HG organi- partner of effort collaborative the strengthen Options of the Youth the objectives achieve sations to Region. within the Grampians Guarantee ers, which aims to detect and implement better service service better and implement detect which aims to ers, students. for processes coordination of services provision ensure to named and discussed the for outcomes maximise positive to is coordinated include young can MAST discussions person. young SHRSOHµVZHOOEHLQJKRXVLQJ½QDQFHDQGHGXFDWLRQ brokerage. Grampians Education Partnership aims are: Partnership Education Grampians > on the contribu- agreement identifying and reaching appropriate, where and > promoting, for, advocating > contribu- of the agreed the effectiveness monitoring > wil that initiatives for advocating and developing > provid- by service attended MAST is a support network, > be can people In MAST meetings individual young Network Information Network Continuing: 2014 Status Continuing: Continuing: 2014 Grampians Grampians Education Partnership Network Network MAST (Multiple Agency Support Team) 58 Highlands llen - In 500 Metres Turn Left Section Four Matching Programs and Models to Themes There are a range of themes that are central to the programs and models designed to engage young people in education or training; below is a list of the programs and models utilised in the Highlands Region according to these themes. Theme Program/Model Bullying Activ8; Boys Program; Drumbeat; ELEA: Extra-Curricula; Girls Program Community Engagement Activ8; Advance Program; Agriculture Program; Arts Mentorship; Big Brothers Big Sisters; Boot Camp; Boys Program; BYGA; Change It Up; CONNECT; DOTS; Event Youth; Flash Drive; Get Reel; HLLEN Career Hub; Homework Club; Koorie Learning Circles; L2P; LARF; Learning 2 Lead; LinkUp Young Parents; Literacy & Heritage Camp; Log_On; &DWKROLF(GXFDWLRQ2I½FH Loop; mates; Mercy Connect; PAW; Primary-Secondary Transition; Pri-Sec Days; RAP 2; 5HDFKIRUWKH6N\ 7KH6FRRS ²6KRXW³0DJD]LQH 7DNH%DFNWKH6WUHHWV 7LFNHWWR:RUN Tutor Squads; Y2; Zaque Coping Skills Activ8; Big Brothers Big Sisters; Boys Program; ELEA: Flash Drive; Girls Program; Karrung Foyer Project; Mercy Connect; PAW; Primary-Secondary Transition; RAGE; Rebound; Springboard; Supportive Friends; Youth Connections; Zaque VSHFL½FRXWFRPHV GHEULH½QJ Cultural Diversity AIME; BYGA; Flight Path; Homework Club; Koorie Learning Circles; Learning 2 Lead; Literacy & Heritage Camp; Mercy Connect; Primary-Secondary Transition; Reach for the Sky; Tutor Squads; WLCP; Youth Connections; Zaque Disability ELEA: Flash Drive; Ticket to Work; Youth Connections Engagement Activ8; Advance Program; Agriculture Program; The Avenue; AIME; Arts Mentorship; Big Brothers Big Sisters; Boot Camp; Boys Program; BYGA; Change It Up; CONNECT; Day- lesford Enterprising Youth; Drumbeat; ELEA: Extra-Curricula; Flash Drive; Flight Path; Get Reel; Gettin’ Dirty; Girls Program; Homework Club; iTrack; Kick Start; Koorie Learn- ing Circles; LARF; Leadership Program; Learning 2 Lead; Linking In; LinkUp; LinkUp Young Parents; Literacy & Heritage Camp; Log_On; Loop; mates; Mercy Connect; PAW; Primary-Secondary Transition; PRISEC Days; RAGE; Reach for the Sky; Sending Busi- ness Back; Springboard; Step Up; Straight Talk; Ticket to Work; Tutor Squads; WLCP; Youth Connections; Youth @ Federation College; Zaque Financial Literacy Karrung Foyer Project; Kick Start; LinkUp Young Parents; RAP 2; Rebound; Satellite VCAL; Youth Connections Industry Engagement Activ8; Advance Program; Agriculture Program; Arts Mentorship; Boys Program; Change It Up; Daylesford Enterprising Youth; Defying the Drift; Event Youth; Flash Drive; DQGZKHUHQHFHVVDU\DGGUHVVLQJDQ\GH½FLHQFLHV LGHQWL½HG SHRSOHµVZHOOEHLQJKRXVLQJ½QDQFHDQGHGXFDWLRQ Flight Path; Gettin’ Dirty; Girls Program; HLLEN Career Hub; iTrack; Log_On; Loop; 3$: 3ULPDU\3DUWQHUV 5HDFKIRUWKH6N\ 7KH6FRRS 6HQGLQJ%XVLQHVV%DFN ²6KRXW³ Magazine; Straight Talk; Take Back the Streets; Ticket to Work; WLCP; Y2; Youth @ Fed- eration College Leadership Activ8; Advance Program; AIME; BYGA; Change It Up; Daylesford Enterprising Youth; ELEA: Leadership Program; Learning 2 Lead; Learning 2 Lead; Loop; Primary-Second- ary Transition; PRISEC Days; Reach for the Sky; The Scoop; Sending Business Back Literacy The Avenue; DOTS; ELEA: Homework Club; Karrung Foyer Project; Kick Start; Koorie Learning Circles; Linking In; LinkUp; LinkUp Young Parents; Literacy & Heritage Camp; Mercy Connect; PRISEC Days; RAP 2; Reach for the Sky; REAL School; Rebound; Satel- lite VCAL; Step Up; Ticket to Work; Y2; Youth Connections Highlands llen - In 500 Metres Turn Left 59 Theme Program/Model Mental Health Activ8; Boys Program; Drumbeat; ELEA: Girls Program; Karrung Foyer Project; RAGE; Supportive Friends; Youth Connections Mentoring AIME; Arts Mentorship; Big Brothers Big Sisters; Boot Camp; CONNECT; Flash Drive; Flight Path; Get Reel; iTrack; L2P; LARF; Learning 2 Lead; Loop; mates; Mercy Con- QHFW 3$: 5HDFKIRUWKH6N\ 5($/6FKRRO 7KH6FRRS ²6KRXW³0DJD]LQH 6XSSRUWLYH Friends; Take Back the Streets; Ticket to Work; Tutor Squads Numeracy The Avenue; DOTS; Homework Club; Karrung Foyer Project; Kick Start; Koorie Learning Circles; Linking In; LinkUp; LinkUp Young Parents; Mercy Connect; PRISEC Days; RAP 2; Reach for the Sky; REAL School; Rebound; Satellite VCAL; Step Up; Ticket to Work; Y2; Youth Connections Out-of-home care CONNECT; Karrung Foyer Project; Springboard; Youth Connections Parent Engagement Boys Program; Flash Drive; Girls Program; HLLEN Career Hub; Koorie Learning Circles; LinkUp Young Parents; Ticket to Work Pathways AIME; Advance Program; Agriculture Program; Arts Mentorship; The Avenue; BYGA; Change It Up; Daylesford Enterprising Youth; Defying the Drift; DOTS; Event Youth; Flash Drive; Flight Path; Get Reel; HLLEN Career Hub; iTrack; Karrung Foyer Project; Kick Start; Koorie Learning Circles; L2P; Leadership Program; Linking In; LinkUp; LinkUp Young Parents; Log_On; Loop; Mercy Connect; PAW; Primary Partners; Primary-Sec- ondary Transition; PRISEC Days; RAP 2; Reach for the Sky; REAL School; Rebound; Sat- HOOLWH9&$/ 7KH6FRRS 6HQGLQJ%XVLQHVV%DFN ²6KRXW³0DJD]LQH 6SULQJERDUG 6WHS Up; Straight Talk; Ticket to Work; Tutor Squads; WLCP; Y2; Youth Connections; Youth @ Federation College Peer Support Activ8; AIME; BYGA; LARF; LinkUp Young Parents; Literacy & Heritage Camp; Prima- ry-Secondary Transition; Supportive Friends; Ticket to Work; Zaque Re-engagement The Avenue; Boot Camp; DOTS; Drumbeat; ELEA: Flash Drive; Gettin’ Dirty; Karrung Foyer Project; Kick Start; Linking In; LinkUp; LinkUp Young Parents; RAP 2; REAL School; Rebound; Satellite VCAL; Springboard; Step Up; Y2; Youth Connections; Youth @ Federation College Resilience Activ8; Big Brothers Big Sisters; Boot Camp; Boys Program; Drumbeat; ELEA: Flash Drive; Gettin’ Dirty; Girls Program; mates; Mercy Connect; PAW; Primary-Secondary Transition; RAGE; REAL School; Rebound; Y2; Zaque Retention Activ8; AIME; The Avenue; Big Brothers Big Sisters; Boot Camp; Boys Program; Defying the Drift; DOTS; Drumbeat; Extra-Curricula; Gettin’ Dirty; Girls Program; iTrack; Kar- rung Foyer Project; Koorie Learning Circles; Linking In; LinkUp; LinkUp Young Parents; Literacy & Heritage Camp; mates; Mercy Connect; PAW; RAP 2; Reach for the Sky; REAL School; Satellite VCAL; Springboard; Supportive Friends; Ticket to Work; Tutor Squads; WLCP; Y2; Youth Connections; Youth @ Fed College Self-esteem Activ8; AIME; Big Brothers Big Sisters; Boot Camp; Boys Program; CONNECT; Drum- beat; ELEA: Event Youth; Extra-Curricula; Flash Drive; Flight Path; Gettin’ Dirty; Girls Program; Karrung Foyer Project; LARF; Leadership Program; Linking In; LinkUp; Link- Up Young Parents; mates; Mercy Connect; PAW; RAGE; Reach for the Sky; REAL School; Rebound; Ticket to Work; Youth Connections; Zaque Skill Development Activ8; Advance Program; Agriculture Program; AIME: Arts Mentorship; The Avenue; Big Brothers Big Sisters; Boot Camp; Boys Program; BYGA; Change It Up; Daylesford Enter- prising Youth; Defying the Drift; DOTS; Drumbeat; ELEA: Extra-Curricula; Flash Drive; Flight Path; Get Reel; Gettin’ Dirty; Girls Program; HLLEN Career Hub; Homework Club; iTrack; Karrung Foyer Project; Kick Start; Koorie Learning Circles; L2P; LARF; Leader- ship Program; Learning 2 Lead; Linking In; LinkUp; LinkUp Young Parents; Literacy & Heritage Camp; Log_On; Loop; mates; Mercy Connect; PAW; Primary Partners; PRISEC Days; RAGE; RAP 2; Reach for the Sky; REAL School; Rebound; Satellite VCAL; The 6FRRS 6HQGLQJ%XVLQHVV%DFN ²6KRXW³0DJD]LQH 6SULQJERDUG 6WHS8S 6WUDLJKW7DON Supportive Friends; Take Back the Streets; Ticket to Work; Tutor Squads; WLCP; Y2; Youth Connections; Youth @ Federation College; Zaque Youth Justice Gettin’ Dirty TABLE 7: Matching Programs and Models to Themes 60 Highlands llen - In 500 Metres Turn Left Section Five Case Studies 5.1 ACTIV8 – Moorabool Shire Background: 7KH $FWLY SURJUDP ZDV ½UVW GHYHORSHG DIWHU HOHYHQ Research was undertaken into what programs other Year 7 boys suggested to a representative of the local LGA’s were implementing with the goal of consolidating shire council that the school needed a program aimed at all their welfare programs into one, overarching, collab- addressing bullying and mental health issues. In believing RUDWLYHSURJUDP0DFHGRQ5DQJHV6KLUH&RXQFLOµV²/LYH the idea needed to be actioned, the students made a video /LIH³SURJUDPZDVLGHQWL½HGDQGH[WHQVLYHFRQVXOWDWLRQ about bullying and its different forms. with their youth services team, local secondary colleges and other stakeholders in that area were undertaken. Rationale: Consequently the Activ8 program was developed. After the video was shown to other students in the school, research was undertaken by Moorabool Shire Council’s Aim of the Activ8 Program: Youth Department to identify how the local young people Activ8 aims to upskill students on issues relating to health were doing. This research showed the following: and wellbeing, address the rates of bullying, self-harm, depression and anxiety in young people and to develop a > Young people in the Moorabool Shire were reported cohesive and meaningful partnership between agencies, as lower than the state average in school retention schools, council and the community to work together to rates, Year 12 attainment, living in healthily func- provide a relevant mental health program which supports tioning families, engaging in safe sex, having posi- teachers, sporting coaches, parents and the community in WLYHSV\FKRORJLFDOGHYHORSPHQWIHHOLQJVDWLV½HGZLWK raising healthy, well-adjusted young people in the Moora- their quality of life, feeling they have someone to turn bool Shire. to for advice and feeling safe in their neighbourhood. Activ8 has been developed and implemented to provide ! Highlands llen - In 500 Metres Turn Left 61 Reported Outcomes: Evaluation of the Program The students were surveyed both before and after taking part in the Activ8 program. > Prior to the program being implemented, 71.4% of students responded negatively to at least one scenario presented to them. In other words, they indicated that a negative event would ruin their day and they were more likely to think unhelpfully than helpfully about a situation. > After completing the 3 sessions 22% responded Delivery: negatively to at least one scenario with 78% now The program is delivered annually over four terms to all showing that they would alter their thinking about an Year 8 students at Bacchus Marsh College. event in order for that event to not ruin their day. Term 1 7KLVZDVDVLJQL½FDQWULVHLQWKHQXPEHURIVWXGHQWVZKR Activ8 is launched to all Year 8 students, relevant teaching showed that they were now more likely to be able to avoid staff, local community members and parents. The launch thinking errors, increase helpful thinking and understood is a one-day event to outline the program and introduce the guiding principle of Cognitive Behavioural Therapy students to all of the partners involved in delivering the (CBT). However, as evidenced by Beyond Blue’s research program. around youth mental health, it is important that these concepts are constantly reinforced across a number of Term 2 areas of a young person’s life as it is common for regres- Co-teaching sessional classes are delivered to students. sion to unhelpful thinking to occur without continuous Community agency staff co-teach with the Year 8 Health reinforcement. and Physical Education teachers on various topics includ- ing alcohol, drugs, safe partying, peer pressure, helpful Students in approximately half the classes were also and unhelpful thoughts. Each Year 8 class attends three surveyed regarding their knowledge of local support different sessions. agencies for young people. 85% were not aware of either one or all of the following agencies: Djerriwarrh Health Term 3 Services, Child and Family Services Moorabool or Moorabool The students work on a competition project; the theme Shire Council Youth Services. After completion of the 3 changes annually but is always based on mental health. sessions this dropped to 18% who were not aware of one ,Q WKH WKHPH ZDV ²%HORQJLQJ³ DQG LQ WKH or all of the above agencies. WKHPH ZDV ²&RQQHFWLRQ³ 6WXGHQWV DUH DEOH WR SUHVHQW their project in different forms including written pieces, 7KH VXUYH\ GHPRQVWUDWHG D VLJQL½FDQW LQFUHDVH LQ WKH visual arts, performing arts and multimedia. Students number of students who became aware of local support have class time to work on and complete the project. agencies for youth. It is important to note that due to limited time and resources, an evaluation of the likelihood Term 4 that students would seek help from an external agency The student competition is judged by the Year 9 students was not ascertained. who participated in Activ8 the previous year. A celebration day is also scheduled for the last term to celebrate pro- 7KH $FWLY SURJUDP DSSHDUV WR KDYH VLJQL½FDQWO\ gram achievements. The winner of the competition is increased awareness and understanding of the mental announced and their project is presented to the other health issues young people are faced with. The Activ8 students, teachers and agency staff. program has now been written into the curriculum which ensures it is a sustainable program into the future. By the Partners: end of 2013, 325 students have actively participated in Activ8. Bacchus Marsh College Beyond Blue Feedback from teachers regarding the SenseAbility Child and Family Services (CAFS) Moorabool model utilised in the Activ8 program Djerriwarrh Health Services A key tool utilised during the Activ8 program is Highlands Local Learning and Employment Network SenseAbility, developed and available from Beyond Blue. (HLLEN) SenseAbility is a strengths-based resilience program Moorabool Shire Council suitable for young people aged 12-18 years. It consists Victoria Police of a suite of modules that are developed to enhance and 62 Highlands llen - In 500 Metres Turn Left maintain emotional and psychological resilience. The program is based on cognitive-behavioural principles, the evidence-based approach which says that our thoughts SOD\DFULWLFDOUROHLQLQ¾XHQFLQJIHHOLQJVDQGFRQVHTXHQW behaviour. The belief is that young people who possess sound social and emotional skills are generally better able to cope with the stressors of daily life. They also tend to have better relationships with parents, teachers and peers, and perform better academically. Importantly, having these skills makes it less likely that a young SHUVRQ ZLOO H[SHULHQFH VLJQL½FDQW PHQWDO KHDOWK problems in the future. Many of the activities and discussion cues included in SenseAbility relate to an A-B-C-D model – antecedents, beliefs, consequences, do. Since facilitating the ACTIV8 Program I have found that stu- All teachers involved with Activ8 said they found dents, teachers and myself are in better tune with the ABCD SenseAbility useful, user friendly and suited to the school model of SenseAbility. The basic premise of this model is environment. All teachers also indicated that they would that the way you think about a situation impacts on the use SenseAbility in their other classes. Discussions with way that situation makes you feel and in turn affects the Coordinator and Assistant Principals have indicated the way you act. The ABCD approach has kept many that the school is now looking at using the ABCD model students from getting into trouble. Teachers have also in their restorative practice to help provide students and reported an improvement in student behaviour and stu- teachers with a common understanding and language. dents have stated that teachers are easier to approach Teachers indicated that they believed the program should with issues as they use this same method in their restorative be extended to other year levels. Teachers also reported practices. The Bacchus Marsh College has accepted this that the program assisted them with their understanding program whole heartedly and incorporated it into their of adolescent behaviour and to deal more respectfully Health and Physical Education (HAPE) curriculum along and therefore effectively with behavioural issues when with their approach to restorative practice. they arose. Students have also stated that since being involved in the ACTIV8 program they now have Testimonials a greater understanding of youth based agen- cies in Moorabool Shire. They are now aware of A great highlight of our year in the HAPE department agencies and what they do. They feel much more was the continuation of the ACTIV8 program in conjunc- comfortable to ask for help if needing it from any of these tion with the Moorabool Shire. This program, now in its agencies as they now have a familiar face to speak to. It second year, is aimed at our Year 8 students and has also helped students feel comfortable in asking any of promotes good mental health and well-being among their teachers where they can seek help, as teachers have young people. The main focus from a staff point of view in been exposed to the same information as the students. our delivery is to encourage students to consider the com- Rikki-Lee Farrer, mon thinking errors and understand that when an action Moorabool Shire Council or event occurs in our day the way we think about that event affects the way we feel, which in turn affects the way we react. This type of deeper thinking and consideration of our reactions to unfavourable circumstances or events is intended to build greater resilience within our student cohort and contribute towards lower levels of student distress and angst during trying circumstances that often arise during adolescence. Representatives of the Bacchus Marsh College, Moorabool Shire Council, community agency staff throughout the region, Victoria Police, Netball Victoria, the Melbourne Vixens and Beyond Blue were all stakeholders / contributors in the successful program and we look forward to build- ing further upon our substantial foundation next year. Tom Perrett, Physical Education, Maths & Science Leader Highlands llen - In 500 Metres Turn Left 63 5.2 mates - Bacchus Marsh College Background: Aim of the mates mentoring program: The mates mentoring program was brought to Ballarat The objectives of the mates program are contained in its in August 2012 by the Highlands Local Learning and acronym: Employment Network (HLLEN) after many years of the Wimmera Southern Mallee LLEN successfully matching mentor - to provide an additional positive role model in mates mentors to vulnerable young people in secondary the lives of young people schools in the Wimmera. mates is a mentoring program assist - to assist and extend the positive life which has been designed as an easy and effective mod- experiences of young people el for all schools to implement at very little cost. mates tDUJHW WRVSHFL½FDOO\WDUJHWOLIHDQGHGXFDWLRQDOJRDOV mentoring matches students (mentees) in school with a of young people volunteer from the local community (mentor). engage - to engage young people more fully into their Rationale: school and local community 7KH+//(1KDGLGHQWL½HGDVSDUWRIWKHLUHQYLURQPHQWDO skills - to identify and enhance the skills of young VFDQWKDWWKHUHZHUHDQLQVXI½FLHQWQXPEHURIPHQWRULQJ people programs working with the most disadvantaged young SHRSOH LQ WKH UHJLRQ +DYLQJ UHVHDUFKHG WKH EHQH½WV RI Delivery: mentoring and recognising its role in fostering resilience, mates involves a process of recruiting, screening, train- building positive relationships, improving school retention ing, matching and meeting. mates mentors are vol- and successful transitions for young people, the HLLEN unteers who are recruited from within the community. committed to employing a mates Mentoring Coordinator Mentors are required to be over the age of 18 and have a to work across their region. One of the schools they intro- Working with Children Check. The mentees are students duced mates to was Bacchus Marsh College. who are usually referred into the program by teachers. The screening process involves interviews and reference Bacchus Marsh College were introduced to the mates checks (for the mentors) which assists the co-ordinators program by the HLLEN mates Co-ordinator and Moora- in matching the mentees with the best suited mentor. bool Shire Council. At the initial consultation, Bacchus Marsh College agreed that any mentoring support for Recruitment their students was really needed. The school nominated a The mates program was advertised around the Moora- mates Co-ordinator within their staff, who was then guid- bool Shire via radio, newspaper advertisements and post- ed by the HLLEN mates Co-ordinator. Moorabool Shire ers in local businesses. A Bacchus Marsh College teacher Council also committed to the program by providing four also presented at the local Rotary meeting to access any mentors to the program including the Moorabool Shire SRWHQWLDOPHQWRUVZKRIXO½OOHGHOLJLELOLW\FULWHULD &RXQFLO&KLHI([HFXWLYH2I½FHU+XPDQ5HVRXUFHRI½FHUV Mentor Screening and a Groundsman. 2QFH %DFFKXV 0DUVK &ROOHJH KDG ½YH YROXQWHHUV WKH\ were interviewed by the mates Co-ordinator and the school’s mates Co-ordinator to ensure they were eligible to become a mates mentor. 64 Highlands llen - In 500 Metres Turn Left Training Testimonial mates, in collaboration with Bacchus Marsh College, then delivered the compulsory mentor training. The training was delivered over two nights, for approximately 2½ - 3 hours each night. Many topics were covered throughout the training, including the aim of the program, Working ZLWK&KLOGUHQ&KHFNGXW\RIFDUHWRWKHVWXGHQWVFRQ½ - dentiality and communication. Mentee Screening Once the mentor training was completed, the school’s mates Co-ordinator approached other teachers who subsequently nominated students to participate in the program. The students then decided if they wanted to participate in the program. Matching I had the pleasure of meeting student A’s teacher and Once the coordinators had decided upon the matches, an aide on Wednesday. He has obviously been in conver- afternoon tea was held to provide an opportunity for all of sation with these ladies and come to the conclusion the mentors and mentees to meet. The school found the that he wants to stay in school until the end of 2014. Of afternoon tea to be very successful, as the mentor and course, that makes sense; particularly he will get the mentees commenced talking readily; there was no need support at school that he would not get in the work- to run any activities. The students also took the mentors force. He is pretty blessed with the people around on a tour of the school. him, and acknowledges the value of being where he is Meeting right now. So, that was a positive step and he seemed The mentors meet with their mentee once a fortnight for relieved not to have to look for work. an hour during school time. The ‘mates’ spend their time This said, that leaves me with a space to create some- involved in various activities, including discussing career thing new and interesting for student A. If we stop the options, sporting activities, crafts, and some simply meet conversation about employment, I wonder what else just to chat. we can talk about that will be of value to him. I know Partners : he enjoys our meetings as do I, so I asked student A Bacchus Marsh College to come up with some form of activity other than this formal meeting place in the school holidays, that would Highlands Local Learning and Employment Network help him into next year. He’s so easy-going, happy to just (HLLEN) ‘be’ without expecting more, blows me away some days, Moorabool Shire Council so unlike many others in his age group. I did ask his aide if there was something in the classroom or the school that Reported Outcomes : ,FRXOGGRIRUVWXGHQW$WKDWZRXOGEHQH½WKLPRQJRLQJ Feedback from the school regarding mates My time is my own and quite free and my only requisite The outcomes for mates mentored students has been sig- is that our time spent needs to remain enjoyable and QL½FDQW6WXGHQWVDQGWKHVFKRROUHSRUWKLJKO\LQFUHDVHG rewarding. Student A is still looking for casual supermar- OHYHOV RI FRQ½GHQFH DFDGHPLF DELOLW\ VRFLDO LQWHUDF - ket work out of school hours and will continue with his tion and self-esteem. The school’s mates Co-ordinator resumé drops to ‘customer service oriented’ businesses. EHOLHYHV ²WKH SURJUDP LV ZRUNLQJ VR ZHOO EHFDXVH WKH So, student A is feeling pretty upbeat and positive about students who are participating really needed a connec- his Year 12 year. The curriculum has been made easier for tion and the mentors have been fantastic at making that him and he is blessed with great people around him. Why FRQQHFWLRQKDSSHQ³%DFFKXV0DUVK&ROOHJHQRZKDYHD would he not want to stay? second intake of volunteer mentors and have a total of 13 matches in place. He seems to have come so far since the ‘hid- ing in the cupboard’ stage, and is pretty FRQ½GHQW LQ KLV DELOLWLHV DQG KLV FKRLFHV IRU WKH future. What a remarkable young man he is. Mentor, mates Highlands llen - In 500 Metres Turn Left 65 5.3 DOTS (Developing Other Talents and Skills) Creswick Academy Background: The Department of Education and Early Childhood Development (DEECD) Youth Partnership - Education Alliance was an educational brokerage service available to young people disengaged from school. The Education Alliance participated in the educational networks across Rationale: the Highlands LLEN region - Ballarat, Hepburn, Moorabool, > Within the Creswick community the average number Pyrenees and north Golden Plains. The networks provid- of people who have completed Year 12 or equivalent ed a platform for community organisations, schools and sits at 34.6%. This is 6.1% lower than the average health organisations to refer these disengaged young for the Hepburn Shire and 15.2% lower than the people to the Education Alliance. The Creswick Commu- Victorian State average. nity Action Network (CAN) was one of those networks the Education Alliance attended. > There are 3 primary schools in Creswick but no secondary school. &UHVZLFNZDVLGHQWL½HGDVDFRPPXQLW\RIIRFXVGXULQJ the planning process for the Youth Partnership Project. ! /RFDOVWXGHQWVKDYHFRPSODLQHGRIEXOO\LQJDQG½QG Previous attempts to engage the community of Creswick LW GLI½FXOW WR ½W LQ DW WKH PDLQ %DOODUDW VHFRQGDU\ had proven challenging. The Highlands LLEN (HLLEN) school attended by the Creswick young people. developed a consultative and inclusive approach as its initial strategy in an effort to develop relationships and > There is a youth group, a Neighbourhood Centre ‘buy-in’ at a local level. The HLLEN Partnership Brokers and the Railway Workshop (a community training, commenced this process by meeting with local council, arts and enterprise venture) in the area as well as schools, and education and training providers to identify volunteer programs but no physical presence of the most effective method of engaging local agencies in youth-focussed agencies funded to work in the area. order to broker partnerships designed to better coordi- > The local people consulted expressed concerns nate services for Creswick’s vulnerable young people. for those young people affected by bullying, social Once initial relationships were developed and a level of isolation, mental illness or simply a need for an local ‘buy in’ achieved, the HLLEN worked with the local alternative education setting as there are no readily community to create the Creswick Community Action accessible supports. Network (CAN). The concept was supported by agencies, The Education Alliance was averaging three referrals per local and state government representatives, schools, week of young people requiring educational guidance. FRPPXQLW\DQGSDUHQWV7KH&UHVZLFN&$1KHOGLWV½UVW A total of over 300 young people were referred to the meeting in May 2012. Education Alliance over two years. After interviewing each Initial Creswick CAN meetings focussed on the sharing young person, the Education Alliance was unable to help of data and stories, networking and the development of over half. No suitable option existed for over 150 of these a clear strategy for moving forward. It was agreed that young people. Based on the Grampians Education Part- the development of a community based education model nership network, the Ballarat region appeared to have the aimed at secondary aged students would be the future broadest range of alternative educational programs avail- focus for the Creswick CAN; no secondary level educa- able to young people. However, all of these programs were tion is available in Creswick. Four additional strategies DWFDSDFLW\DQGPRVWRIWKHVH\RXQJSHRSOHGLGQRW½WWKH IRFXVVHGRQVXSSRUWLQJORFDO\RXWKZHUHDOVRLGHQWL½HG criteria to be enrolled into them. Therefore, the Education Alliance determined there was a need for a model to be de- 1. Parent and family support; veloped in order to provide some kind of educational assis- tance to the most vulnerable of these young people. Many of 2. Life skills delivery; Creswick’s young people were facing multiple and complex 3. Volunteer recruitment and skills audit; and barriers; many had tried mainstream education on more 4. A clear referral process for vulnerable young people. than one occasion and evidence suggested it was not work- ing for them. The Education Alliance decided that any model they developed had to be a strengths-based approach. 66 Highlands llen - In 500 Metres Turn Left Aim of the DOTS: The Developing Other Talents and Skills (DOTS) was de- veloped in 2013 by the Education Alliance. DOTS was a new way for young people to learn, explore and develop their interests and needs. It was about recognising that students’ lives are complex and if we help to connect the dots for them across their lives and offer academic recog- nition for the skills, strengths and talents they have then we are on our way to re-engaging them in learning in a better and different way. DOTS is a model, not a program. It is designed for stu- dents who are chronically disengaged. It is not for stu- GHQWV ZKR DUH ²MXVW DW ULVN³ ,W LV D PRGHO GHVLJQHG WR re-ignite interest in learning, and aims to explore path- Eligibility Criteria ways to future success. Highlands llen - In 500 Metres Turn Left 67 Partners: Creswick Community Action Network (CAN) Creswick and District Community Bank Creswick Men’s Shed Department of Education and Early Childhood Develop- ment (DEECD)Youth Partnerships -Education Alliance Highlands Local Learning and Employment Network (HLLEN) Lake Bolac Secondary College Novotel Forest Resort Creswick Reported Outcomes: Four of the nine students who were enrolled in DOTS have transitioned into work, training and/or further education. 7KHUHPDLQLQJ½YHVWXGHQWVFRQWLQXHGDWWHQGLQJ'276 Testimonial with a plan to remain until they were ready to transition. The DOTS model of delivery was built for the chronically DOTS employed three teachers, two administration staff disengaged young people and recognises the necessity to and one school support staff member. DOTS opened two have a positive and balanced relationship with a student academies - Creswick and South West Ballarat. before working on their schooling. 1. DOTS SW Ballarat Academy It was often the case that the students we worked Doug Dean Sports Centre, Ballarat with had few steady and reliable adult supports and Nandiriog Drive, Delacombe so we spent time building the rapport so that we could identify and work on any barriers that were 2. DOTS Creswick Academy affecting the student’s ability to participate and learn. We Creswick Neighbourhood Centre then focused on their individual interest areas. Cnr. Victoria and Napier Streets, Creswick We managed to engage a couple of young people in discussions about the program through their families EXWRQWKH½UVWGD\WKH\EURXJKWRWKHUIULHQGVDORQJDQG by the end of the week we were full. This made it the student’s program. They had a big say in how we delivered our learning. , VDZ ½UVWKDQG KRZ \RXQJ SHRSOH JUHZ LQ WKH program. It wasn’t just overcoming the anxiety and stress related to attending education again, it was also the way they interacted with their community that they previously thought wanted nothing to do with them. A real life exam- ple of this is when one participant noted that they were VWRSSHGLQWKHVWUHHWDQGDVNHG²KRZDUH\RXJRLQJ³DQG LWZDVWKHYHU\½UVWWLPHWKDWKDGHYHUKDSSHQHG I truly believe the model has changed lives for the bet- ter in Creswick and the fact that we know that all those students are still taking part in education, employment or training makes us feel we are on the right track. Greta Hunt - DOTS Outreach Teacher 68 Highlands llen - In 500 Metres Turn Left 5.4 BYCN Beaufort Youth & Community Network Background: Beaufort is a small country town located in the Pyrenees Shire, on the Western Highway between Ballarat and Ararat, with a population of almost 1,000. The town services a wide rural catchment area and has two state schools, Beaufort Primary School and Beaufort Second- ary College, and a Community House & Learning Centre. The town’s SEIFA score of Relative Socio-economic Dis- advantage is 892, below the Regional Victorian average of 986. Populations in Beaufort and the surrounding catch- ment contribute to the most disadvantaged 10% of the and awareness of Brodie’s Law, and changed SRSXODWLRQLQ$XVWUDOLD 'DWDREWDLQHGIURP²&KDQJHDQG community attitudes. Disadvantage in the Grampians Region, Victoria – March ³ 3UHSDUHG E\ -HDQHWWH 3RSH 3ROLF\ DQG 6WUDWHJ\ > Community Strengthening – improved community Department of Planning and Community Development). capacity to take action and create better access to social support. The Highlands Local Learning and Employment Network (HLLEN) engaged the community in a Community Break- > Policy Development/Organisational Practice - local fast in partnership with Victoria Police. The aim was to schools, workplaces and community organisations, recognise the work being undertaken by local people and which involve young people, being aware of conse- RUJDQLVDWLRQVLGHQWLI\WKHEHQH½WVWRWKHORFDOFRPPXQL - quences and accepting of responsibilities; and ty, give those working with young people an opportunity to explore different issues facing them and determine strat- > Capacity Building - collaborative community egies to address these issues. The breakfast included a SDUWQHUVKLSV FUHDWHG ZLWK LQFUHDVHG FRQ½GHQFH cyber-safety presentation given by members of the police understanding of and commitment to, making the force in attendance. initiative a priority, and improved competencies and practice. Rationale: Following the Community Breakfast, a Youth Connections Delivery: case worker for the Beaufort area raised the concern that EXOO\LQJKDGEHHQWKHFDXVHRI½YH\RXQJSHRSOHH[LWLQJ Planning local mainstream schooling. This was supported by an- 7DUJHW *URXSV ZHUH LGHQWL½HG \RXQJ SHRSOH VFKRROV ecdotal evidence provided by a student from a Ballarat workplaces and community organisations where young school where some of these students had transferred. people live, work and play). Representatives from the community also agreed it was an issue affecting young people that they could work Skills and actions were determined: this included arrang- on. This resulted in the formation of a local Community ing a community presentation by Brodie’s Law ambas- Action Network, Beaufort Youth & Community Network sador, Sue Anderson (Good2Gr8 Coaching); securing a %<&1 DQGEXOO\LQJZDVLGHQWL½HGDVDSULRULW\SURMHFWIRU venue and catering for the presentation; arranging news- the local community and a community engagement op- SDSHUPHGLDSURPRWLRQ LQYLWLQJKLJKSUR½OHPHPEHUVRI portunity for the HLLEN. BYCN is made up of individuals the community; and launching the Project. who represent the community or organisations that hold Social marketing resources relating to Brodie’s Law and young people at the centre of their operations and wish to anti-bullying message were sourced, obtained and dis- see them succeed. tributed to organisations and groups where young people live, work and play. Aim of BYCN: Success of the project would be determined through the A regular meeting schedule for BYCN was established following: and the duties of chair and secretariat were rotated to al- low for skill development. > Reach, Participation and Satisfaction – intended Policy development and implementation support was audience participation, with community members garnered from management of organisations represent- DFWLYHO\LQYROYHGDQGSDUWLFLSDQWVVDWLV½HGZLWKWKHLU ed at BYCN: existing policies and work already done was involvement and/or services received. UHVHDUFKHG ½QGLQJV ZHUH SUHVHQWHG WR PDQDJHPHQW > Personal Skills – increased community knowledge structures and BYCN; and implementation and roll-out was supported as required. Highlands llen - In 500 Metres Turn Left 69 Capacity building remained an ongoing focus with a Highlands Local Learning and Employment Network commitment by BYCN for a quarterly review. (HLLEN) – Facilitator, partnership brokerage Lead On Ballarat (Beaufort project) – Engagement with Implementation young people With the issue of increased incidence in the rate of bul- O\LQJLGHQWL½HGDQGFRQ½UPHGYLDDQHFGRWDOHYLGHQFHWR Pyrenees Newspaper Group – Media coverage and hand, BYCN coordinated a whole-of-town approach to promotion of BYCN and activities the prevention of bullying through information sessions, Pyrenees Shire Council – Youth programs/funding resources and publicity; including a public presentation opportunities/promotion/data provision aimed at reaching all people in the Beaufort area. The SURMHFWZDVWLWOHG²%HDXIRUW6D\V1R7R%XOO\LQJ³DQGZDV Victoria Police – Brodie’s Law advisory, local data conducted in partnership with local police and schools, Youth Foundation Victoria, Beaufort INC - Funding and coincided with changes to Brodie’s Law affecting how opportunities bullying is treated criminally. 7KHSURMHFW²%HDXIRUW6D\V1R7R%XOO\LQJ³DOVRLQFOXGHG For the remainder of 2013, BYCN continued to focus > Good2Gr8 Coaching (Sue Anderson) – Brodie’s Law RQWKH²%HDXIRUW6D\V1R7R%XOO\LQJ³DFWLYLWLHVDQG ambassador, presenter at community event expected outcomes outlined in the group’s Strategic Plan. For example, one of the Beaufort junior football In June, 2013, BYCN extended an open invitation to the and netball teams (ages 10 – 17.5 years) played a match 65&WRDWWHQGPHHWLQJVLQRUGHUWRSURYLGHD²UHDO³\RXWK against teams from Creswick, with the matches being perspective. Six student members of the SRC attended promoted under the banner of the recent Department of WKHLU½UVWPHHWLQJRQ-XQHWK Education and Early Childhood Development program, Bully Stoppers. Reported Outcomes: The partnership also expanded its planned strategies The group has achieved some of the program activities and activities. In March 2013, BYCN began an audit of (ie. Community presentation; community strengthening services which are available for Beaufort’s young people through regular meetings of the group) contained within to access; with the aim being to identify gaps and then the Partnership Strategy. advocate for service providers which are not represent- ed. The group are also developing an information guide/ )RXURUJDQLVDWLRQDOFKDQJHRXWFRPHVZHUHLGHQWL½HG resource which will be available to all members of the in the Partnership Evaluation survey responses - two community. occurrences of new skills developed and two indications of improved job satisfaction or staff morale. Following the School Representative Council (SRC) attendance at the June meeting, and presentation of the Spin-off partnerships have been created as a result of students’ own priority list, BYCN will also support and BYCN eg. Beaufort Secondary College, Beaufort Com- advocate to controlling bodies (eg. Council) on behalf munity House and Neighbourhood Centre have part- of the SRC to activate safe comfortable public spaces nered to place three students in a community learning (eg. the library, football club rooms) for young people to program. access after school. BYCN has been endorsed to act in a consultative capac- ity and have input into the Youth section of Beaufort’s Partners: Community Action Plan by the Plan’s coordinator. Beaufort & Skipton Health Services – Health promotion Pathways and referrals have been explored for young Beaufort Community House & Learning Centre – people. Training provider Beaufort Guides & Scouts – Engagement with young people Beaufort Primary School – Education provider Beaufort Secondary College – Education provider Central Connect (Ararat) – Education provision for disengaged students Department. of Education and Early Childhood Development (DEECD), Youth Partnerships – Brokerage of education for young people 70 Highlands llen - In 500 Metres Turn Left Section Six What now? The Highlands Local Learning and Employment Network (HLLEN) created this guide to provide information to schools, education practitioners, community, parents and industry regarding programs and models within the Highlands LLEN region aimed at improving retention of young people in education and/or training. In building a better understanding of educational programs and mod- els available to young people in the Highlands region, the HLLEN has recognised that there were some common issues facing education and community groups when Testimonials engaging with young people. These included a reduction Beaufort Youth & Community Network was established LQ\RXWKVSHFL½FVHUYLFHIXQGLQJSHUFHSWLRQVRIVFKRROV after a collaborative meeting with Highlands LLEN, EHLQJ²FORVHGVKRSV³DQLQDELOLW\WRDWWUDFWPHQWDOKHDOWK Pyrenees Shire, Youth Foundation Beaufort INC and DQGGLVDELOLW\VXSSRUWWRRXUVPDOOHUUHJLRQVQRVSHFL½F Victoria Police, as well as other youth service provid- Koori or CALD services available and engaging parents HUVLQWKHFRPPXQLW\LQFOXVLYHRIVFKRROVQRWIRUSUR½W in programs. We anticipate these issues will be further community organisations and young people. Its purpose compounded in 2015 due to funding cuts of programs is to provide a strategic and collaborative approach in the such as Youth Connection and the change of focus of the delivering of youth services and activities to Beaufort and HLLEN. the surrounding district and ensuring the dissemination of that information to providers, and most importantly to This guide has highlighted and celebrates the programs youth in the community. and models within our community which have provided young people with an opportunity to engage in education BYCN provides a platform for young people to offer and follow various paths to maximise their potential. The their feedback and views on issues directly impacting guide also seeks to: young people in the community and also giving them the opportunity to effectively contribute to the Beau- > create conversation about the needs of young people; fort Community Action Plan. There have been several ! UH¾HFWXSRQWKHQHHGVRI\RXQJSHRSOHDQGWKHLP - opportunities for young people to present directly to pacts programs and models have in addressing the adult membership of the group and to begin the these; process to effect change to make improvements to sup- > create a platform for research, which includes re- port young people and raise awareness of their issues. searching engagement of young people and the Maria - Pyrenees scope of programs and models available, whilst identifying gaps or opportunities where a program or model could be developed; BYCN was a great forum for getting the young people of the shire involved in the decision making and with > present programs and models than can be imple- events. It was great to see many young people partic- mented by others; and ipate in BYCN and have their voices heard and their ! DVVLVW ZLWK WKH UH½QHPHQW RI LQGLYLGXDO SURJUDPV opinions and suggestions valued by the community. models and perhaps even community approaches Rebecca Stewart – Lead On and systems. We would again like to thank the individuals, schools and organisations that assisted in compiling ‘In 500 Metres Turn Left’. We hope this guide will provide a starting point for discussion and assist with the creation and delivery of programs and models into the future for the Highlands region and beyond. Highlands llen - In 500 Metres Turn Left 71 Section Seven Appendices Appendix 1: Agencies, Organisations and Schools Contact List 7.1 Moorabool 3OHDVHQRWH 6RPHSURJUDPVKDYHYHU\VSHFL½FUHIHUUDOSDWKZD\V:KLOHVRPHSURJUDPVDUHRSHQWRVHOIUHIHUUDORU parent/carer referral, others are only open to existing clients or students. Contact details are given for enquiries only. Agency/ Highlands Region Highlands Region Contact Details Organisation/ LGA LGA (Local (Phone/email/web) School (Local Government Government Area) Area) Serviced Serviced Aboriginal Ballarat Indigenous students Ph: (03) 5333 5342 Literacy [email protected] Foundation www.aboriginalliteracyfoundation.org AIME (Australian Ballarat Indigenous Secondary Contact AIME through their website: Indigenous Mentoring Moorabool and Tertiary www.aimementoring.com Experience) Education AXIS Employment- Ballarat Services and Ph: (03) 5331 4898 Disability Services Hepburn Employment [email protected] Moorabool Assistance for People www.caei.com.au with Disabilities Australian Catholic Ballarat Tertiary Education Ph: (03) 5336 5300 University (ACU) www.acu.edu.au Bacchus Marsh College Moorabool Secondary Education Ph: (03) 5367 2955 [email protected] www.bmcs.vic.edu.au Bacchus Marsh Grammar Moorabool Secondary Education Ph: (03) 5366 4800 [email protected] www.bmg.vic.edu.au Ballarat and District Ballarat Aboriginal Ph: (03) 5331 5344 Aboriginal Co-operative Community [email protected] (BADAC) www.badac.net.au Ballarat Christian College Ballarat Primary and Second- Ph: (03)5337 5900 ary Education [email protected] www.balcc.vic.edu.au Ballarat Community Health Ballarat Health Services and Ph: (03)5338 4500 Community [email protected] www.bchc.org.au Ballarat Foundation Ballarat Community Ph: (03) 5331 5555 Golden Plains (N) [email protected] Hepburn www.ballaratfoundation.org.au Moorabool Pyrenees Ballarat Grammar Ballarat Early, Primary and Ph: (03) 5338 0700 Secondary Education [email protected] www.bgs.vic.edu.au Ballarat High School Ballarat Secondary Education Ph: (03) 5338 9000 [email protected] www.ballaraths.vic.edu.au Ballarat Learning Ballarat Ballarat Learning Ph: (03) 5336 5000 Exchange (BLX) Exchange (BLX) [email protected] www.blx.vic.edu.au 72 Highlands llen - In 500 Metres Turn Left Ballarat Local Aboriginal Ballarat Education for Ph: 0402 655 983 Education Consultative Aboriginal Students [email protected] Group (LAECG) Ballarat Secondary College Ballarat Secondary Education Ph: (03) 5336 7200 – Barkly Campus (Years 11-12 stu- [email protected] dents) www.ballaratsc.vic.edu.au Ballarat Secondary College Ballarat Secondary Education Ph: (03) 5336 7200 – East Campus (Years 7-10 students) [email protected] www.ballaratsc.vic.edu.au Ballarat Secondary College Ballarat Secondary Education Ph: (03) 5336 7200 – Wendouree Campus (Years 7-10 students) [email protected] www.ballaratsc.vic.edu.au Ballarat Specialist School Ballarat Education for People Ph: (03) 5334 1302 with Disabilities [email protected] www.ballaratss.vic.edu.au Beaufort Secondary Pyrenees Secondary Education Ph: (03) 5349 2305 College [email protected] [email protected] BGT Ballarat Employment, Training Ph: (03) 5333 1707 and Youth Services [email protected] www.bgt.org.au BGT Youth Connections Ballarat Education, Training Ph: (03) 5332 2399 Hepburn and Employment for [email protected] Moorabool Young People www.bgt.org.au Pyrenees Big Brothers Big Sisters Ballarat Disadvantaged young Ph: (03) 5336 5031 people (7-17 years) [email protected] www.bigbrothersbigsisters.org.au &DWKROLF(GXFDWLRQ2I½FH Ballarat Primary and Ph: (03) 5337 7165 Ballarat Hepburn Secondary Education www.ceoballarat.catholic.edu.au Moorabool Pyrenees Centacare Ballarat Children, Young Ph: (03) 5337 8999 - Ballarat Moorabool People and (03) 5367 9908 - Bacchus Marsh Community [email protected] www.centacareballarat.org.au Centre for Multicultural Ballarat Young People from Ph: (03) 5317 7172 Youth (CMY) Migrant and Refugee [email protected] Backgrounds www.cmy.net.au Child and Family Services Ballarat Children and Families Ph: (03) 5337 3333 - Ballarat; (CAFS) (03) 5348 8200 - Hepburn; (03) 5367 9900 - Moorabool [email protected] - Ballarat [email protected] - Daylesford [email protected] - Bacchus Marsh www.cafs.org.au City of Ballarat – Youth Ballarat Young People (12-25 Ph: (03) 5320 5140 Services years) [email protected] www.youthservicesballarat.com.au The Courier Ballarat Community Media Ph: (03) 5320 1200 [email protected] www.thecourier.com.au Creswick Men’s Shed Hepburn Community Ph: (03) 5345 8165 [email protected] www.mensshed.org Highlands llen - In 500 Metres Turn Left 73 Appendix 1: Agencies, Organisations and Schools Contact List 7.1 Moorabool Agency/ Highlands Region Highlands Region Contact Details Organisation/ LGA LGA (Local (Phone/email/web) School (Local Government Government Area) Area) Serviced Serviced Damascus College Ballarat Secondary Education Ph: (03) 5337 2222 [email protected] www.damascus.vic.edu.au Daylesford Neighbourhood Hepburn Community Ph: (03) 53483569 Centre [email protected] www.ourneighbourhood.org.au Department of Education Ballarat Education and Ph: (03) 5337 8444 and Early Childhood Devel- Golden Plains Training [email protected] opment (DEECD) Hepburn www.education.vic.gov.au Moorabool Pyrenees Department of Human Ballarat Children, Ph: (03) 5333 6530 Services (DHS) Golden Plains Young People, www.dhs.vic.gov.au Hepburn Community Moorabool Pyrenees Department of Justice Ballarat Community Ph: (03) 4301 7000 Golden Plains www.justice.vic.gov.au Hepburn Moorabool Pyrenees Djerriwarrh Community & Melton (Accessed Education and Com- Ph: (03) 8746 1000 Education Services from Moorabool) munity [email protected] www.djerriwarrh.org.au Djerriwarrh Health Moorabool Health Services and Ph: (03) 5367 9664 Services Community [email protected] www.djhs.com.au Equine Learning Golden Plains Schools, People with Ph: 0415 991 115 Experiences Australia Disabilities, Work [email protected] (ELEA) Readiness, www.elea.com.au Community Federation College Ballarat Secondary and Ph: (03) 5327 8386 – Federation Youth Moorabool Tertiary Education [email protected] www.federation.edu.au Federation University Ballarat Tertiary Education Ph: 1800 333 864 Australia [email protected] www.federation.edu.au Foundation for Young Melbourne Young People and Ph: (03) 9670 5436 Australians (FYA) (Accessed from Community www.fya.org.au Highlands region) Golden Plains Shire – Golden Plains Youth Engagement Ph: (03)5220 7106 Youth Engagement [email protected] www.goldenplains.vic.gov.au Hepburn Health Services – Hepburn Health Services and Ph: (03) 5321 6556 (L2P Coordinator) L2P Coordinator Community [email protected] www.hhs.vic.gov.au Hepburn Shire Council Hepburn Community Ph: (03) 5348 1633 [email protected] www.hepburn.vic.gov.au Highlands Local Learning Ballarat Education, Training, Ph: (03) 5336 5020 and Employment Network Golden Plains (N) Employment for [email protected] (HLLEN) Hepburn Young People www.highlandsllen.org Moorabool Pyrenees 74 Highlands llen - In 500 Metres Turn Left Highlands LLEN Career Ballarat Education, Training, Ph: (03) 5336 5003 Hub Golden Plains (N) Employment [email protected] Hepburn www.highlandsllen.org/careersupport Moorabool Pyrenees Karden Disability Support Ballarat People with Ph: (03) 5331 7925 Foundation Disabilities, [email protected] Community www.karden.org.au Lake Bolac Secondary (Banking school for Primary and Ph: (03) 5350 2302 College Creswick DOTS) Secondary Education [email protected] [email protected] The Laurels Moorabool Education and Ph: (03)5367 1061 Community [email protected] www.thelaurels.com.au Loreto College Ballarat Secondary Education Ph: (03) 5329 6100 [email protected] www.loreto.vic.edu.au Marcus Oldham College Geelong Tertiary Education Ph: (03) 5243 3533 www.marcusoldham.vic.edu.au Mates Ballarat Primary and Ph: (03) 5336 5030 Hepburn Secondary aged [email protected] Moorabool Students www.highlandsllen.org Pyrenees Moorabool Shire Council – Moorabool Young People and Ph: (03) 5366 7100 Youth Services Community [email protected] www.moorabool.vic.gov.au Mount Clear College Ballarat Secondary Education Ph: (03) 5330 1500 [email protected] www.mtclearsc.vic.edu.au Phoenix P-12 Community Ballarat Secondary Education Ph: (03) 5329 3293 College [email protected] www.phoenix.vic.edu.au Practical Outcomes Melton Children’s Services Ph: 1300 799 610 (Accessed from and Community www.practical outcomes.com.au Moorabool) Pyrenees Advocate Pyrenees Community Ph: (03) 5349 2105 Media [email protected] www.theadvocate.net.au Pyrenees Shire Council Pyrenees Community Ph: (03) 5349 1100 [email protected] www.pyrenees.vic.gov.au Salvation Army Karinya Ballarat Disadvantaged Ph: (03) 5329 1100 Children and Young [email protected] People www.salvationarmy.org School Focussed Youth Ballarat Schools and Ph: (03) 5338 4500 - Service (SFYS) Golden Plains Community Ballarat Community Health Hepburn (03) 5337 3333 - Moorabool Child and Family Services www.education.vic.gov.au The Smith Family Ballarat Disadvantaged Ph: (03) 5335 9627 Students [email protected] www.thesmithfamily.com.au St. John of God Hospital Ballarat Health Services and Ph: (03) 5320 2111 Community [email protected] www.sjog.org.au Highlands llen - In 500 Metres Turn Left 75 Appendix 1: Agencies, Organisations and Schools Contact List 7.1 Moorabool Agency/ Highlands Region Highlands Region Contact Details Organisation/ LGA LGA (Local (Phone/email/web) School (Local Government Government Area) Area) Serviced Serviced St. Patrick’s College Ballarat Secondary Education Ph: (03) 5331 1688 [email protected] www.stpats.vic.edu.au United Way Ballarat Ballarat Community Ph: (03) 5331 5555 Golden Plains (N) [email protected] Hepburn www.unitedwayballarat.org.au Moorabool Pyrenees UnitingCare Ballarat Community Ph: (03) 5332 1286 [email protected] www.unitingcareballarat.com.au Victorian Aboriginal Ballarat Aboriginal Ph: (03) 4308 0781 Community Services Golden Plains (N) Community [email protected] Association Ltd. (VACSAL) Hepburn www.vacsal.org.au Moorabool Pyrenees Victorian Aboriginal Ballarat Koorie Education Ph: (03)4308 0780 Education Association Inc. Golden Plains (N) [email protected] (VAEAI) Hepburn www.vaeai.org.au Moorabool Pyrenees Victorian Employers’ Ballarat Employment and Ph: (03) 5327 7190 Chamber of Commerce and Golden Plains (N) Industry [email protected] Industry (VECCI) Hepburn www.vecci.org.au Moorabool Pyrenees Victoria Police – Youth Ballarat Young People and Ph: (03) 5336 6051 - Ballarat; 5HVRXUFH2I½FHUV Moorabool Community (03) 5366 4500 - Bacchus Marsh www.police.vic.gov.au Vocational Education and Ballarat Education and Ph: (03) 5336 5017 Training in Schools (VETiS) Hepburn Training [email protected] Moorabool www.highlandsllen.org/communities Pyrenees Workplace Learning Coor- Ballarat Education and Ph: (03) 5336 5018 dinator Program (WLCP) Hepburn Training [email protected] Moorabool www.highlandsllen.org/employers Pyrenees WRISC Family Violence Ballarat Women and Ph: (03) 5333 3666 Support Children affected by [email protected] Family Violence www.wrisc.org.au YMCA Ballarat Children, Ph: (03) 5329 2800 Moorabool Young People, [email protected] Pyrenees Community www.ballarat.ymca.org.au www.victoria.ymca.org.au Yuille Park Community Ballarat Primary and Ph: (03)5339 5555 College Secondary Education [email protected] www.yuilleparkcc.vic.edu.au 76 Highlands llen - In 500 Metres Turn Left Appendix 2: Useful websites for Highlands Region Alcohol & Other Drugs Education, Training & Employment www.ancd.org.au www.australianapprenticeships.gov.au Australian National Council on Drugs Australian Apprenticeships www.fds.org.au www.brace.com.au Family Drug Support Australia BRACE (Education, Training and Employment Opportunities) www.ysas.org.au Youth Support and Advocacy Service www.bschub.com.au Ballarat South Community Hub (Life-long Learning, Anti-Bullying Recreation, Health and Wellbeing) www.bullyingnoway.gov.au www.careersonline.com.au Bullying No Way (Safe Australian Schools, Together) Australia’s Careers www.projectrockit.com.au Online Project Rockit (Youth Leadership, Citizenship and Resilience) www.ceav.vic.edu.au Career Education Association of Victoria www.stride.org.au Stride (Empowering Young People) www.centrelink.gov.au Centrelink (Payments and Services Cultural Diversity for People at times of Major Change) www.ames.net.au www.highlandsllen.org AMES Highlands Local Learning and Employment Network (Refugees and Newly Arrived Migrants) (Learning, Employment and Training Opportunities for Young People) www.badac.net.au Ballarat and District Aboriginal Co-operative (BADAC) www.myfuture.edu.au (Health, Social, Welfare and Community Development My Future (Information about Career Planning and Programs) Education) www.brmc.org.au www.ourneighbourhood.org.au Ballarat Regional Multicultural Council Clunes, Creswick, Daylesford and Trentham (Services for Migrant Communities and Community Houses Community Harmony) www.skills.vic.gov.au www.cmy.net.au Department of Education and Early Childhood Centre for Multicultural Youth Development: Further Education and Training (Young People from Migrant and Refugee Backgrounds) www.vcaa.vic.edu.au Victorian Curriculum and Assessment Authority Cyber-Safety www.vtac.edu.au www.cybersafetyhelp.gov.au Victorian Tertiary Admissions Centre Cybersafety Help www.cybersmart.gov.au Gay/Lesbian/Bisexual/Transgender/Intersex Cybersmart (GLBTI) www.glhv.org.au Disability Support Gay and Lesbian Health Victoria www.karden.org.au www.wayout.org.au Karden Disability Support Foundation Way Out: Rural Victorian Youth and Sexual www.mccallum.org.au Diversity Project McCallum Disability Services www.youthservicesballarat.com.au/about-us/zaque www.pinarc.org.au (Support for GLBTI Young People) Pinarc Disability Support Highlands llen - In 500 Metres Turn Left 77 Appendix 2: Useful websites for Highlands Region Health www.ballaratanglican.org.au/anglicare (Practical Care for Children and Families) www.badac.net.au Ballarat and District Aboriginal Co-operative (BADAC) www.ballarat.ymca.org.au (Health, Social, Welfare and Community Development (Stronger People, Families and Communities) Programs) www.berrystreet.org.au www.bchc.org.au Berry Street (Children, Young People and Families) Ballarat Community Health Centre www.bigbrothersbigsisters.org.au www.betterhealth.vic.gov.au Big Brothers Big Sisters (Mentoring for Young People) Better Health Channel www.create.org.au www.bhs.org.au Create (Young People in Out-of-Home Care) Ballarat Health Services www.familiesaustralia.org.au www.cyh.com Families Australia (Wellbeing of Australian Families) Women and Children’s Health Network: www.freeza.vic.gov.au Child and Youth Health Freeza (Youth Development) www.headspaceballarat.org.au www.fya.org.au Headspace (Mental and Health Wellbeing) Foundation for Young Australians www.sjog.org.au (Young People, Governments and Business) St John of God Health Care www.kidshelpline.com.au www.youthsafe.org Kids Helpline Youthsafe (Preventing Serious Injury to Young People) &RQ½GHQWLDO&RXQVHOOLQJIRU 78 Highlands llen - In 500 Metres Turn Left Appendix 3: Successful Interventions for Improving Student Engagement TABLE 8: Snapshot from page 6 “A Guide to Help Schools Increase School Completion” DEECD 2008 Highlands llen - In 500 Metres Turn Left 79 Appendix 4: Abbreviations and Acronyms ACE DOTS TAFE Adult Community Education Developing Other Skills and Talents Technical And Further Education ACU ERU Australian Catholic University Educational Residential Unit VACSAL Victoria Aboriginal Community AIME FTE Services Ltd. Australian Indigenous Mentoring Full-time school Experience Education VAEAI Victorian Aboriginal Community ARR FYA Services Association Ltd, Apparent Retention Rates The Foundation for Young Australians VCAL ASBA 9LFWRULDQ&HUWL½FDWHRI$SSOLHG Australian School Based Govt. Learning Apprenticeship Government VCE BADAC HAPE 9LFWRULDQ&HUWL½FDWHRI(GXFDWLRQ Ballarat and District Aboriginal Health and Physical Education Co-operative VECCI HLLEN Victorian Employer’s Chamber of BCEN Highlands Local Learning and Commerce and Industry Ballarat Career Educators Network Employment Network VET BGT LAECG Vocational Education and Training Ballarat Group Training Local Aboriginal Education Consultative Group WLCP BLX Workplace Learning Coordinator Ballarat Learning Exchange LARF Program Lifeskills, Activities, Recreation, BYCN Friendship & Fun YATMIS Beaufort Youth and Community Youth Attainment and Transitions Network LGA Management Information System Local Government Area BYGA Ballarat Young Global Ambassa- LLEN dors Local Learning and Employment Network CAFS Child and Family Services MAST Multiple Agency Support Team CALD Culturally and Linguistically Di- NILFET verse Not In The Labour Force, Education or Training CAN Community Action Network PAW Pathways to the Adult World CBT Cognitive Behavioural Therapy SBATs School Based Apprenticeships and COAG Traineeships Council of Australian Governments SEIFA DEECD Socio-Economic Indexes for Areas Department of Education and Early Childhood Development SFYS School Focussed Youth Service DES Disability Employment Services SRC Student Representative Council DHS Department of Human Services SWL Structured Workplace Learning 80 Highlands llen - In 500 Metres Turn Left Appendix 5: Glossary Banking School The Outcomes Star™ A ‘Banking School’ takes responsibility for banking the The Outcomes Star™ is a unique suite of tools for sup- Student Resource Package of a student who does not in- porting and measuring change when working with peo- tend to attend that school but instead requires the fund- ple. The Outcomes Star™ both measures and supports ing to resource an alternate education pathway. progress for service users towards self-reliance or other goals. Brodie’s Law Victoria’s anti-bullying legislation, known as Brodie’s Socio-Economic Indexes for Areas (SEIFA) Law, commenced in June 2011 and made serious bully- SEIFA is a product developed by the Australian Bureau ing a crime punishable by a jail term. Brodie’s Law was of Statistics that ranks areas in Australia according to introduced after the suicide of a young woman, Brodie relative socio-economic advantage and disadvantage. Panlock, who was subjected to relentless bullying in her 7KHLQGH[HVDUHEDVHGRQLQIRUPDWLRQIURPWKH½YH\HDU - workplace. ly Census. Cognitive Behavioural Therapy Student Resource Package Cognitive Behavioural Therapy (CBT) is a type of psy- The Student Resource Package (SRP) is the model by chotherapy that helps people to change unhelpful or which students are funded to be educated in Victorian unhealthy thinking habits, feelings and behaviours. government schools. The SRP features a distinction be- Psychotherapy is a form of treatment for emotional and tween student-based funding, school-based funding and psychological problems where a person talks with a targeted initiatives. Student-based funding is the major mental health professional. source of resources. It is driven by the levels of schooling of students and their family and community character- Highlands LLEN Region istics. It consists of allocations for core student learn- The Highlands LLEN region takes in the Local Govern- ing and equity. The majority of funding within this area ment Areas (LGAs) of the City of Ballarat, (the north of) is allocated through per student rates. School-based Golden Plains, Hepburn, Moorabool and Pyrenees. funding provides for school infrastructure and programs VSHFL½FWRLQGLYLGXDOVFKRROV7DUJHWHGLQLWLDWLYHVLQFOXGH HLLEN Partnership Brokers SURJUDPVZLWKVSHFL½FWDUJHWLQJFULWHULDDQGRUGH½QHG The Partnership Brokers program encourages a life spans. whole-of-community approach to improving education and transition outcomes for all young people by building Vocational Training partnerships between four key groups: education and Vocational Training provides an education that directly training providers; business and industry; parents and relates to getting a job and involves learning in a practi- families, and Community groups. Partnership Brokers cal and hands-on environment that has a clear purpose. help these groups to form locally relevant partnerships Vocational Education and Training (VET) courses are typ- that harness community resources and share responsi- ically shorter and more practical than higher education bility for young people’s learning and development. courses and have an industry and trade focus. Managed Individual Pathways (MIPS) Youth Attainment and Transitions Management Managed Individual Pathways (MIPs) is a Victorian Information System (YATMIS) Government funded careers and transition program for YATMIS is the database system used to record contract, students aged 15 years and over in government schools. case and relationship management data by the providers Students are provided with an individual Career Action of Youth Attainment and Transitions Programs. Plan (MIPs/pathways plan) and associated support as a means to making a successful transition through the senior secondary years of education to further educa- tion, training or full-time employment. Schools are also funded through MIPs to provide additional support to students at risk of disengaging of not making a success- ful transition to further education, training or secure employment. Highlands llen - In 500 Metres Turn Left 81 Appendix 5: Glossary Appendix 6: List of Tables Youth Options Guarantee Table 1 The Youth Options Guarantee refers to an ongoing com- Programs and models for secondary students in the mitment made to young people in the Grampians Region Highlands region ...... 7 through the Grampians Education Partnership. This youth commitment has been made by representa- Table 2 tives of a range of government departments and from Traditional curriculum/pathway programs and models the community and industry sectors to support young for secondary students in the Highlands region ...... 8 people to complete Year 12 or equivalent; this being the acknowledged minimum requirement for ongoing and Table 3 active participation in work and life in the 21st century. Victorian Apparent Retention Rates - DEECD data from February School Census ...... 11 The Youth Options Guarantee comprises four key ele- ments, which are: Table 4 > Inclusive education provision arrangements to Victorian Year 12 attainment rates - DEECD data engage young people in learning to complete Year 12 from February School Census ...... 12 or its equivalent. ! 6XSSRUWLYHLQWHUYHQWLRQIRUWKRVHVWXGHQWVLGHQWL½HG Table 5a as potential early leavers to prevent early leaving. Destinations of 2012 Year 12 or Equivalent Completers - Highlands and Victoria ...... 13 > Transition support for early leavers to and between educational and training providers or employment Table 5b with structured training. Destinations of 2012 Early School Leavers - Highlands ! ,GHQWL½FDWLRQRIDQGSURYLVLRQRIVXSSRUWWRDVVLVW and Victoria ...... 14 the reintegration into education and training of, early leavers who have previously disengaged from Table 6 formal learning, prior to gaining Year 12 or equiva- %DUULHUVWR(GXFDWLRQLGHQWL½HGE\ OHQWTXDOL½FDWLRQV Youth Connections ...... 15 Sources: Table 7 www.abs.gov.au Matching Programs and Models to Themes ...... 59 www.betterhealth.vic.gov.au www.education.vic.gov.au Table 8 www.highlandsllen.org.au 6QDSVKRWIURPSDJH²$*XLGHWR+HOS6FKRROV,QFUHDVH www.justice.vic.gov.au 6FKRRO&RPSOHWLRQ³'((&' ...... 79 www.outcomesstar.org.uk 82 Highlands llen - In 500 Metres Turn Left