2012 NPYAT Annual Reporting Responsibilities

Contents 1. INTRODUCTION

The Council of Australian Governments (COAG) National Partnership Youth Attainment and Transitions (NPYAT) was agreed in July 2009. Following this agreement, jurisdictions have worked with the Commonwealth Government through the Department of Education, Employment and Workplace Relations (DEEWR) to implement a suite of reforms and initiatives under the Partnership. The NPYAT is being implemented from 2010 to 2014.

Western Australia established productive working relationships with DEEWR and other key stakeholders to progress a range of reforms and initiatives to support improved participation and attainment targets for 15 to 24 year olds. This work also makes an important contribution to Aboriginal “closing the gap” targets.

This second Annual Report captures data, information and progress from a number of NPYAT stakeholders and partners. Much of this work is building upon existing State-driven reforms and program initiatives across sectors and organisations, seeking to support improved participation and attainment outcomes for 15 to 24 year olds.

2 2. PART A: Western Australia, National Partnership on Youth Attainment and Transitions – May 2012 report Outcome Performance Source May 2011 August May 2012 August May 2013 August addendum M August Indicator addendum addendum ay addendum 20 14 Increased Enrolment of full‐ National Schools 51,359 - 51,988 - 2012 School - 20 - participation of time equivalent Statistics 13 young people in students in years Collection (ABS) Sc education and 11 and 121 ho training ol Enrolment of 2,196 - 2,143 - 2012 School - 20 - Indigenous full‐ 13 time equivalent Sc students in years ho 11 and 122 ol Enrolment of 3,393 - 2,729 - 2012 School - 20 - Indigenous full‐ 13 time equivalent Sc students in years 9 ho and 103 ol 15‐19 year olds VOCSTATS - 12,956 - 12, 159 - 2012 VET - 2013 VET without a Year 12 (NCVER) certificate and not enrolled in school who are enrolled in a vocational education and training (VET) course at Certificate II level or higher4 Indigenous 15‐19 - 892 - 972 - 2012 VET - 2013 VET year olds without a Year 12 certificate and not enrolled in school who are enrolled in a vocational education and training (VET) course at Certificate II level or higher5

1 As per 2010 Participation target measure 2 As per Schedule B 3 As per Schedule B 4 As per Schedule B 5 As per 2010 Participation target measure Page 3 Outcome Performance Source May 2011 August May 2012 August May 2013 August addendum M August Indicator addendum addendum ay addendum 20 14 Indigenous 15-19 - 473 - 364 - 2012 VET - 2013 VET year olds without a Year 12 certificate and not enrolled in school who are enrolled in a vocational education and training (VET) course at Certificate I level6 Increased The proportion of Survey of 79.5% - 83.8% - 2012 SEW - 20 - attainment of young people aged Education and 13 young people aged 20‐24 who have Work (ABS) SE 15‐24, including attained Year 12 or W Indigenous youth Certificate II or VET completions - 8,823 - 10, 064 - 2011 VET - 2012 VET above (VOCSTATS)7 The proportion of ABS Census - - - - 2011 Census - - - young Indigenous VET completions - 242 - 293 - 2011 VET - 2012 VET people aged 20‐24 (VOCSTATS)8 who have attained Year 12 or Certificate II or above Young people The proportion of Survey of 64.0% - - 2012 SEW - 20 - make a young people aged Education and 13 successful 15‐24 participating Work (ABS)9 SE transition from in post‐school W school to further education, training education, training or employment six or full‐time months after employment leaving school Improved Apparent retention National Schools 90.7% - 92.4% - 2012 ARR - 20 - Indigenous years 7/8 to year Statistics 13 retention 10, by Indigenous Collection (ABS) A status10 R R Apparent retention 42.9% - 40.3% - 2012 ARR - 20 - years 7/8 to year 13 12, by Indigenous A status11 R R

6 As per Schedule B 7 Significant lags in reporting of VET completions means data relate to the year before the reported VET enrolment data (ie August 2011 addendum relates to 2009 completions). 8 As per Schedule B. Significant lags in reporting of VET completions means data relate to the year before the reported VET enrolment data. 9 As per NP YAT Table 3 (p14). This is taken from ABS unpublished SEW data. 10 As per Schedule B 11 As per Schedule B Page 4 Outcome Performance Source May 2011 August May 2012 August May 2013 August addendum M August Indicator addendum addendum ay addendum 20 14 Improved Indigenous School level Jurisdiction     participation and strategies12 information engagement The Annual report template will be pre-populated by DEEWR from the publicly available data sources indicated, except for orange shading which is to be provided by jurisdictions. Notes on the data a) Attainment measure for 20 to 24 year olds is sourced from the ABS Survey of Education and Work. The survey is undertaken in May each year with results normally reported in December of the same year. The data from the survey relates to measures at that point in time. b) The ABS Survey of Education and Work is a sample survey; results are therefore reported with confidence intervals. For smaller jurisdictions confidence intervals can be substantial. The nature of the survey and the size of the error mean that it may not be possible to accurately identify change over time, even in larger jurisdictions. These data limitations were signalled by the COAG Reform Council (2010). c) Data from NCVER VOCSTATS are normally available in July of the following year, except completions which take a further 12 months. VET statistics reflect a cumulative summary of the year’s activity as opposed to a point in time. d) According to MCEECDYA guidelines, “Attendance rates for indigenous students” relates to students who identify as Indigenous. The data are collected for the first semester of the school year, and reported in the first quarter of the following year. There are data quality issues. Significant numbers of students in all jurisdictions have not indicated their Indigenous/non-Indigenous status. Collection methodologies vary across some jurisdictions and sectors. Data should be treated with caution.

12 As per Schedule B- This information is to be provided under Part B – Indigenous Reporting Page 5 NPYAT DATA SOURCE ISSUES In considering the various data sources (Part A: Reporting Requirements outlined in the National Partnership on Youth Attainment and Transitions) and their use to measure against the NPYAT deliverables, Western Australia raised a number of issues in the 2009 NPYAT Implementation Plan and again in the 2010 NPYAT annual report, regarding usage and appropriateness. These issues continue to be relevant and are raised in relation to the reporting data template as detailed below.

Participation Under the outcome “Increased participation of young people in education and training”, the complicated definition is mirrored by the complicated data queries required to gather the data and by the difficulty in interpreting parts of the data when poor response rates at enrolment result in a significant proportion of “not stated” data. The “not stated” data are usually interpreted conservatively, but this is expected to produce under-estimates of the participation rates.

These concerns were consistently raised by Western Australia throughout the consultation process around the COAG Reform Council’s 2010 participation target performance report. However, Western Australia’s issues were not positively considered in arriving at the final decision on the indicator specifications for the participation target.

A subsequent modelling by DEEWR highlighted the extent of underestimate as a result of excluding the “not stated” groups from the participation target count. DEEWR’s modelling confirmed that Western Australia would achieve over 100% of the participation target if the “not stated” groups were appropriately apportioned into the participation baseline and target. Western Australia continues to be concerned over its sustained efforts to increase participation levels not being recognised due to data treatment issues.

Attainment Under the outcome “Increased attainment of young people aged 15-24, including Aboriginal youth”, the first indicator is “The proportion of young people aged 20-24 who have attained Year 12 or Certificate II or above”. The original proposed data source was the Survey of Education and Work (SEW). However, all jurisdictions raised issues over the use of SEW data as the appropriate source for this performance measure. The ABS subsequently advised that SEW data is not fit for purpose to assess improvements in attainment levels. Although it has been proposed that administrative data could be used to measure change in attainment, there remain comparability issues between the education sector and training sector. In addition, whether the administrative data would be able to be used to construct the indicator correctly remains a question. These issues are currently being considered by the COAG Reform Council and the NPYAT Data and Reporting Reference Group.

The other indicator under the same outcome is “The proportion of young Aboriginal people aged 20-24 who have attained Year 12 or Certificate II or above”. Although this is more complicated, the limitations of the Year 12 Certificate data and VET completions data are similar. They cannot generate the indicator, and this advice was sent from Western Australia previously. The base data source for Aboriginal young people is the ABS Census which is

conducted every five years. The only other source of data is the NATSISS 13 and the NATSIHS14, conducted by the ABS every 6 years, which makes the attainment data available only every 3 years.

Under the outcome “Young people make a successful transition from school to further education, training or full-time employment” the indicator is “The proportion of young people aged 15 - 24 participating in post-school education, training or employment six months after leaving school”. The agreed data source is again the SEW. Some of the school- leaver destination surveys can provide some data which bear on the issue but they are primarily designed for operational purposes (identifying at-risk people); they are not comparable across jurisdictions, and the data cannot be added to the SEW data. Furthermore, it is generally not valid to generalise from the results due to biased respondent patterns (the non-responders are not evenly distributed across the range and may have a higher probability of being at risk). They are not suitable for the purpose envisaged in footnote 12.

Under the outcome “Improving Aboriginal attendance”, space has been set for data for all year levels from Year 1 to Year 10. These data are available but there has not been a convincing argument as to why attendance at Year 1, etc, is used as a measure for the NPYAT.

3. PART B: JURISDICTIONAL CONTEXT

1. CHARACTERISTICS OF THE JURISDICTION AND OF THE TARGET COHORT

Outlined below is an update on the Western Australian context, including some of the State Government’s more recent strategic initiatives and reforms that contribute to supporting increased participation, attainment and successful transitions for all young people.

Western Australia’s economy continues to perform well, recording a growth rate of 3.5% in 2010–11. Although this is lower than growth recorded in 2009–10 (4.3%), it was the strongest growth rate of all states, and much higher than national growth of 2.1% over 2010–11.

The State’s pipeline of investment activity remains a predominant aspect of the State’s economic outlook, with Deloitte Access Economics data showing around $140 billion worth of investment projects either already under construction or committed to (about a third of the national total). Work on major projects is being led by construction of the $43 billion Gorgon LNG project, as well as many other key resource projects (in particular, Chevron’s Final Investment Decision in late September 2011 on the $29 billion Wheatstone LNG project, with site preparation already underway).

Overall, activity in the State’s labour market remains healthy, with employment growing by 3.7% over the year to March 2012 compared to only 0.3% growth for the whole of Australia.

13 NATSISS - National Aboriginal and Torres Strait Islander Social Survey 14 NATSISH - National Aboriginal and Torres Strait Islander Health Survey Page 7 In the last 12 months, employment in the State grew by 44,900 jobs, which was more than that added by the rest of the nation combined. According to the latest Commonwealth Bank – CCI Survey of Business Expectations, labour availability in the State has dropped to a two-and-a-half year low, with almost 50% of local businesses reporting labour to be scarce.

In another sign of the State’s strong labour market, Western Australia recorded a healthy rise in labour force participation over the year, with a 0.7 percentage point increase pushing the March 2012 participation rate to 68.9%.

Western Australia’s unemployment rate for March 2012 of 4.1% is significantly lower than the national rate of 5.2%, and is 0.2 percentage points below the State’s unemployment rate from a year ago.

Western Australia’s youth unemployment rate15declined by 2.5% over the year, from 18.8% to 16.2%. The number of youth looking for full time work in the State declined from 6,700 persons in March 2011 to 5,400 currently. The State’s current youth unemployment rate remains the lowest of all states, and is well below the national rate of 25.0%.

Western Australia’s Board of Studies Data16 In 2011 the Western Australian Curriculum Council issued 23,352 statements of results to Year 12 students (22,901 in 2010). The number of Western Australian Certificates of Education (WACE) issued to Year 12 students in 2011 was 21,109 (20,890 in 2010).

1.1 WESTERN AUSTRALIAN INITIATIVES AND STRATEGIC DIRECTIONS Western Australia’s projected economic growth, diverse regional and remote areas, Aboriginal and multicultural population mix have required a range of education and training responses to meet the needs of individuals, industry and the growing demand for skilled labour. Western Australia has an ongoing commitment to increasing the attainment of Year 12 (or Certificate II equivalent) and the transition of young people into education, training and employment as reflected in the diverse and comprehensive strategic policies identified below.

1.1.1 Skilling WA Skilling WA – A Workforce Development Plan for Western Australia (Skilling WA) is a response by the Government of Western Australia to the “increasing demand for skills and labour by the State’s industries, which recognises the impact the major resources and infrastructure projects have on the State’s labour market and is aimed at building, attracting and retaining a skilled workforce to meet the economic needs of the State”.17

Skilling WA provides a framework for maximising the availability of skilled labour by developing the State’s workforce through increased labour force participation; flexible,

15 It should be noted that the youth unemployment rate (for those aged 15 to 19 years seeking full time work) is subject to particular volatility on a monthly basis, and is not seasonally adjusted. 16 To show improvements in year 12 attainment rates; it is noted that this data cannot be compared across states and territories and that this data cannot and will not be used to measure change against the agreed indicator for year 12 or equivalent attainment. Data provided by the Western Australian Curriculum Council. 17 Skilling WA page 8 Page 8 responsive and innovative education and training; increasing the State’s participation in the national migration program; and by attracting and retaining a skilled labour force especially in regional areas.18 In particular, Strategic Goal 1 aims to “increase participation in the workforce particularly among the under-employed and disengaged Aboriginal and Torres Strait Islander and other under-represented groups”.19 As part of this strategy, the Department of Training and Workforce Development (the Department) gives priority to the packaging of funding streams and programs (including partnerships) for the engagement and training of those groups under-represented in the workforce. It also proposes to have its Career Centre and metropolitan and regional Workforce Development Centres take on a ‘case management’ role to support increased workforce participation of under-represented groups. Young people, particularly those at risk, are an important focus for this work. The Department is currently defining its role on case management and individualised support to its clients. A formal definition and position will be established after consultation with all areas of the Department.

The Department’s Strategic Plan 2010–2013 further supports this provision of training opportunity, equity and diversity and the NPYAT outcomes.

1.1.2 Training Together – Working Together In March 2010 the Minister for Training and Workforce Development launched Training together – working together: An Aboriginal workforce development strategy. This strategy is designed to facilitate the removal of barriers to participation and improve employment and training outcomes of Aboriginal people in Western Australia.

Strategies include:  creation of the Aboriginal Workforce Development Centre (AWDC) which is the central coordinating point to support Aboriginal people transitioning into employment and assist employers to meet their workforce needs;  creation of four Aboriginal Workforce Development Centres in selected regional areas of Western Australia to engage and link Aboriginal people and local employers;  develop and implement mentoring strategies to develop and support Aboriginal people to gain employment;  develop an Aboriginal Workforce Development website that will provide easy access to existing mentor services and resources; and  identify a range of Aboriginal role models who will be encouraged to inspire Aboriginal people with the stories of their careers and overcome negative stereotypes of Aboriginal people as employees.

1.1.3 Training Western Australia Training WA: planning for the future 2009–2018 was released in May 2009 to set the vision, major goals and key deliverables for the training system from 2009 until 2018.

The six key strategies focus on:  a skilled workforce;

18 Ibid page 9 19 Ibid page 11 Page 9  a contemporary apprenticeship and traineeship system;  individual participation in training;  support for regional communities;  a vibrant and diverse training market; and  training system capability and capacity. Western Australia has made strong progress against the key deliverables in the plan, where:  participation in training has increased, with a 12% increase in the number of working aged Western Australians undertaking training between 2008 and 2010;  the training participation rate of the working-age population in WA has increased from 8.6% in 2008 to 9.1% in 2010;  there has been a 38% increase in high level training enrolments at Certificate IV and above between 2008 and 2010;  there has been a 14% increase in Aboriginal employment related training enrolments over this same period, as well as a 140% increase in recognition of prior learning outcomes; and  the proportion of training delivery allocated through competitive processes has increased from 27% in 2008 to 72% in 2010.

1.2 BROAD EDUCATION REFORM DIRECTIONS

1.2.1 Department of Education Through the Western Australian Department of Education, a number of key reforms and National Partnership arrangements are being implemented. These include the creation of a new Independent Public Schools model. This initiative gives schools greater autonomy, enhancing school leadership, reducing bureaucratic restrictions and locating support services within or as close to schools as possible. These changes focus on creating conditions for improved student outcomes.

Priorities for the public school system are also outlined in the Department of Education’s Focus 2012 - Directions for Schools plan which continues to support and strengthen Classroom First commitments through five key priorities:  raising standards in literacy and numeracy;  improving student behaviour, attendance and wellbeing;  supporting teachers and school leaders;  strengthening early childhood education; and  enabling greater school autonomy, flexibility and innovation.

In addition, the Department of Education recently launched its Aboriginal Education Plan for Western Australian Public Schools 2011-14. This plan is in line with the national Aboriginal and Islander Education Action Plan 2010-14, which has been prepared for COAG. The focus of Western Australia’s plan is on school-led responses to meet the needs of Aboriginal students in six key areas:  readiness for school;  attendance;  literacy and numeracy;  pathways to real post school options;  engagement and connections with families and communities; and

 leadership, quality teaching and workforce development.

1.2.2 Association of Independent Schools of Western Australia (AISWA) The Association of Independent Schools of Western Australia (AISWA) is the peak body representing membership of 148 independent schools in Western Australia, with over 70,000 students. AISWA’s strategic focus includes the promotion of a strong independent schools sector which offers high quality education appropriate to the needs of Western Australian children.

AISWA supports all schools in the delivery of high quality education that meets the needs of each school’s student body while acknowledging that each school is independent and has its own strategic plan. The schools in the sector vary from small (less than 25 students in remote areas) to large (over 2000 students in metro areas) and comprise various religious, philosophical and cultural backgrounds. As such each school’s planning reflects their size, location, philosophy and mission and their student body. AISWA supports schools in pursuit of their own plans.

1.2.3 Catholic Education Office of Western Australia The Catholic Education Office of Western Australia (CEOWA) works collaboratively with AISWA and the Department of Education in supporting the implementation of the NPYAT. The CEOWA has highlighted a number of reform focused strategic themes in its Strategic Plan 2008-12 including:

 building leadership, capacity and creating community;  fostering creativity and innovation and expanding opportunity;  building leadership, capacity and quality learning and teaching in Catholic schools;  initiatives to improve learning and life outcomes for Aboriginal students, families and communities;  defining, promoting and evaluating curriculum in Catholic schools;  developing a system-wide focus on whole school development; and  responding to State and Australian government initiatives in education.

The CEOWA also proactively supports improved learning outcomes for Aboriginal students through its Aboriginal Education Policy.

1.2.4 Department of Corrective Services The Department of Corrective Services is a partner in the NPYAT in Western Australia through its work in the delivery of career advice and VET training for young offenders. This work is based on Australian research studies identifying a clear link between VET training and reduced recidivism.20 Through the NPYAT, training delivery and career support is being expanded to focus on VET training for post-custodial employment.

20 Vocational Education and Training provision and recidivism in Queensland corrective institutions – Victor Callan and John Gardner – NCVER 2005 Page 11 1.2.5 Department for Communities – Office for Youth The Department for Communities is playing a lead role in the NPYAT to develop a Youth Mentoring Policy Framework for Western Australia. This work links closely with the broad youth networks and program providers already established and supported through the Office for Youth. Through the youth mentoring reform initiative, the Department for Communities is in contact with approximately 400 government and non-government agencies and organisations. Benefits flow to these organisations through increased awareness of the National Benchmarks for youth mentoring, improved quality of mentoring programs and training for program managers and coordinators, mentors, mentees and parents/care-givers in the field.

1.3 YOUTH ATTAINMENT AND TRANSITIONS REFORMS (NOT FUNDED UNDER THE NPYAT)

1.3.1 Complementary National Partnerships There are a number of other reforms contributing to increased student participation and attainment levels that are complementary to the NPYAT. These include education focused National Partnerships between the Commonwealth Government and the three school systems/sector in Western Australia including the:  National Education Agreement - the key overarching Commonwealth/State agreement with its key objective to ensure “all Australian school students acquire the knowledge and skills to participate effectively in society and employment, in a globalised economy” (COAG 2009 Schedule F, p 1).The performance indicators identified in the NPYAT are aligned to the goals of this agreement.  Smarter Schools National Partnerships which comprise: o National Partnership Agreement for Improving Teacher Quality; o National Partnership Agreement for Literacy and Numeracy; and o National Partnership Agreement for Low Socio-Economic Status School Communities.  Trade Training Centres in Schools (TTCs) program provides students with an opportunity to undertake trade training in schools, increasing the proportion of students achieving Year 12 or an equivalent qualification and helping address skill shortages in traditional trades and emerging industries. This strategy makes a strong contribution to the NPYAT attainment targets. To date, 20 centres have been funded across all school systems/sector throughout regional and metropolitan Western Australia.  National Partnership Agreement on School Pathways Program aims to address the skills shortage in the defence industry and focuses on providing career pathways for young people into areas including advanced manufacturing, maritime and technology skills with the defence industry.

1.3.2 Department of Education initiatives The Department of Education encourages schools to ensure that Year 12 students achieve their Senior Secondary Certificate with an emphasis on post-school pathways of education, training and/or employment. This means that schools are being supported to develop programs where students achieve an ATAR of at least 55 and/or a Certificate II qualification.

Schools are supported through a wide range of resources, available on-line as well as access to the Secondary Support team, with consultants who schools can access for specific advice regarding their senior secondary programs and courses.

In addition, to support young people who are unable to successfully access and engage with mainstream school programs (including VET) or training and employment options, schools are encouraged to develop Senior School Engagement Programs (SSEPs). These programs are specially tailored to respond to the needs of young people who may be experiencing difficulty with traditional schooling approaches and who require a more supportive learning environment. SSEPs provide students with the opportunity to achieve formal accreditation.

Public schools are encouraged to develop SSEPs that respond to the needs of their particular students within the context of their school and their community. Whilst this process has generated a range of programs, the following are key components of all programs: Page 13  student focussed (as opposed to content);  case management approach;  core curriculum based around numeracy and literacy;  formal accreditation and skill development;  provision of and access to additional student support;  focus on development of social and emotional competencies as well as academic;  smaller class sizes; and  student-centred teaching and learning approach.

1.3.3 Catholic Education Office of WA initiatives Catholic schools have offered many programs both on an individual basis and system-wide. Schools implement various programs including VETiS, apprenticeships and traineeships to suit their student cohort and cater for all students’ educational requirements. The procedure for funding schools was re-written to promote students enrolling in Certificate II and higher, in line with the NPYAT requirements.

The Catholic Education Office supports the Curriculum and Re-Engagement (CARE) schools and others who have specialised programs to assist those schools to re-engage students in education and training. Schools offer endorsed programs such as: Keys for Life and music ensemble programs, as well as specific courses taught in special centres for the disengaged. Schools also partner with other school systems/sector to offer training in aged care through the Canning Coalition.

1.3.4 Association of Independent Schools of Western Australia initiatives Independent schools offer a range of individual school programs including VET in Schools, school based apprenticeship and traineeships and work based learning. The funding formula to support VET in Schools programs was adjusted in 2011 to better reflect the YAT i.e. completion of Certificate II or higher qualifications.

Seven CARE (Curriculum and Re-engagement) schools implement a number of specialised programs to cater for the specific needs of their student cohort, with the overall aim to increase re-engagement and attainment.

2. MAXIMISING ENGAGEMENT, ATTAINMENT AND SUCCESSFUL TRANSITIONS

2.1 Introduction Western Australia’s approach to the implementation of the Maximising Engagement Attainment and Successful Transitions (MEAST) reforms was developed and continues to be implemented in collaboration with a number of key stakeholders, including the Association of Independent Schools of Western Australia (AISWA), the Catholic Education Office of Western Australia (CEOWA), the Department of Education, the Department for Communities and the Department of Corrective Services. The Implementation Plan includes strategies to support reform and development in three key areas - Multiple Learning Pathways, Career Development and Mentoring. All of these strategies are Aboriginal inclusive.

The youth attainment and transitions space is complex, involving numerous players and potential sources of support for young people. In identifying the reforms to progress through the NPYAT, Western Australia has focused on cost effective, value adding initiatives designed to deliver policy change, improve access to services and enhance participation and attainment outcomes. The identified initiatives also aim to complement and add value to the suite of existing education and training reform policies and programs Western Australia already has in place and continues to progress.

Western Australia’s NPYAT governance engagement continues with representation on the national NPYAT Multilateral Committee, convening a high level local Governance Committee, a Stakeholder Committee, and various working parties to undertake development work on specific initiatives.

2.2 Individual project summaries The following tables provide comprehensive progress on each of the individual projects being implemented in Western Australia.

2.2.1 ADDITIONAL VOCATIONAL EDUCATION AND TRAINING IN SCHOOLS (VETIS) DELIVERY

Purpose: Western Australia has experienced strong growth in VETiS in all three school systems/sector placing increasing demand on resources and available training places. This provision of additional VETiS training delivery focuses on full certificate completions and increasing the number of qualifications attained in key priority industry areas as per the State Priority Occupation List. The target cohort encompasses all Western Australian Year 11 and 12 students.

2011 funding: No expenditure in 2011 but NPYAT funding of $1,806,000 has been set aside for delivery of additional VET to WA schools – 58% to Department of Education, 21% each to Catholic Education Office WA and Association of Independent Schools of WA. Funding is to be provided to schools based on student demand in 2012.

Timing: VETiS delivery to operate over 2012-2014

Stakeholders: Department of Education, Catholic Education Office WA and Association of Independent Schools of WA Overview of action undertaken by all stakeholders:  Procurement to establish a panel of preferred providers to deliver VETiS for the next three years, was managed by the Department of Training and Workforce Development.  Collaborative planning occurred across the three school systems/sector to produce a student selection process and documentation for all schools. Identification of possible RTOs and courses was also undertaken together, and all successful RTOs were informed of the procurement process in July 2011.

Action taken: Department of Education:  Department of Education Enterprise and Vocational Education (EVE) Coordinators in each region were informed of the process for procurement and were encouraged to contact RTOs from the preferred provider list.  Due to the process not getting underway until well into Term 3, EVE Coordinators have concentrated on getting classes ready for 2012 commencement. Catholic Education Office WA:  Interviewed and visited some RTOs to view premises and suitability to deliver course(s).  Selection process undertaken to match schools with RTOs in the region.  Application forms prepared for distribution to schools.  Student applications received in preparation for clustering with school systems/sector into classes in various regions.  Accurate recording templates prepared.  Advertised through Principal School Advisors and information session for non-Government schools planned for early 2012.

Association of Independent Schools of WA:  Interviewed preferred providers to determine suitability, process delivery options, etc.  Expression of Interest sought from schools.  Establishment of cross-sectoral classes where possible.

Outcomes by all stakeholders: All school systems/sector working together within clusters is proving to be a very positive aspect of this project. The process took longer to implement than anticipated therefore VETiS delivery will commence in 2012.

Planned adjustments/changes: Department of Education: There is a possibility there will be an intake in Semester 2, 2012, to capture those Year 11 students who may require a change of pathway. Otherwise the plan is for all regions to have classes commencing in 2013. Catholic Education Office WA:  The program to be implemented fully in 2012.  Due to late advice in 2011 student applications were fewer than expected as schools had already placed students for 2012.  Schools will advertise early in Term 2, 2012 for student interest in the various courses.  Other industry areas will be included if required. Association of Independent Schools of WA:  Information to be forwarded to schools early 2012 for 2013/14 programs.  Possible Semester 2, 2012 start for selected courses.

2.2.2 CAPACITY BUILDING IN THE VETIS SECTOR

Purpose: School systems/sector: to increase the number of teachers with a Certificate IV in Training and Assessment qualification and current relevant industry experience in the school sectors. Department of Corrective Services: to build the capacity of Department of Corrective Services’ education and training staff to deliver more VET programs and increase the likelihood of improved educational engagement, attainment and successful transitions of at risk offenders returning to the community. Department of Training and Workforce Development: to increase capacity of Aboriginal workplace mentors.

2011 Funding: School systems/sector: no funding/expenditure in 2011. NPYAT funding of $600,000 is to be allocated in 2012 - 21% each to AISWA and CEOWA and 58% to Department of Education. Department of Corrective Services: NPYAT funding of $130,000 ($22,000 + $108,000) plus Corrective Services funding of $77,031.24 to assist with development of training unit – total expenditure $207,931.24. Department of Training and Workforce Development: NPYAT funding of $70,000 for Aboriginal mentoring.

Timing: School sectors/system: a three year project scheduled to operate over 2012-2014 Department of Corrective Services: implemented in July 2011 (one-off payment). Department of Training and Workforce Development – project undertaken September 2011 (one off payment).

Stakeholders: Department of Education, Catholic Education Office WA, Association of Independent Schools WA, Department of Corrective Services and Dept of Training and Workforce Development Overview of action undertaken by Department of Education, Catholic Education Office WA and Association of Independent Schools WA: Two models of delivery have been developed for implementation in the first half of 2012. The first model aims to increase the number of staff with a Certificate IV Training and Assessment, and the second to increase the current relevant industry experience of teachers delivering VET in schools. Service agreements to all school systems/sector developed.

Action taken: Department of Education:  Development of application process for schools and teachers undertaken.  Delivery to be targeted at those delivering VETiS programs in the following order - staff at Trade Training Centres, RTO schools and secondary schools in general. Catholic Education Office WA: Combined workshops with independent schools to begin in April 2012. An RTO has been chosen and it is planned to hold four full qualification workshops and four upgrade workshops. Association of Independent Schools WA: Expressions of interest for Certificate IV Training and Assessment and/or upgrades sought from teachers. Priority of training based on: a) whether currently delivering VET in schools; b) skill priority areas; and c) trade training centre staff. Department of Corrective Services:  Development of a new accredited cross-cultural training unit for VET instructors/teaching staff.  Progressing development of an accredited unit of competence for offenders to provide an overview of multiculturalism in WA.  Delivery of Certificate IV Training and Assessment to increase qualified staff engaged in accredited industry and work experience training. Dept of Training and Workforce Development:  Mentor training delivered in Perth, Geraldton and Broome to 50 Aboriginal people. All courses fully subscribed.  The Department has formed a partnership with Djaringo, an Aboriginal owned and operated RTO in Broome, to offer mentor training in 2012.

Outcomes (if any): Department of Education: Application process ready to send to schools but waiting for contract to be signed and confirmed. Applications to be sent out in April 2012, Catholic Education Office WA:  Classes to begin April 2012.  Since this opportunity has been offered to schools there has been a very large amount of interest by teachers to complete the full qualification and various upgrades. Association of Independent Schools WA: As the service agreement had not yet been provided it was not possible to begin the training. Department of Corrective Services:  Culturally responsive teaching and training course completed.  10 Employment Coordinators completed Certificate IV Career Development and Certificate IV Employment Services; five completed Aboriginal mentoring. Dept of Training and Workforce Development: The Department’s West Kimberley Aboriginal Workforce Development Centre has identified mentoring as its chief priority; including:  working with Djaringo to develop a mentoring program for local employment/training consultants and case managers of Aboriginal job seekers; and  workshops planned for 2012 with Aboriginal Employment Officers at six large firms to share mentoring experience with smaller employers and service providers.

Planned adjustments/changes: Department of Education: It will be reviewed once delivery commences. Catholic Education Office WA: Other classes to be held as required in Semester 2, 2012. Association of Independent Schools WA: Classes are scheduled to start in mid April 2012 with 45 teachers (19 schools) participating. Training to be offered during holiday and term time throughout the year. Department of Corrective Services: The complete Certificate IV Training and Assessment will be provided to staff as planned but delivery of different assessment and training skill sets will also be offered when appropriate.

2.2.3 MENTORING

Purpose: For mentoring to be widely recognised as an effective tool for empowering young people to achieve their potential, and for quality mentoring programs to be expanded and supported sustainably to maximise benefits to young West Australians.

2011 Funding: NPYAT funding $1.15M over four years with $300,000 allocated in 2011 - expenditure 2011 of $288,574

Timing: The WA Youth Mentoring Reform is a four year project, scheduled to operate over the period January 2011—December 2014.

Stakeholders: Department for Communities – Office of Youth

Action taken: The WA Youth Mentoring Reform Group has been established by the Department for Communities and Co-Chaired by a community sector representative, to oversee the four- year reform project. The Group has a majority community sector membership. It includes relevant government agencies and an academic, and provides overall leadership to the reform.

The WA Youth Mentoring Reform Strategic Framework (to be released in June) was developed through consultations with over 230 stakeholders across the state. Consultations identified five principal areas for reform: Communication, Capacity building, Program operations, Research and Governance. Extensive training was provided to practitioners around the State in the context of consultation on the proposed Framework.

Four major Working Groups will facilitate the reform. These are: the Demonstration Projects Group, the Research and Evaluation Group, the Professional Development and Training Group, and the Sustainable Funding Models Group.

Four Demonstration Projects involving seven non-government youth mentoring organisations have been funded for 2012. The projects will demonstrate best practice approaches to delivering mentoring to specified target groups and trialling innovative approaches. The projects are:  The Four Organisation Consortium comprising YMCA Perth (lead agency); The Smith Family; Youth Focus; and Youth Futures. This project will develop a DVD and a booklet to inform and inspire the youth mentoring sector and those who support it.  Jobs Southwest. This project will create communications materials to support mentors and mentees with a particular focus on regional areas.  Metropolitan Migrant Resource Centre. This project will develop a good practice framework for using mentoring with newly arrived young people.  School Volunteer Program. This project will create and test reliable instruments to capture data to help measure the efficacy of mentoring programs. All projects are under way and will lead to production of a comprehensive and mutually complementary suite of resources by February 2013.

Outcomes (if any)  Western Australian Youth Mentoring Reform Strategic Framework: Consultation Draft completed and Framework scheduled for endorsement and release in May/June 2012. A number of the Key Deliverables of the Framework have already been completed.  Training has led to increased awareness of National Benchmarks across the state.  Working Groups: Three of the four working groups have been formed and have commenced operations aimed at achieving outcomes and deliverables of the Framework.  Demonstration Projects: Four demonstration projects involving seven non-government youth mentoring organisations have been funded and commenced for 2012. All projects are scheduled to be completed by February 2013 with the intention of launching these during National Youth Week in April 2013.

Planned adjustments/changes: It was originally intended to fund 8-10 Demonstration Projects over the second, third and fourth years of the reform project. Advice from the mentoring sector was that this would not demonstrate best practice and would be counter-productive to a sustainable funding model.The projects are outlined above. The revised model has the added benefit of producing demonstration materials that can be used by the whole sector throughout the remaining term of the reform project and beyond.

2.2.4 YOUNG WORKERS TRAINING INITIATIVE

Purpose: Western Australia’s legislated changes to the school leaving age in 2005 (Amendments 1999 - Higher School Leaving Age and Related Provisions Act 2005) mean all young people in WA must participate full time in an approved education, training or employment option (or a combination of options) until the end of their 17 th year. Under these arrangements a number of students (often those most at risk) leave school and go directly into low level employment. These students are placed on a Notice of Arrangement (NOA). This project aims to support the achievement of Certificate II qualifications primarily for school age students on a Notice of Arrangement and secondly, for those 18-24 year olds in the retail and personal services sector.

2011 funding: No funding/expenditure in 2011. NPYAT funding of $670,000 allocated over three years.

Timing: Procurement and implementation of the project to be undertaken in 2012-2014.

Stakeholders: Department of Education and Department of Training and Workforce Development

Action taken: Department of Education:  Data gathered on numbers of NOAs in retail in the State, with significant numbers identified in the metropolitan region and Bunbury.  Discussions held with Managers Participation in these regions as to the process of identifying and supporting the young people on NOAs.  Metropolitan Participation staff indicated limited capacity to support given numbers of young people. Bunbury indicated they may have some capacity to support. Department of Training and Workforce Development: Consultation undertaken with stakeholders - Department of Education and the Retail and Personal Services Industry Training Council (ITC) to determine best model for procurement and implementation of the program in 2012.

Outcomes for Department of Education: Decision made that Participation staff will be informed of which young people will be offered the training. Drafting of letters to young people, parents and employers by Department of Training and Workforce Development, in consultation with the Department of Education

Planned changes for Department of Education: Letters will be sent from Department of Education, using the information from the Participation Management Database.

2.2.5 VET DELIVERY FOR YOUNG PEOPLE IN CUSTODY

Purpose: Provision of construction training or other Certificate II level training that can lead to sustainable post-prison employment outcomes for offenders. Further tutorial/learning support to be provided to VET students as needed.

2011 funding: NPYAT funding of $141,000 for delivery of CHC 20108 Certificate II Construction plus $53,000 for training and learning support. NPYAT funding of $194,000 due in November 2011; however delayed until 2012 due to required variation to service agreement.

Timing: Planning and organisation for prisoner VET training commenced in November 2011; actual delivery will be in March 2012

Stakeholders: Department of Corrective Services (DCS)

Action taken: Accredited VET delivery to 79 youth at risk trainees in 2011. The trainees reside at 13 different prison sites across WA, with 38% of the total trainees being Aboriginal and 19% female.

Outcomes: Provided hospitality traineeships to five students at the Banksia Hill Youth Detention Centre; this is the first time the Education and Vocational Training Unit of the DCS has provided this type of training at a youth detention centre.

Planned changes: Nil

2.2.6 CAREER DEVELOPMENT

Purpose  To increase young peoples’ (primarily students in Years 10-12) access to career learning opportunities and build a career development culture via a coordinated commitment across the three school systems/sector, to support successful transitions for all Western Australian students. Utilising the Australian Blueprint for Career Development (ABCD) and the National Career Framework and progressing the establishment and promotion of the WA Career Development and Transition Skill Commitment.  An increase in career support services for young offenders to improve transitions of those at-risk returning to the community.

2011 Funding ORGANISATION AMOUN PURPOSE T Department of Education $280,720 Catholic Education Office WA $101,640 CEOWA funded a shortfall of $8,159 Association of Independent Schools of WA $101,640 Department of Corrective Services $67,760 One-off payment Department of Training and Workforce Development $120,000 2011 School Leaver Destination Survey (SLDS) across school systems/sector (July 2011) Department of Training and Workforce Development $200,000 Website redevelopment (building on $340,000 commitment in 2010) Department of Training and Workforce Development $50,000 Career Development Project Officer (6 months of contract) Total: $921,760

Timing: All schools systems/sector: a four year project scheduled to operate 2012-2014, schools received funding in 2011; Department of Corrective Services: program implemented in July 2011; Department of Training and Workforce Development: SLDS to operate 2011-2014; website development funded in 2011, 2012, 2014

Stakeholders: Department of Education, Catholic Education Office WA, Association of Independent Schools WA, Department of Training and Workforce Development and Department of Corrective Services Overview of action undertaken by all stakeholders except Department of Corrective Services: Collaborative action across the three school systems/sector included:  Schools from all systems/sector were invited to apply for funding to promote career development in schools.  School Leaver Program – working group established and agreement reached for all school systems/sector to participate in annual School Leaver Destination Survey (SLDS) for all 2011 Year 12 students  Career Development Project Officer engaged to work across school systems/sector to refine career development resources to ensure a consistent approach to delivery. - WA Career Development Transition Support Guidelines have been updated, with an online audit tool available in 2012. - A range of free online resources for career teachers/practitioners are now included on the Career Centre website. - An area of the website has been established to allow resources developed by NPYAT funded schools, to be shared.

Action taken: Department of Education:  Schools were invited to apply for funding to promote a career development culture in their school.  61 schools applied plus another 43 identified in partnership with others.  11 schools selected for first round, including additional 16 partner schools. Total of 27 schools involved including 5 regional.  Selected schools will be funded over three years, depending on size/scope of project deliverables

Catholic Education Office WA:  Schools were invited to apply for funding to promote a career development culture within schools.  17 schools received between $3,200 and $7,500. This included one Aboriginal school, two girls’ schools, 11 metropolitan schools and three regional schools.  All focus items documented in Expressions of Interest and Memorandum of Understanding fulfilled- available on file for audit .  End of year reports on file also available for audit. Association of Independent Schools WA:  Targeted schools invited to apply for first round of funding to promote career development culture in their school.  15 schools received $5,000 in project funding, including a mix of schools from Aboriginal communities, single sex and co-educational, high and low fee paying and Curriculum and Re-engagement schools.  Held five information sessions and workshops. Department of Training and Workforce Development:  Second stage Get Access website development; new ‘Career Centre Online’ site launched December 2011.  Established position and engaged Career Development Project Officer.  School Leaver Destination Survey (SLDS) o Contract let to review SLDS questionnaire o Consultant engaged to train Workforce Development Centre (WDC) staff and coordinate survey. o WDCs conducted SLDS. o 2011 survey results outlined in tables 2.2.6.1 below. Department of Corrective Services:  Implementation of career and employment services to increase career guidance and support for offenders.  1160 prisoners received employment and career support in 2011.

Outcomes: Department of Education: No outcomes to date due to delays with contract and internal processes. The program delivery and funds will be distributed beginning 2012. Catholic Education Office WA:  Professional development days and school visits were undertaken to assist funded schools with the management of the program.  Career Development Coordinators attended Career Coaching to assist in building a career development culture within their school.  More resources are being developed for teachers to use within their schools. Association of Independent Schools WA: Activities reported by schools to date:  career education programs  individual pathway/exit plans  mapping curriculum to ABCD  transition and/or e-portfolios  professional development

Schools reported very positively and programs have been well accepted by school communities. Indications to date show schools plan to continue and expand the program. Department of Training and Workforce Development:  Career Centre Online project has been completed leading to a 30% increase in site usage over last 6 months.  Site statistics indicate increasing engagement with career development tools and technologies such as ‘webchat’.  Career Development Project Officer position has been successfully established.  A Professional Development program for teachers is in the planning phase. Department of Corrective Services: 261 offenders have been assisted into employment post release and 36 into paid employment; 14 into work experience and 17 into further education and training under the Prisoner Employment Program prior to their release from correctional facilities.

Planned adjustments/changes Department of Education  Application forms to schools revised to provide greater clarity of expectations.  Second round of funding to schools to be advertised at commencement of Term 2, 2012. Catholic Education Office WA:  Offer to more regional schools.  Funding will depend on number of 2012 applications  Continue whole school approach to career development and transition planning through the two day Coaching Young People for Success course plus the three day Leaders Accreditation Training. which can be used by students for WACE.  Implementation of ABCD across learning areas and alignment with the Australian Curriculum. Local Standards packages being developed for teachers to assist students to develop an understanding of the 11 career management competencies of the ABCD  Implement e-portfolio via new Learning Management System  Opportunities for staff to attend other professional learning e.g. the Real Game series. Association of Independent Schools WA: Applications will be open to all schools in the sector.

2.2.6.1 SCHOOL LEAVER DESTINATION SURVEY DATA - 2011 Year 12 Cohort These data relate to trends in young people’s transitions from school. It was collected from 164 schools with 13838 student responses representing 76.3% of the total 2011 Year 12 students (18135). The survey comprises data from: - 118 public schools reporting on 9406 students or 74.2% of total students (12684); - 16 independent schools reporting on 951 students or 80.4% of total students (1183); and - 30 Catholic schools reporting on 3481 students or 81.6% of total students (4268). Total survey – all three school systems/sector Destination Count Percent a - Returned to school 44 0.3 b - Studying at University 7218 52.2 c - Studying at State Training Provider (TAFE) 2270 16.4 d - Apprenticeship 625 4.5 e - Traineeship 338 2.4 f - Other Study/Training 213 1.5 g - Full-Time Employment 1100 7.9 h - Part-Time Employment 1128 8.2 i - Employment Assistance 714 5.2 j - Other 188 1.4 13838 100%

Gender: Female Destination Count Percent a - Returned to school 21 0.2 b - Studying at University 4244 30.7 c - Studying at State Training Provider (TAFE) 1189 8.6 d - Apprenticeship 90 0.7 e - Traineeship 220 1.6 f - Other Study/Training 119 0.9 g - Full-Time Employment 507 3.7 h - Part-Time Employment 617 4.5 i - Employment Assistance 297 2.1 j - Other 87 0.6 Gender 7391 53.4%

Gender: Male Destination Count Percent a - Returned to school 23 0.2 b - Studying at University 2974 21.5 c - Studying at State Training Provider (TAFE) 1081 7.8 d - Apprenticeship 535 3.9 e - Traineeship 118 0.9 f - Other Study/Training 94 0.7 g - Full-Time Employment 593 4.3 h - Part-Time Employment 511 3.7 i - Employment Assistance 417 3.0 j - Other 101 0.7 Gender 6447 46.6%

SCHOOL LEAVER DESTINATION SURVEY DATA (continued) School systems/sector specific data Sector: Association of Independent Schools of Western Australia (AISWA) Destination Count Percent a - Returned to school 1 0.1 b - Studying at University 742 78.0 c - Studying at State Training Provider (TAFE) 87 9.1 d - Apprenticeship 16 1.7 e - Traineeship 16 1.7 f - Other Study/Training 13 1.4 g - Full-Time Employment 29 3.0 h - Part-Time Employment 26 2.7 i - Employment Assistance 15 1.6 j - Other 6 0.6 Sector 951 100%

Sector: Catholic Education Office of Western Australia Destination Count Percent a - Returned to school 4 0.1 b - Studying at University 2471 71.0 c - Studying at State Training Provider (TAFE) 452 13.0 d - Apprenticeship 99 2.8 e - Traineeship 51 1.5 f - Other Study/Training 40 1.1 g - Full-Time Employment 136 3.9 h - Part-Time Employment 162 4.7 i - Employment Assistance 50 1.4 j - Other 16 0.5 Sector 3481 100%

Sector: Department of Education (government school students) Destination Count Percent a - Returned to school 39 0.4 b - Studying at University 4005 42.6 c - Studying at State Training Provider (TAFE) 1731 18.4 d - Apprenticeship 510 5.4 e - Traineeship 271 2.9 f - Other Study/Training 160 1.7 g - Full-Time Employment 935 9.9 h – Part-Time Employment 940 10.0 i - Employment Assistance 649 6.9 j - Other 166 1.8 Sector 9406 100% Notes:  These tables identify pathways taken by former students who participated in the destination survey as well as University, State Training Provider (TAFE) and Apprenticeship/Traineeship enrolments.

 Where respondents have indicated both study and work, their study response has been recorded.  Respondents are only counted once  Created 22 May 2012 2.2.7 Expenditure for Multiple Learning Pathways, Mentoring and Career Development 2011 Through the COAG Agreement, funding of $11.24M over four years has been allocated to Western Australia for implementation of the MEAST reforms. The key reform initiatives of VET delivery in custodial centres, VETiS, Career Development and Mentoring have all been funded through four year agreements to 2013-14.

Allocation Actual Initiative 4 Year Allocation Comments 2011 Expenditure Youth Compact $30,000 $30,000 $30,000 Building Capacity $825,000 Schools: $600,000 $0 Training delivery to commence 2012 DCS $130,000 $207,031 Additional $77,031 supplemented by DCS DTWD $70,000 $76,238 Additional $6,238 supplemented by DTWD VET & VETIS $4,787,000 Schools $1,806,000 $0 Training delivery to commence 2012 DCS $194,000 $8,485 Training delivery to commence 2012 Young Workers Initiative $670,000 $200,000 $0 Implementation 2012 Career Development $3,012,760 DoE $280,720 $0 First payment to schools Feb 2012 CEOWA $101,640 $109,699 Shortfall of $8,159 funded by CEOWA AISWA $101,640 $75,000 Balance carried over to 2012 DCS $67,760 $1,164 Balance carried over to 2012 DTWD $370,000 $335,598 $34,401 carried over to 2012 Mentoring $1,150,000 $300,000 $288,574 Aboriginal Specific $200,000 $50,000 $7,446 Balance carried over to 2012 Salaries $570,000 $232,000 $201,982 Balance carried over to 2012 TOTAL $11,244,760 $4,533,760 $1,341,217

DCS: Department of DoE: Department of Education Corrective Services CEOWA: Catholic AISWA: Association of Independent Schools WA Education Office of WA

Chart: National Partnership on Youth Attainment and Transitions Financial Commitment 2009/10 – 2013/14 as a percentage of the total

National Partnership - Youth Attainment and Transitions: Financial Commitment 2009/10 - 2013/14 as percentage of total

Youth Com pact 5% 0% 7% 2% Building Capacity 10% VET & VETIS

Early School Leavers RPL Strategy Career Developm ent 43% 27% Mentoring

Indigenous Specific 6% Salaries

3. ABORIGINAL REPORTING

Western Australia has a range of reforms, programs and initiatives to support participation and attainment of Aboriginal young people. These examples from all school systems/sector and the Department of Training and Workforce Development, are reflective of the strong focus that is being provided to support improved outcomes for all Aboriginal young people.

3.1 EDUCATION SECTORS INITIATIVES 3.1.1 Department of Education

Clontarf Football Academy  The Clontarf Football Academy program expanded to 20 public schools in 2011 with new programs commencing in Carnarvon Senior High School (SHS), Northam SHS and Katanning SHS. Schools are selected to have a Clontarf Academy based on the Department of Education’s attendance, retention and behavioural data and the number of Aboriginal male students in that locality. The Academies use Australian Rules football as a vehicle to attract and retain Aboriginal male students who have poor attendance and behaviour records with subsequent low academic achievement.  Academy students receive mentoring and support to develop their health and wellbeing, self esteem and life skills. Students must attend school regularly, apply themselves to study and embrace behaviour and self discipline requirements to remain in the program. Support for students includes not only mentoring to facilitate transitions through school, but also into post-school options such as employment or further training. The Foundation’s philosophies are underpinned by a belief that students’ engagement in education or training as young men is pivotal to their future success in employment and to maximise their life opportunities.  The Academy works in on-site partnerships with public schools and are administered by the Clontarf Foundation. The educational program for Clontarf Academy students remains the responsibility of the host school and is consistent with requirements for all public schools in relation to curriculum provision and reporting.  The Department of Education and the Clontarf Foundation place an emphasis on the governance, auditing and evaluation of the planned student outcomes. As part of this agreement, host schools and the Clontarf Foundation provide qualitative and quantitative information, from which a yearly summary is produced by the Department of Education.  A report is currently being finalised and the statistics provided are subject to validation. Preliminary indications include: o The overall school attendance rates for Clontarf students is 8% higher than for other Aboriginal students. o The percentage of Clontarf students suspended has reduced from 24% in 2010 to 18% in 2011. o Year 9 NAPLAN results for Clontarf students are comparable to Aboriginal students not in the Clontarf program. The percentage of students at or above the national minimum standard in reading is slightly higher for Clontarf students (55.8%) when compared to other Aboriginal students (54.3%).

o The percentage of Clontarf graduates engaged in employment, education or training has risen from 63% in 2010 to 65% in 2011.

Aboriginal Tutorial Assistance Scheme (ATAS) The ATAS provides supplementary tutorial assistance to Aboriginal students in Western Australian public schools. The aims of the ATAS program are that Aboriginal students achieve accelerated outcomes in literacy and numeracy; are engaged in their learning; and experience a learning environment which is culturally appropriate, inclusive and supportive.  Lower Secondary ATAS funds schools to provide tutors for Aboriginal students in Years 8 to 10 who are below minimum standards in literacy and numeracy.  Upper Secondary ATAS funds schools to provide supplementary tutors for all Aboriginal secondary school students enrolled in Years 11 or 12. The scheme aims to increase retention to Year 12 of Aboriginal school students through the provision of subject- specific targeted tuition.

Follow the Dream: Partnerships for Success This program provides individualised, supplementary support and tuition to almost 700 high achieving Aboriginal secondary school students at 25 locations throughout the State to help them maintain their excellent school results and achieve a successful transition into university or post-school training or employment. The program is well supported by private industry sponsors, providing a rich array of leadership development and post-school training and employment opportunities for the students in the program.

An independent evaluation by Edith Cowan University in 2009 confirmed the effectiveness of the program. Students in the program accounted for 21 (52%) of the 40 Aboriginal students in Western Australian public schools who achieved an Australian Tertiary Admission Rank (ATAR) above 55 in 2011.

Aboriginal and Islander Education Officers Aboriginal and Islander Education Officers (AIEOs) develop, promote and maintain communication networks between Aboriginal students, their parents and caregivers, the community and school staff so that learning programs are relevant to both educational and cultural needs. They support Aboriginal students in the areas of academic achievement, participation, attendance, discipline, retention and communication.

A review of the AIEO program was completed by Edith Cowan University in December 2010. The findings endorsed the importance of the program and led to a number of improvements including:  new program guidelines and on-line resources to assist schools to better use and support AIEOs;  a professional learning program that provides AIEOs with access to Certificate III, IV and Diploma level training and provides entry to a teaching qualification; and  a ‘train-the-trainer’ professional learning program to up-skill AIEOs to provide better cultural awareness training for teachers and school support staff.

Aboriginal Education Attendance Grant  The Department of Education’s State-wide Better Attendance: Brighter Futures strategy has been developed to ensure a comprehensive, system-wide approach to improving students’ attendance rates. The strategy includes a strong focus on Aboriginal students.

 To complement the strategy, Aboriginal Attendance Grant funding is allocated to enable schools to implement local strategies designed to raise the attendance levels of Aboriginal students. Local strategies often include school and community agreements or partnerships to promote mutual responsibility between schools, communities, parents and caregivers to address poor student attendance.

 Aboriginal Attendance Recognition Grants is an initiative that has been designed to complement the Better Attendance: Brighter Futures strategy and the Aboriginal Attendance Grant. The funding grants are provided to schools that achieve 90% school attendance rates for their Aboriginal students so that they can continue implementing their programs and strategies that are working.

Aboriginal Support Network The Department of Education employs Aboriginal education teams throughout the State to support schools to improve outcomes in Aboriginal education. These teams include Managers of Aboriginal Education, Coordinators of Aboriginal Education, Aboriginal Liaison Officers and Aboriginal and Islander Education Officers. The Department organises regular networking meetings to enable sharing of information and best practice. Funding is also allocated to allow AIEOs to undertake accredited training.

School and Community Partnerships The Department of Education continues to actively promote and support the development of formal partnership agreements between schools and their local Aboriginal communities. The agreements are designed to enhance the attendance, achievement and post-school opportunities and transition of Aboriginal students by enabling their parents, caregivers and local community to have greater involvement in school decision making and the education of their children. Through support from central and regional office staff, school-community partnership agreements have been finalised in 31 Western Australian public schools, and have commenced in an additional 54 public schools.

3.1.2 Catholic Education Office of Western Australia

St Mary's College, Broome St Mary’s College has a 48% Aboriginal population. The College implemented the Link Up program for students in Years 10 to 12 from remote communities, who live at their Broome residential college. This is a transition program with the prime objective to build relationships with staff and peers, while developing familiarity with the school environment. Overall the program aims to involve students in programs which will support, interest and engage/re-engage them in school. A transition co-ordinator is assigned to mentor students.

CEOWA (CARE) School, Geraldton The Geraldton Flexible Learning Centre offers full-time multiyear secondary education and social inclusion programs for young people who are disenfranchised. The Centre provides young people with a varied and holistic set of learning experiences supporting them to identify and pursue transition to adulthood, employment, further education and training and social connectedness. Students attend a camp focusing on specific outdoor education lessons, and are involved in most aspects of camp preparation and activities. The preparations lessons begin in Term 2 and form the basis for many of the literacy and numeracy lessons. During the camp students participate in many activities including bush walking, bush cooking, abseiling and horse riding.

Luurnpa Catholic School, Balgo Balgo Hills is a large remote community with a population of between 400-500, with significant numbers of students aged 15 and above at risk of disengagement. The degree of risk is very high due to a history of youth suicide, drug abuse, under-age sexual activity and marriage. The Kutjungka Trade Training Centre opened in 2011 and engages students by including tuition in guitar playing, singing lessons, recording techniques and a recording session as well as accredited training. The Tjukurrpa (or dreaming) that forms the basis of the Aboriginal culture within the Kutjungka region takes the form of storytelling, hence the success of the song writing classes.

The school has between 20-30 secondary students and the Trade Training Centre offers educational opportunities and training within the community. Luurnpa Catholic School is the only remote school within the Catholic system to have a Trade Training Centre.

St Clare's (CARE) School At St Clare’s School 25% of the students are Aboriginal and Torres Strait Islanders. They have high support requirements and do not cope well in mainstream education. To meet student needs, the school offers virtual environments for the students to undertake their learning and complete their VET qualifications in preparation for workforce participation. The senior students are offered opportunities to become work ready and to learn job preparation and interview techniques. This is the first time the school has offered such a high level of VET opportunities for the students. This initiative is delivered in partnership with an RTO which provides the training at the school.

St Clare’s is having success with students achieving their WACE and the classes will be timetabled for the lead up to the WACE examinations with short courses in deportment, grooming, health and hygiene, etiquette, interview skills and healthy eating. This is intended to keep the students at school during a crucial part of their schooling life.

Clontarf Aboriginal College, Perth Clontarf Aboriginal College has established links to offer students work experience within the mining industry. The College also offers endorsed program opportunities for the students such as the Keys for Life program which provides students an understanding of driver safety. A vehicle was donated for its driver training so students may follow on to gain a driver’s licence.

The Aboriginal students at the college are often musical and this is the second year the music program has offered structured theory and practical music lessons which are now provided to boarding students also. The students can gain credits towards their WACE through the Music Performance Ensemble Program (endorsed program). While an integral part of engaging Aboriginal students at the College there is also a strong academic focus. A Trade Training Centre is scheduled to be built on site in 2012.

3.1.3 Association of Independent Schools of WA Please note, as an advisory body AISWA does not require schools to report on all programs/activities undertaken in schools.  Aboriginal community schools (AICS) are engaged in a range of activities/programs including accelerated literacy and numeracy, YAT career development projects, VET, mentoring, partnerships with metropolitan schools and mining companies.  Similarly other independent schools programs to support their Aboriginal students including, for example metropolitan boys’ school has implemented a career development project for Yr 11 and 12 Aboriginal boys aimed at developing links with universities and training pathways.  The Future Footprints program supports Aboriginal students from remote and rural regions in Western Australia attending boarding schools in Perth. The broad aim of the program is to improve educational outcomes for Aboriginal students and thus enhance their opportunities post school to further education, employment and/or training.  In 2011, 217 Aboriginal students predominately from the Kimberley and Pilbara regions attended 15 participating schools. Of the 2011 Year 12 graduates, 83% are attending university, 9% in training, 4% in employment and 4% currently unknown.

3.2 TRAINING SECTOR INITIATIVES All of the participation and attainment strategies within Western Australia’s MEAST reforms are Aboriginal inclusive.

3.2.1 Aboriginal literacy project In addition the following Aboriginal specific project is being developed to address the significant language use disparity that often occurs between speakers of Standard English and speakers of Aboriginal English or Kriol.

A new VET language-based Certificate III qualification, to provide a pathway for Aboriginal English and Kriol speakers to a ‘Language Broker’ qualification, will be submitted for accreditation in June 2012. This work is based on the linguistic research work undertaken by Professor Ian Malcolm together with resources developed as part of the ABC Two Way Literacy and Learning Project. Two pilot courses are planned for Semester 2, 2012. Following development and piloting of this new VET pathways qualification, it will be promoted to a wide range of individuals and organisations working with Aboriginal people in the education, training, health, justice and community sectors.

3.2.2 Aboriginal Workforce Development Centres The Western Australian Government has established a new Aboriginal Workforce Development Centre Network. Five centres have been opened, the first in the Perth central business district in March 2010, followed by the South West (Bunbury), West Kimberley (Broome), Mid West (Geraldton) and Goldfields (Kalgoorlie) in early 2011. The Centres work with Aboriginal people and employers to match Aboriginal people to real jobs. The Centres are designed to highlight both the job opportunities that are available for Aboriginal people and the advantages to employers of ensuring that Aboriginal people have a place in their workforce. The Centres facilitate connections to optimise existing services and fill gaps where necessary, within a local context. By working in collaborative partnerships with existing service providers, the Aboriginal Workforce Development Centres aim to play a key role in facilitating pathways for Aboriginal people aged 15-24 to meaningful training and sustainable employment. Since inception the Aboriginal Workforce Development Centre in Perth has assisted over 300 job seekers into jobs. Approximately 30% of this group are aged between 15 and 24.

The Centres work closely with schools and other program providers such as the Youth Connections, Partnership Brokers and Workforce Development Centres to provide support and build greater aspiration among students in years 10, 11 and 12.

3.2.3 Aboriginal School Based Training Program The Aboriginal School Based Training (ASBT) program aims to provide Aboriginal students across the State with the opportunity to gain basic skills and training in school and to achieve a nationally recognised qualification which will lead them in to sustainable employment or further education and training.

For the period of 1 January 2011 to 31 December 2011 there were 398 ASBT commencements in Certificate I programs and 267 ASBT commencements in Certificate II and above school based traineeships and apprenticeships. There were also 120 Certificate II trainees whose training carried over from 2010.

Public students and schools participating in the program were also supported through additional funding via the Department of Education. The additional funds cover:  additional equipment for trainees e.g. boots, work uniforms;  costs associated with school staff attending the Steering Group meetings; and  administrative costs; and/or mentoring support for students.

This additional funding has helped schools provide support to the students towards completion of the programs.

4. THE COMPACT WITH YOUNG AUSTRALIANS

4.1 COMPLIANCE AND ENFORCEMENT 4.1.1 Compact with Young Australians: Implementation of the National Youth Participation Requirement In implementing the Youth Compact:  Western Australia has exceeded the requirements by requiring young people to participate until the end of their 17th year. The School Education Act through the Higher School Leaving Age and Related Provisions Act 2005, effective 1 January 2006, increased the school leaving age from 15 to 16 years of age. On 1 January 2008, the age was increased further, to the end of the year in which a student turns 17 years of age.  This legislation does not dictate that students must stay at school, but rather requires them to participate in education, training and approved employment or combinations of these options until the end of the year in which they turn 17.  The Act identifies approved options, other than full time school available to young people, which will satisfy the participation requirement. These are: - full time enrolment in accredited training at a registered training institution; - full time apprenticeship or traineeship; - full time enrolment in an endorsed community based course; - full time employment; or - a full time combination of any of the above, such as part time school, training and/or part time work.  An outcome of this initiative has been significant improvements in the levels of participation by this cohort, from approximately 87% prior to the introduction of the legislation in 2006 to 95.6% in 2011.

4.1.2 Education/training entitlement for 15-24 year olds

 Western Australia implemented the Compact with Young Australians on 1 July 2009 for 15 - 19 year olds and for 15 - 24 year olds from 1 January 2010.  Publicly-funded Registered Training Organisations (RTOs) are required to give priority access to a training place for anyone eligible under the Compact, subject to availability of training places and courses.  The Compact is complemented by the Commonwealth’s National Partnership Agreement for Productivity Places Program and Western Australia’s Course Fee Exemption for the Unemployed initiative.  Western Australia introduced a Course Fee Exemption for the Unemployed which commenced on 1 July 2009. It enables eligible unemployed people to undertake one publicly funded training qualification, without having to pay course fees. The exemption applies across all Australian Qualification Framework levels and industry areas for up to twelve months from the commencement of the qualification. This is subject to the availability of training places, applicants demonstrating their eligibility, meeting training provider application processes and entrance requirements and, where applicable, selection criteria. This initiative provides a further incentive for young Australians to develop skills essential for entry into the workforce or to achieve a higher level qualification. This exemption will cease 30 June 2012.

 Western Australia is considering the introduction of a training entitlement which it sees as a way of ensuring a more flexible and demand-led training system. With a need to fill a projected shortfall of skilled workers over the coming years, as well as increasing workforce participation, it is anticipated that the introduction of a well targeted training entitlement model would support these objectives.  Simplicity and ease of navigation for all stakeholders are principles that would underlie implementation of a training entitlement in this State. Consideration is being given to the availability of training places within a framework of specific criteria which would include priority occupations and skill shortages. In addition, it is expected that quality information would need to be made available to consumers about the labour market, training provider performance and student fees.  In 2011, 15 to 19 year olds had 49,000 course enrolments with VET public providers and 27,000 for 20 to 24 year olds.

4.2 CHALLENGES EXPERIENCED IN 2011 Focusing strongly on the reform areas of Maximising Engagement, Attainment and Successful Transitions within the NPYAT, Western Australia worked closely with the Commonwealth to implement reform in the development and delivery of Commonwealth funded youth support services for 15-24 year olds. These collaborative reforms have reduced duplication between Commonwealth and State services, providing a more comprehensive and complementary suite of youth support services in WA to support better education, training and transition outcomes for young people. These reform arrangements include:

 Collaborative development of the School Business Community Partnership Broker (SBCPB) and Youth Connections (YC) programs for Western Australia with the YC programs targeting services in all regions for Aboriginal young people, youth at risk and providing early intervention.  Since the original establishment of SBCPB and YC regions in alignment with Department of Education districts, the Department of Education has implemented a major reform to introduce a new Independent Public Schools model. Under this model, the number of education districts has been reduced from 14 down to 8 regions. Participation staff in the regions continue to work collaboratively with the Youth Connections providers to ensure that young people in the 15-17 year old cohort are supported to make successful transitions.  Work has also been undertaken through forums and workshops supported by DEEWR, the Department of Education and the Department of Training and Workforce Development to bring the regional service providers together.

5. CUMULATIVE PROGRESS AND IMPACT

DEPARTMENT OF TRAINING AND WORKFORCE DEVELOPMENT

Progress and impact in 2011 Since the endorsement of the Department of Training and Workforce Development’s NPYAT Implementation Plan in 2010, work has progressed with key stakeholders to develop and

fund a number of new initiatives under the program. The first phase of this work in 2011 included:  Procurement arrangements being developed for additional VET in Schools delivery in high demand industry sectors. The project involved the establishment of a new pilot funding arrangement for VET in Schools training delivery. Through this model schools select a RTO from the established RTO panel. Both public and private training providers have been selected for the panel, opening up VET in School training delivery to a wider range of training providers. Training delivery will begin in 2012.  In September 2011 Aboriginal mentor training, with a focus on delivery in regional areas, was undertaken. This training targeted people undertaking a mentoring role with young Aboriginal workers, trainees and apprentices. Further training for Aboriginal mentors is to be undertaken by the Department of Training and Workforce Development in 2012 in partnership with Djaringo, an Aboriginal owned and operated RTO.  Planning for the development of a VET qualification in Aboriginal English language training was undertaken in late 2011. Through this initiative people working in industry sectors such as health, education and the law will be able to undertake training to facilitate a brokerage role between Standard English speakers and speakers of Aboriginal English.  An initiative to provide recognition of prior learning and training arrangements for young school leavers who have entered the workforce with no training pathway (Notice of Arrangement students) was developed for implementation in 2012.  Through NPYAT funding totalling $1.58M over four years, the WA school systems/ sector identified a range of progressive initiatives that support the career development of young people. Funding was provided to schools to implement career development services and programs and support students’ successful transitions. Career development resources were reviewed and gaps identified in 2011. The new resources will be disseminated in 2012 to support schools in the delivery of career development programs in accordance with the Australian Blueprint for Career Development. The Career Development and Transition Guidelines and Policy Framework was analysed and revised for online distribution in 2012.  A Level 6 Project Officer was employed and a Career Development Steering Group established to provide direction, support and guidance to the Project Officer to maximise schools’ access to quality career development information and resources.  NPYAT funding has contributed towards the development of the upgraded Career Centre website, which was launched by the Minister for Training and workforce Development in December 2011.  NPYAT funds have been allocated over four years for the ongoing operations of the School Leaver Program across the three schools systems/sector. An MOU between the three systems/sector and the Department of Training and Workforce Development was drafted in 2011. A School Leaver Program Policy Framework was drafted through the School leaver Program working group and will be finalised in 2012.  Building on research carried out in 2010 a strategy was developed to enhance the training and assessment capabilities of staff teaching VET in schools or to increase the current relevant industry experience of VET in schools staff. The three schools sector/systems are participating in the strategy which is to be implemented in 2012.

 An MOU was developed and project funding provided to the Department for Communities to lead reform in mentoring provision for young people in WA. During 2011 the draft Youth Mentoring Framework was developed following extensive consultation with key stakeholders. The Framework is to be implemented in 2012.  An MOU was developed with the Department of Corrective Services and project funding provided, for the delivery of career support, professional development for vocational training delivery staff and Certificate II training delivery for young detainees.

Overall progress and impact since the beginning of the NPYAT The NPYAT funded programs are supporting the successful transition from school through the provision of career and transition services.

There has been steady progress across the range of projects funded NPYAT during 2011. One of the challenges of working collaboratively, is there can be delays in getting projects ready for implementation. It is expected that 2012 will see a consolidation of the projects being implemented.

5.2 DEPARTMENT OF EDUCATION

Progress and impact in 2011 The NPYAT has had a significant impact on the Department of Education in that the schools are now being encouraged to ensure Year 12 students achieve their Senior Secondary Certificate with an emphasis on post-school pathways of education, training and/or employment. This means that schools are being supported to develop programs where students achieve an ATAR of at least 55 and/or a Certificate II qualification.

The NPYAT has also allowed for a range of new programs to be piloted. It has also meant the three school systems/sector have strengthened their working relationships and have been able to develop common processes and paperwork.

The progress has not been as far forward as anticipated, due to a number of factors but this has allowed for more thorough planning prior to implementation. Some of this has been due to slower than expected procurement processes, as well as realignment within the Department of Education and its central office and regional functions.

In relation to specific programs:  VET in Schools – schools now have access to a range of qualifications that they previously would not access due to limits on other sources of VET in Schools funding. There has also be an expansion into an emerging skills shortage area (Telecommunications) which, given the proposed number of classes and students undertaking delivery in 2012, is proving to be popular.  Career Development in schools – this has allowed schools to put forward for programs that are about “whole school” change to assist students with career development and planning. The proviso that schools must share this information on the “why” and the “how” will make it possible for the Department to see what works and support other schools to make changes in the future.

 Teacher capacity building – the additional funding will allow the Department to support schools to meet the vocational competence requirement of the AQTF. There has been no capacity within the Department’s current VET in Schools funding to support teachers and schools with this aspect of VET delivery requirements.

Overall progress and impact since the beginning of the NPYAT The state’s participation rate for Year 11 and 12 aged young people has increased to 95.6%. This can be attributed to a range of Commonwealth and State initiatives that have worked in tandem to support young people in their transitions. Attempting to identify one particular program as being the catalyst for any change is not useful. The strength of the NPYAT is that it has allowed all agencies to come together and work towards the targets and goals.

5.3 CATHOLIC EDUCATION OFFICE OF WA (CEOWA)

Progress and impact in 2011 Progress for 2011 has been relatively slow due to the late release of funding. However, processes have been established to commence classes in early 2012, for the Certificate IV Training and Assessment qualifications and upgrades, along with offering certificate courses for students.

Twenty two schools applied for funding to build a career development culture within their school in 2011. It is anticipated the program will attract more regional schools in 2012. Schools who applied for funding were all accepted, with a shortfall of $8,159 being contributed by the CEOWA.

The School Leaver Program was quite successful with 35 from 39 schools forwarding Year 12 data to be involved within the process. The information to be forwarded to schools in May 2012 will inform teachers on better practice going forward.

The additional VETiS delivery procurement was not able to begin in 2011, again due to late release of funding.

Overall progress and impact since the beginning of the NPYAT The collaborative approach between the Department of Training and Workforce Development, Department of Education and Associated Independent Schools of WA has been a strong focus for Western Australia.

Progress has been slow, however it is anticipated 2012 will be the year when the planning for the procurement of additional VETiS for students and the Certificate IV Training and Assessment Program will progress.

2011 was the first time Catholic schools participated in the School Leaver Program and it is anticipated the benefit to schools will be appreciated. The preparation for this program was thorough and collaborative, and receiving data on the destination of post school students will provide great insight.

5.4 ASSOCIATION OF INDEPENDENT SCHOOLS WESTERN AUSTRALIA (AISWA) Establishing processes, both at a state and system/sector level, was the focus throughout 2011. As a result actual implementation of some of the NPYAT elements in schools was not possible and participation by schools during 2011 was minimal. Most programs were planned to commence in 2012, however the Career Development project was implemented in 2011 with 15 schools participating.

Overall progress and impact since the beginning of the NPYAT Full implementation has been hampered mainly due to the unanticipated length of time required to establish processes, therefore it is too early to provide an accurate account of the impact on schools/the sector at this stage. Feedback to date from schools has been positive and increased participation is expected in 2012.

5.5 DEPARTMENT FOR COMMUNITIES

Progress and impact in 2011 The cumulative progress and impact of the NPYAT Youth Mentoring Reform in Western Australia has been substantial. The Framework consultation process involved workshops throughout the State which provided training and professional development to the sector, at the same time as conducting consultations. This significantly raised the profile of mentoring and improved the sector’s understanding of the importance of the National Benchmarks. The process has also increased understanding across government of the importance of the Benchmarks as a consideration in making funding decisions about mentoring programs. The reform process, and the role of the WA Youth Mentoring Reform Group in particular, has provided an opportunity to demonstrate best practice in a government/community sector partnership approach in development of policy.

The Framework drafting was substantially completed during 2011, with some additional time required for negotiation of sign-off and preparation for publication. Working groups identified in the Framework have been established and good progress has been made:  The Research and Evaluation Group is well-advanced in development of a major research proposal for funding in 2012.  The Demonstration Projects Group oversaw the development and selection of projects which will be funded and commence in 2012.  The Training and Professional Development Group has met and scoped its proposed work. A round of training to be delivered across the state by the project manager will be used to identify sector training needs, to further inform the work of the Group.  The Sustainable Funding Models Group will meet once the Framework is endorsed.

Overall progress and impact since the beginning of the NPYAT The chief impact of the NPYAT youth mentoring reform project has been improved understanding in the sector of the importance of National Benchmarks as the essential components of quality mentoring programs. There has been an increased awareness within the youth mentoring sector of its community building mission and the potential for the creation of sustainable social capital.

5.6 DEPARTMENT OF CORRECTIVE SERVICES (DCS) Registration of trainees by the Education and Vocational Training Unit of DCS from the Youth Detention Centre commenced for the first time in 2011. In the adult correctional system, youth at risk, Aboriginal and female youth at risk prisoner participation in traineeships has increased significantly from the previous year. In regards to capacity building, the multicultural responsive teaching and learning unit for prison educators was developed and 16 prison officers commenced their Certificate IV Training and Assessment.

Overall progress and impact since the beginning of the NPYAT There has been a steady increase in prisoners engaging in career guidance and support (1160 prisoners) There have also been increases in Certificate II level training with youth at risk, through traineeships. In regards to access and equity, the Education and Vocational Training Unit commenced an innovative training program for Aboriginal prisoners which combine a Conservation and Land Management traineeship with the teaching of Noongar language.

4. ANNEXURE 1 A – Youth Connections - WA

National Summary

Now in its third year of operation Youth Connections is established and performing well. Some key achievements over the past two years:  Youth Connections providers are engaging young people from disadvantaged backgrounds. 39% of Individual Support Services participants are in the most disadvantage Socio- Economic Indexes for Areas quintile compared to 13% of the total population.  The subjective wellbeing of young people receiving Individual Support Services improved during their time in the program.  Early findings from the evaluation of the Youth Attainment and Transitions National Partnership (undertaken by dandolopartners) are positive - Youth Connections is performing as intended. The evaluation highlighted areas for DEEWR attention and program refinement.  The flexibility of the model and the focus on disadvantaged groups has attracted additional funding for both the program and more importantly to provider organisations: o An additional $1.4 million for Youth Connections in the 2011-12 Budget to better support teenage parents in 10 locations o Three Youth Connections providers have been contracted to deliver the $3.5 million Youth Connections/Reducing Substance Abuse Pilot Projects for two years (2011-2012) o The network of Youth Connections providers in Victoria is being used for ‘Springboard’ a new Victorian Government program to support young people in residential out-of-home care ($16.9 million over four years).

Individual Support Services Under ‘Individual Support Services’, Youth Connections providers delivered flexible and individualised services to young people at risk, including those who are most at risk of disengaging from learning or disconnecting from school or education, through to those who are severely disconnected from education, family and community.

In the first two years of operation, Youth Connections provided Individual Support Services to 38,102 young people. 22,574 (59%) young people achieved a final outcome in the program, which represents re-engagement or a sustained improvement in a young person’s engagement with education, training or employment. A further 6,828 (18%) were assessed as making significant progress in addressing their barriers to full engagement in education. Individual Support Services appeared to help young people to re-engage in education and training.

Youth Connections service providers apply the Personal Wellbeing Index – School Children to assess the Subjective Wellbeing of Individual Support Service recipients. The survey is completed at entry and exit. 7,779 participants completed the survey. A significant 5.86 percentage point increase in Subjective Wellbeing was observed from when the participant entered the program compared to when they exited the program21. This is a very positive result and suggests that the Youth Connections program is having a substantial and positive impact on the personal wellbeing of

21 Survey results are analysed by RMIT University.

many young people who have completed the program, at least in the short term. These data also suggests a considerable reduction in the proportion of young people who are likely to be depressed or at high-risk for depression after participating in Youth Connections.

While Youth Connections is performing well, supporting the needs of Youth Connections participants is a complex and resource-intensive challenge for providers. Demand for Individual Support Services outstrips program capacity, and some providers are unable to take on all referrals.

Outreach and Re-engagement Activities Under ‘Outreach and Re-engagement Activities’, Youth Connections providers offer proactive, youth focused re-engagement activities and outreach services. Outreach and Re-engagement Activities aim to find severely disengaged young people, and to connect these young people with activities to support their re-engagement with learning, family and community. 10,607 activities were held to find and connect with at-risk young people, with providers linking with 276,982 young people through these activities.

Early findings from the Youth Attainment and Transitions National Partnership evaluation show that Outreach and Re-engagement Activities services began slowly, but are making inroads towards targeted outcomes. Improving provider understanding and performance has been, and will continue to be, a focus for DEEWR.

Strengthening Services in the Region Activities Under ‘Strengthening Services in the Region Activities’, Youth Connections providers work to build capacity and strengthen services for young people at risk and ensure that providers of other services in a region are connected. Providers undertook a range of initiatives to strengthen services in the region, with 5,386 activities held.

Like Outreach and Re-Engagement Activities, Strengthening Services in the Region Activities was a less familiar service delivery component for service providers than Individual Support Services. Early findings from the dandolo evaluation confirm that objectives and roles for Strengthening Services in the Region Activities do not appear to be consistently understood by providers. While providers have been reporting effort, it appears their understanding and capacity in this area is not strong. Some of their effort has been directed toward awareness raising and promotional activities or attendance at stakeholder group meetings, neither of which would be considered ‘Strengthening Services in the Region Activities’. This area of provider performance is most closely linked with the School Business Community Partnership Brokers program, and providers are expected to work together, where appropriate, to address the needs of their region. In some regions providers are working well together and progressing partnership arrangements to improve support services, however the level of collaboration in other regions is variable.

DEEWR took steps early in the life of the program to address these issues, through revised guidelines, provider newsletters and proactive contract management. Improved provider understanding and performance against this element has been, and will continue to be, a focus for DEEWR in 2012.

Indigenous youth and humanitarian refugees The Youth Connections program includes a focus on Indigenous and humanitarian refugee young people. These two groups are more likely to be at risk and may require mainstream programs to be tailored to meet their specific needs.

In the first two years of operation 6,803 Indigenous young people received Individual Support Services, and 30% of outreach activities included an Indigenous focus. The program continued to effectively engage Indigenous young people, who annually represented 19% of the caseload in 2011 - a small increase from 2010 (18%). While the rate of Indigenous young people achieving final outcomes is lower than for non-Indigenous (approximately 10% lower), 3,306 (46%) Indigenous young people achieved a final outcome in the program, and a further 1,498 (22%) made progress in addressing their barriers to engagement.

For humanitarian refugee participants the program was slower to deliver support and achieve outcomes, however improvements were apparent in 2011. This was a focus area for DEEWR during 2011 and providers received information, data and advice on how to better engage this group. DEEWR worked closely with the Department of Immigration and Citizenship, as well as consulting with state and territory governments on the revised data. Nationally, 160 humanitarian refugees received Individual Support Services from Youth Connections providers in 2010, this number more than doubled in 2011 to 340.

Provider networks DEEWR continues to work closely with the state and national Youth Connections provider networks, which are an important forum to engage key stakeholders and improve program delivery and outcomes.

The national Youth Connections provider network priorities for 2012 are:  Create a greater awareness of the Youth Connections program with key stakeholders  Undertake a project under Strengthening Services to improve access and support for young people in youth justice  Provide input into the findings of the Youth Attainment and Transitions National Partnership Evaluation and the Schools Funding Review  Continue to develop the program with an emphasis on improving Outreach and Re- engagement and Strengthening Services in the Region Activities.

YAT conference A highlight in 2011 was the Youth Attainment and Transitions National Partnership Conference sponsored by DEEWR. The Youth Attainment and Transitions National Networks hosted the Conference on 29-30 November in Sydney. The conference theme was “Achievement through Collaboration” and this was promoted through inspiring and motivational speakers and breakout sessions. All Youth Connections and Partnership Broker providers had the opportunity to send a representative and over 550 people attended the conference.

Youth Attainment and Transitions remote service providers’ forum The Youth Attainment and Transitions National Network also hosted the Remote Service Providers Forum on 23-25 August in Alice Springs sponsored by DEEWR. Youth Connections and Partnership Brokers representatives from 25 regions attended the forum. The theme of the forum

was “Conversations, Connections and Community: Supporting positive pathways for young people in remote Australia”. The forum enabled providers working a remote environment to share best practice models and attend workshops tailored for remote service delivery and supporting Indigenous youth.

New website with case studies Youth Connections case studies have been developed to strengthen provider understanding, to showcase the Youth Connections program and to demonstrate effective practice. A number of case studies across the three service elements of the Youth Connections program are available on the new Youth Attainment and Transitions website, launched in 2011.

2011 DEEWR focus areas At the beginning of 2011, DEEWR identified a number of areas to improve program and provider performance. Throughout 2011 DEEWR supported providers through: updating the program guidelines; additional case management support around the focus areas; bulletins to providers containing advice; meetings with provider networks; publishing good practice case studies and remapping the humanitarian refugee flagged regions.

2012 DEEWR focus areas  Continued promotion of the program beyond existing service networks  Improved provider understanding and performance against ‘Outreach and Re-engagement Activities’ and ‘Strengthening Services in the Region Activities’  Ongoing strengthening and development of the program  Continued focus on improving outcomes for Indigenous and humanitarian refugee participants.

Western Australia Summary

Context In Western Australia there are 14 Youth Attainment and Transitions Service Regions and 12 contracts in place to deliver services. These 12 contracts are held by 8 different organisations. Youth Connections is delivered to young people aged 13-19, although the focus for most providers is the 15 to 17 year old cohort.

To align with a focus on local decision-making and empowerment of school communities, new ways of supporting schools have been developed by the WA Department of Education (DoE). In 2011 up to 75 networks of schools in eight education regions were created across Western Australia to replace the previous 14 education districts upon which the Youth Attainment and Transition (YAT) Program boundaries were based. As a result of these reforms many positions that were in District Offices have been redeployed to schools. These changes have particular impact on the Enterprise and Vocational Education Coordinators and Participation Managers and Coordinators who have worked closely with Youth Connections providers.

Program status In the first two years of operation in Western Australia, Youth Connections has provided Individual Support Services to 4,162 young people. 2,329 (56%) young people in the program achieved a final

outcome, which represents re-engagement or a sustained improvement in a young person’s engagement with education, training or employment. A further 684 (16%) were assessed as making significant progress in addressing their barriers to full engagement in education. In addition, 588 Outreach and Re-engagement activities were held to find and connect with severely disconnected young people, with providers linking with 15,625 young people through these activities. In this period, providers undertook a range of initiatives to strengthen services in the region, with 320 activities being held.

In Western Australia 966 (23%) of young people in the program were identified as Indigenous Australians. 376 (39%) Indigenous young people achieved a final outcome, and a further 221 (23%) were assessed as making significant progress in addressing their barriers.

Challenges In addition to deployment of key positions to the school system, there is a perception that structural changes to the Participation Directorate in Western Australia have shifted attention from the YAT agenda.

Inconsistent levels of cooperation and varying models of shared servicing of the 15-17 year old cohort have been identified between Participation team staff and Youth Connections providers depending on service region.

There is a lack of alternative learning arrangements and this is affecting Youth Connections outcomes for some providers.

Further discussions around these issues are planned for 2012.

In Western Australia, the low level of unemployment has implications for program providers and stakeholders’ ability to recruit and retain suitable staff. This is exacerbated in regional and remote areas of Western Australia where high housing costs and wages are combined with relatively poor physical and social infrastructure. This makes it difficult to recruit suitably experienced and qualified staff especially in regional areas. It has also seen high levels of staff turnover in some locations. These challenges have had an impact on program performance.

Youth Connections program data

Connection Level definitions  Connection Level 1: young people who are attached to/attending school/education on a regular basis but who are the most at risk of disengaging from learning and/or disconnecting from school/education

 Connection Level 2a: young people whose attendance record at school/education is poor

 Connection Level 2b: young people who have been continuously disconnected from school/education for longer than three months

Table 1: Participant Status Participant Status WA National Receiving Individual Support Services 792 6125 Receiving Individual Support Services previously and exited 3370 31,977 Registered but not yet enrolled for Individual Support Services 151 3769 Total 4313 41,871

Table 2: WA Contract Levels Outcome Outcome Outcome s Level 1 s Level 2a s Level 2b WA (%) 40% 30% 30%

Table 3: Comparison between WA and National Participant Numbers Participants Level 1 Participants Level 2a Participants Level 2b WA (No.) 1745 1164 1331 WA (%) 41% 27% 31% National (No.) 10,218 13,798 14,794 National (%) 26% 36% 38%

Table 4: Comparison between WA and National Participant Outcomes Outcomes Level 1 Outcomes Level 2a Outcomes Level 2b WA (No.) 1316 820 943 WA (%) 43% 27% 31% National (No.) 8255 10,742 11,010 National (%) 28% 36% 37%

Figure 1: WA – Age of Participants

Figure 2: National – Age of Participants

Table 5: WA - Age of Participants

Age Level 1 Level 2a Level 2b Total % Total 11 2 0 0 2 0% 12 8 0 2 10 0% 13 62 11 1 74 2% 14 309 61 18 384 9% 15 470 230 101 759 19% 16 459 308 239 954 24% 17 280 297 364 895 22% 18 116 163 317 568 14% 19 32 66 179 270 7% 20 3 14 66 82 2% 21 4 9 36 47 1% 22 0 1 6 7 0% 23 0 2 2 3 0% 24 0 1 0 1 0% 25 0 1 0 1 0%

Table 6: National – Age of Participants Ag Level 1 Level 2a Level 2b Total % e 7 2 0 0 2 0% 8 1 0 0 1 0% 9 9 0 0 9 0% 10 28 5 1 34 0% 11 156 29 3 186 1%

Ag Level 1 Level 2a Level 2b Total % e 12 325 113 18 442 1% 13 680 317 80 1044 3% 14 1341 936 293 2482 7% 15 2088 2235 915 5000 13% 16 2447 3500 2078 7579 20% 17 1850 3489 3480 8389 23% 18 889 2047 3683 6324 17% 19 315 829 2474 3508 9% 20 65 212 1225 1473 4% 21 20 64 462 535 1% 22 0 13 63 74 0% 23 0 5 12 16 0% 24 1 1 6 8 0% 25 1 2 1 4 0% 27 0 1 0 1 0%

Figure 3: WA Age profile by Connection Level

Figure 4: National Age profile by Connection Level

Figure 5: Percentage of Participants who have been identified as having a characteristic Table 7: Percentage of Participants who have been identified as having a characteristic WA % WA National % National Culturally and 5% 2609 7% linguistically diverse 195 Disability 100 2% 1702 4% Humanitarian Refugee 40 1% 506 1% Indigenous Australian 966 23% 6803 18% Parent 58 1% 651 2% Receiving Centrelink Income Support 733 18% 11,299 30% Suspected or diagnosed mental health issue 600 14% 7651 20% Young Carer 103 2% 784 2% Figure 6: Percentage of Participants identified as having a barrier

Table 8: Percentage of Participants identified as having a barrier Barrier WA National Abuse/Domestic Violence issue 8% 10% Alcohol and/or drug misuse 21% 20% Anger management issues 24% 31% Behavioural problems 53% 54% Bullying 24% 25% Critical life event 14% 16% Current or previous Juvenile Justice Orders 15% 10% Disability 3% 5% Disconnection from cultural heritage 4% 5% Financial distress 16% 26% Gifted 2% 1% Homelessness 3% 5% In detention/previously in detention 4% 3% Inadequate family support 24% 27% Learning Difficulty 2% 5% Low literacy and/or numeracy 46% 52% Low Self Esteem 53% 56% Medical or other health issue 8% 10%

Barrier WA National Negative experience(s) with education and training 0% 0% Out of home care 2% 4% Parent/Pregnancy 3% 3% Petrol sniffing 0% 0% Socialisation issues 33% 42% Suspected or diagnosed mental health issue 16% 26% Unstable living arrangements 16% 18% Volatile substance misuse 0% 0% Young Carer responsibilities 4% 4%

Figure 7: WA Participant Barriers by Connection Level

Table 9: WA - Percentage of participants identified as having barrier, by Connection Level WA WA WA Barrier Level 1 Level 2a Level 2b Abuse/Domestic Violence issue 6% 9% 11% Alcohol and/or drug misuse 11% 26% 30% Anger management issues 23% 27% 21% Behavioural problems 55% 55% 44% Bullying 24% 23% 23% Critical life event 10% 16% 16% Current or previous Juvenile Justice Orders 5% 16% 24% Disability 3% 3% 3% Disconnection from cultural heritage 3% 4% 4% Financial distress 4% 17% 31% Gifted 2% 2% 2% Homelessness 1% 3% 7% In detention/previously in detention 1% 2% 7% Inadequate family support 12% 30% 34% Learning Difficulty 2% 3% 2% Low literacy and/or numeracy 37% 47% 53% Low Self Esteem 50% 52% 54% Medical or other health issue 6% 8% 9% Negative experience(s) with education and training 0% 0% 0% Out of home care 2% 3% 3% Parent/Pregnancy 1% 2% 7% Petrol sniffing 0% 0% 0% Socialisation issues 30% 32% 35% Suspected or diagnosed mental health issue 8% 20% 23% Unstable living arrangements 6% 17% 28% Volatile substance misuse 0% 0% 0% Young Carer responsibilities 3% 5% 4%

Figure 8: National Participant Barriers by Connection Level

Table 10: National - Percentage of participants identified as having barrier, by Connection Level National National National Barrier Level 1 Level 2a Level 2b Abuse/Domestic Violence issue 6% 10% 12% Alcohol and/or drug misuse 9% 19% 28% Anger management issues 28% 36% 28% Behavioural problems 57% 61% 43% Bullying 26% 26% 21% Critical life event 11% 16% 17% Current or previous Juvenile Justice Orders 3% 8% 18% Disability 4% 5% 5% Disconnection from cultural heritage 5% 4% 5% Financial distress 12% 21% 39% Gifted 1% 1% 1% Homelessness 1% 3% 8% In detention/previously in detention 1% 2% 5% Inadequate family support 16% 25% 35% Learning Difficulty 4% 5% 5% Low literacy and/or numeracy 45% 53% 54% Low Self Esteem 53% 55% 56% Medical or other health issue 7% 10% 11% Negative experience(s) with education and training 0% 0% 0% Out of home care 2% 3% 5% Parent/Pregnancy 0% 1% 6% Petrol sniffing 0% 0% 0% Socialisation issues 36% 41% 44% Suspected or diagnosed mental health issue 15% 28% 30% Unstable living arrangements 7% 16% 27% Volatile substance misuse 0% 0% 0% Young Carer responsibilities 3% 3% 4%

Outcomes

Table 11: Participant Outcomes – All participants (current and exited) Participant outcomes WA WA % National National % Young people enrolled in individual 4162 - 38,102 - support services Young people who have achieved a 2836 68% 27,743 73% progressive outcome* Young people who have achieved a 2329 56% 22,574 59% final outcome**

Table 12: Participant Outcomes – exited participants Participant outcomes WA WA % National National % Young people enrolled in individual 3370 - 31,977 - support services Young people who have achieved a 2341 69% 23,431 73% progressive outcome Young people who have achieved a 1975 59% 19,527 61% final outcome

*A progressive outcome represents a young person making significant progress in addressing their barriers to full engagement in education.

**A final outcome represents re-engagement or a sustained improvement in a young person’s engagement with education, training or employment.

Figure 9: WA - Number of young people achieving outcomes

Table 13: WA - Number of young people achieving outcomes Level Level Level Level Level 1 Level 1 2a 2a 2b 2b WA Participant outcome achievement No. % No. % No. % Achieved a final outcome 1127 65% 614 53% 716 54% Achieved a progressive outcome 1310 75% 799 69% 879 66% Figure 10: National - Number of young people achieving outcomes

Table 14: National - Number of young people achieving outcomes Level Level Level Level National Participant outcome Level 1 Level 1 2a 2a 2b 2b achievement No. % No. % No. % Achieved a final outcome 7040 69% 8580 62% 8260 56% Achieved a progressive outcome 8068 79% 10,579 77% 10,599 72%

Figure 11: % Achieving an outcomes (progressive or final) by characteristic

Figure 12: % Achieving a final outcome by characteristic

Table 15: WA- Participant outcome achievement by characteristic WA Achieved Achieved Not yet Grand % of total % of total

achieving achieving an a Final achieved Total an a final Outcome Outcome outcome outcome Culturally and linguistically diverse 126 82 69 195 65% 42% Disability 78 57 22 100 78% 57% Humanitarian Refugee 29 24 11 40 73% 60% Indigenous Australian 597 376 369 966 62% 39% Parent 39 22 19 58 67% 38% Receiving Centrelink Income Support 485 326 248 733 66% 44% Suspected or diagnosed mental health issue 479 352 121 600 80% 59% Young Carer 87 64 16 103 84% 62%

Table 16: National- Participant outcome achievement by characteristic % of total % of total Achieved Achieved Not yet Grand achieving achieving National an a Final achieved Total an a final Outcome Outcome outcome outcome Culturally and linguistically diverse 2144 1754 465 2609 82% 67% Disability 1380 1041 322 1702 81% 61% Humanitarian Refugee 423 357 83 506 84% 71% Indigenous Australian 4804 3306 1999 6803 71% 49% Parent 495 312 156 651 76% 48% Receiving Centrelink Income Support 8178 5780 3121 11,299 72% 51% Suspected or diagnosed mental health issue 6216 4602 1435 7651 81% 60% Young Carer 630 471 154 784 80% 60%

Figure 13: WA – Final outcomes achieved

Figure 14: National – Final outcomes achieved

Figure 15: WA – Final Outcomes Achieved by Connection Level

Figure 16: National – Final Outcomes Achieved by Connection Level

Table 17: WA- Final Outcomes achieved by Connection Level WA Level Final Outcomes Achieved Level 1 Level 2a Total 2b Attendance: The participant’s attendance at school or education setting improved consistently over the whole 538 348 49 935 school term, or for 13 weeks. Behaviour: The participant’s behaviour at school or educational setting improved consistently over the whole 822 296 30 1148 school term, or for 13 weeks. Educational performance: The participant’s educational performance improved consistently over the whole school 592 259 26 877 term, or for 13 weeks. Strengthened engagement: The participant’s engagement was strengthened and they remained 149 323 55 527 engaged in education over the whole school term, or for 13 weeks. Engaged in employment: The participant started employment and has remained in that employment for 13 18 192 314 524 weeks. Re-engaged in education: The participant re-engaged in 33 306 517 856 education and sustained that engagement for 13 weeks. Commenced in education: The participant commenced in 7 81 588 676 education.

Table 18: National- Final Outcomes achieved by Connection Level

Level National Final Outcomes Achieved Level 1 Level 2a Total 2b Attendance: The participant’s attendance at school or education setting improved consistently over the whole 3187 3990 517 7694 school term, or for 13 weeks. Behaviour: The participant’s behaviour at school or educational setting improved consistently over the whole 4410 3896 381 8687 school term, or for 13 weeks. Educational performance: The participant’s educational performance improved consistently over the whole school 3954 3142 370 7466 term, or for 13 weeks. Strengthened engagement: The participant’s engagement was strengthened and they remained 1160 4584 496 6240 engaged in education over the whole school term, or for 13 weeks. Engaged in employment: The participant started 107 1688 3057 4852 employment and has remained in that employment for 13

Level National Final Outcomes Achieved Level 1 Level 2a Total 2b weeks. Re-engaged in education: The participant re-engaged in 293 3298 5118 8709 education and sustained that engagement for 13 weeks. Commenced in education: The participant commenced in 60 930 6629 7619 education.

Indigenous

Table 19: % of Total Indigenous participants by State ACT NSW NT QLD SA TAS VIC WA % of total indigenou s 1% 45% 7% 21% 4% 2% 6% 14% participan ts

Figure 18: % of caseload that is Indigenous in each state

Table 20: % of caseload that is Indigenous in each State ACT NSW NT QLD SA TAS VIC WA Nation al % of caseload that is 12% 22% 74% 21% 14% 9% 5% 23% 18% indigenou s

Table 21: Indigenous participants – WA and National WA National Indigenous Participants 966 6803

All Participants 4162 38,102

% Indigenous 23% 18%

Table 22: WA and National- Indigenous participant outcomes achievement National WA WA % National % Indigenous young people enrolled in individual 966 - 6803 - support services Indigenous young people who have achieved a 553 57% 4573 67% progressive outcome Indigenous young people who have achieved a 376 39% 3306 49% final outcome

Humanitarian Refugee

Figure 19: % of Total Humanitarian refugee participants by state

Table 23: % of Total humanitarian refugee participants by State ACT NSW NT QLD SA TAS VIC WA % of total humanitaria 5% 35% 0% 3% 3% 2% 44% 8% n refugee participants

Figure 20: % of caseload that is Humanitarian refugee in each state

Table 24: % of caseload that is humanitarian refugee in each State ACT NSW NT QLD SA TAS VIC WA Nation al % of caseload that is 5% 1% 0% 0% 1% 1% 3% 1% 1% humanitarian refugee

Table 25: Humanitarian refugee participants – WA and National WA National Humanitarian Refugee Participants 40 506

All Participants 4162 38,102

% Humanitarian Refugee 1% 1%

Table 26: WA and National- Humanitarian refugee participant outcomes achievement National WA WA % National % Humanitarian Refugee young people enrolled in 40 - 506 - individual support services Humanitarian Refugee young people who have 29 73% 406 80% achieved a progressive outcome Humanitarian Refugee young people who have 24 60% 357 71% achieved a final outcome

Outreach and Re-engagement Services

Providers in Western Australia have conducted 588 Outreach and Re-engagement activities (some were held multiple times, resulting in 1203 events). These activities were attended by more than 15,625 people.

Table 27: WA Outreach and Re-engagement activities Number of people attending Number of each event events <10 492 <20 211 <50 151 <700 28 >700 2

623 of these activities were identified as having an Indigenous focus; 107 were identified as having a humanitarian refugee focus.

Strengthening Services in the Region

Providers in Western Australia have conducted 320 activities to strengthen services in their region. 118 of these activities were identified as having an Indigenous focus, 32 were identified as having a humanitarian refugee focus.

Table 28: WA Strengthening Services in the Region activities Number of times Average Outcome outcome rating selected Communication channels between agencies which support at risk young people were created or strengthened. 245 3.69 Families and communities are more positively involved in the lives of at risk young people. 67 2.96 Families of at risk young people are more involved in their community. 41 3.11 Regional solutions were implemented to improve careers and transitions services in the region with a focus on supporting at risk young people. 74 3.24 Regional solutions were implemented to improve careers and transitions services in the region with a focus on supporting at risk young people. 74 3.24 Schools and education providers established procedures with other agencies to identify at risk young people earlier. 55 3.40 Schools and education providers increased their referrals to support at risk young people. 59 3.27 Schools and education providers make referrals earlier to support at risk young people. 41 3.22 Schools and other education providers were assisted to establish or share their best practice models for working with at risk young people. 56 3.58 The use of infrastructure in the region to support at risk young people is better coordinated. 155 3.32 There are improved referral channels for community resources which support at risk young people. 156 3.36 There was a reduction in the duplication of community resources which support at risk young people. 73 3.28 There was an increase in the number of schools that strengthened their procedures to support young people at risk of disengaging. 37 2.97 There was an increase or improvement in the available services for families of at risk young people. 82 3.25 Young people disengage less frequently from school or education providers. 55 2.96

5. ANNEXURE 1 B – School Business Community Partnership Brokers – WA

National Summary

Introduction The 2008 Melbourne Declaration on Educational Goals for Young Australians, agreed to by all Australian governments, recognises that educating our young people is the responsibility of the entire community, not just schools. In many cases, realising this collective responsibility requires a cultural shift and innovative approaches in order to bring about the systemic change that is needed. Change at this level often requires the sort of cross-sector collaboration that is best achieved through a partnership approach. This has led to an increasing focus on schools developing partnerships with business and the broader community. Therefore, it is not surprising that the Declaration lists ‘developing stronger partnerships’ among its eight areas of commitment to action. It is within this context that the School Business Community Partnership Brokers program was put in place to build partnerships that support young people to reach their full educational and social potential. While some schools are already engaging in partnerships, we know that many schools, businesses and communities need support to make connections, build networks and develop partnering skills. Partnership Brokers offer this support and assist people and organisations to enter into partnership arrangements, provide tailored support as partners move through the various stages of partnership development and support partnerships to achieve their goals. The support provided by Partnership Brokers is particularly important for disadvantaged communities, including Indigenous and low SES communities, which lack the networks, connections and/or infrastructure needed to support their young people. Program data shows that approximately 39 per cent of the schools involved in partnerships supported by Partnership Brokers, are from the most disadvantaged quartile based on their Index of Community Socio- Educational Advantage (ICSEA22) value. The Partnership Brokers program is underpinned by the simple premise that by working together we can achieve outcomes that would not have been possible if each of us acted alone. Previous Commonwealth programs in the youth and transitions area focused on direct service delivery and ‘doing things’ for schools, business and community, rather than supporting the cultural shift and lasting reforms that are required to bring about a whole-of-community approach to supporting young people. Partnership Brokers build the capacity of communities to work together to drive change and take responsibility for the learning and development of their young people. One of the great strengths of the Partnership Brokers program is the flexibility to tailor partnerships to meet the needs of communities and their young people. The partnerships being supported by the program are as diverse as the communities they serve, however, they are bound by the common thread of improving outcomes for young people. There are examples of partnerships adding value to local, state and Commonwealth programs and initiatives, as well as examples of innovative new partnership models being established to meet a community’s needs.

22 ICSEA was created by the Australian Curriculum, Assessment and Reporting Authority (ACARA) specifically to gain an understanding of the levels of educational advantage or disadvantage that students bring to their academic studies.

67 Program Status As at April 2012, there were approximately 1200 active and self-sustaining partnerships associated with Partnership Brokers nationally (excludes Victorian data23) involving over 4100 partner organisations. These partnerships are undertaking a range of activity to support the learning and development of young people in their community. Approximately 21 per cent of these partnerships have an Indigenous focus. There have been approximately 10 000 Outcomes Framework Key Performance Measure (KPM) evaluations with approximately 3500 (35%) of those evaluations rating the partnership’s progress as ‘Considerable’ or ‘Achieved’24. Approximately 85 per cent of the partnerships being supported by Partnership Brokers are newly created. The remaining 15 per cent are pre-existing partnerships that are being enhanced with support from the Partnership Brokers. A number of one page partnership ‘snapshots’ have been developed based on original provider case study submissions. These snapshots are designed to share good practice across the network, promote the benefits of partnering and highlight the support available through the Partnership Brokers program. Case studies and snapshots have provided some excellent examples of partnership initiatives across a broad range of focus areas involving a variety of stakeholders. They include examples of providers leveraging off and adding value to local, state and Commonwealth programs/initiatives, as well as examples of innovative partnership models being established to meet the needs of young people. Snapshots and case studies have also highlighted the complex, multifaceted nature of the Partnership Broker role. A selection of snapshots is attached at the end of this report and can also be located under the ‘Success Stories’ section of theYouth Attainment and Transitions website. Building on the success of the 2011 Partner Survey, Partnership Brokers across the country (excluding Victoria25) administered a similar survey in early 2012 to capture partner organisations’ views on the quality of the partnership they are involved in and the effectiveness of the Partnership Broker role. In 2012, the survey was administered to a much larger and random sample of over 4000 schools, businesses, community groups and parent and family stakeholders across the country. The survey was designed to complement other program evaluation activities and to validate aspects of provider reporting. Consistent with 2011 survey findings, the 2012 survey results were overwhelmingly positive and showed that the vast majority of partner organisations feel that their partnership possesses the key characteristics for effective partnering and is achieving outcomes that support their community and its young people. The results also indicated that partner organisations are strong believers in the benefits of a partnership approach and highly value the support provided by Partnership Brokers. Approximately 80 per cent of the schools surveyed agreed or strongly agreed that their Partnership Broker had helped them become more engaged with their community. Further information and analysis of survey results are available in the 2012 Partner Survey Report. In April 2012, dandolopartners released their Interim Evaluation Report (Dandolo’s Report) as part of a three-year independent evaluation of the National Partnership (NP) on Youth Attainment and Transitions (YAT). While Dandolo’s Report does not reflect a detailed evaluation of the Partnership Brokers program, it does provide a high level assessment of the status and progress of each element of the NP, including the Partnership Brokers program.

23 In Victoria, the Partnership Brokers program is delivered through the Victorian Government’s Local Learning and Employment Network (LLEN) and is managed by the Victorian Department of Education and Early Childhood Development. 24 Data cited is accurate as at 2 April 2012. 25 Victorian Partnership Brokers are administering a similar partner survey in September/October 2012.

68 Challenges While national program data, case studies and survey results indicate significant progress, individual providers and the program have also faced some significant challenges that have impacted on the achievement of program outcomes. Many of these challenges have been identified in Dandolo’s Report. One of these challenges has been connecting with education authorities in a way that enables Partnership Brokers to align their priorities for partnership development with the priorities for schooling at a systemic level. A key factor in the success of the Partnership Brokers program is schools and school systems understanding the benefits of a partnership approach and actively exploring partnership opportunities that can help them achieve their goals. Achieving this understanding universally relies on clear communication from system leaders, at all levels of their organisations, about their expectations that schools should be connecting with business and the broader community. It should be made clear that the Partnership Brokers program is in place to help schools and communities that need assistance to enter into partnership arrangements, and to build their capacity to work together to support their young people. Dandolo’s Report suggests that jurisdictional support is critical to the success of the program, but lacking. However, there are emerging examples of senior managers within the education sector embracing cross-sector collaboration as the way to succeed, and enlisting the support of Partnership Brokers to make it happen. These examples show how the Partnership Brokers network can work alongside education authorities to support a strategic, systemic and coordinated approach to building partnerships that meet identified school needs, with young people at the centre. Managing expectations and educating stakeholders about the intent of the Partnership Brokers program remains an ongoing challenge for providers. Providers have reported that some school leaders don’t understand the role of the Partnership Broker as a facilitator, rather than service delivery provider. This is consistent with Dandolo’s finding that ‘The role and value of Partnership Brokers is not well understood or appreciated’. For historical reasons, confusion about the Partnership Brokers role is often centred around expectations that Partnership Brokers should be involved in coordinating Structured Workplace Learning (SWL) placements. This misunderstanding has resulted in tensions and impacted on some schools’ willingness to consider how a partnership approach, supported by a Partnership Broker, can assist them to achieve the outcomes required under the Government’s broad education reform agenda. However, results from the 2011 Provider Survey suggest that there is increasing recognition among stakeholders of the benefits of a partnership approach and growing interest in accessing the support offered by a Partnership Broker. Dandolo’s Report recommends that ‘Efforts should be made to improve communication of the value and achievements of partnerships and Partnership Brokers’. This is a key area of focus for DEEWR and the Partnership Broker network for 2012, and will require effective collaboration with education authorities in the different jurisdictions. Provider reporting has shown that the Parents and Families stakeholder group represents just three per cent of the total number of organisations involved in partnerships. This data is reinforced by results from the 2011 provider survey which found that 87 per cent of Partnership Brokers felt that parents and families were the most challenging stakeholder to work with. Despite the relatively low representation of parents and families as partners, program data indicates that approximately one third of all partnerships are seeking to address parent and family outcomes in some way. There are a number of partnerships that involve parent bodies such as parent and citizen associations and state parent councils. DEEWR and the Partnership Brokers National Network

69 are actively engaging with Australian Parent Council (APC) and Australian Council of State School Organisations (ACSSO) to explore ways that DEEWR, APC, ACSSO and the Partnership Brokers network can work together to support more, and deeper levels, of parental engagement through a partnership approach. Another challenge for providers is building cross-sectoral partnerships involving stakeholders that may not have worked together before. Within this context, an important part of the Partnership Brokers’ work is building partners’ understanding of each other’s needs, developing trust between partners and securing commitment to a shared goal. To do this effectively, Partnership Brokers need to engage with organisations at a decision-making level where there is authority to enter into partnership arrangements and commit resources. Providers report that this is particularly challenging when working with schools and school systems. Variation in performance It is clear that there are varying degrees of success amongst providers and some providers appear to be struggling to deliver the program in line with program expectations. There are a number of reasons for this, including: Some Partnership Broker organisations were contracted under previous programs in a ‘hands-on’ service delivery role. Some of these organisations have struggled to make the transition to a strategic, facilitation role. The varying nature of infrastructure, culture and capacity across Service Regions. There are different challenges for providers operating in metropolitan, rural and remote areas. Some Service Regions, and some communities within Service Regions, are more conducive to partnership development than others. The capacity of personnel undertaking the Partnership Broker role also varies across, and within regions. Some providers, particularly those in remote regions, have had difficulty finding and retaining people with the necessary skill set to deliver program outcomes. Partnership brokering is an emerging discipline requiring a sophisticated skill set. The ability and expertise of individual Partnership Brokers is a key factor in the success of the program. Dandolo’s Report has also identified provider capacity as a key issue for the program. Therefore, building the capacity of organisations and their personnel is a focus for DEEWR and the provider networks at state and national level. Support from DEEWR DEEWR has supported the achievement of program outcomes through the provision of induction forums, regional forums, training on the information management system, professional development, support tools, a Youth Attainment and Transitions website, sharing of program evaluation data and the funding of state and national provider networks. The contract management approach is focused on developing provider capacity and assisting providers to leverage off and add value to existing national and/or state programs and initiatives. State and National Provider Networks Provider networks at both a jurisdiction and national level are developing and implementing strategies to support improved outcomes for the program. However, performance of the networks has been variable with coordination of effort presenting a challenge, particularly in the early stages of network operations. The establishment of an Executive Officer position to act exclusively on behalf of the Partnership Broker networks has assisted in moving them from an operational focus to a more strategic orientation. There are emerging signs that the networks are engaging with organisations and peak bodies at a state and national level in ways that drive educational reform.

70 For example, in November and December 2011, the Partnership Brokers National Network funded and supported a series of two-day workshops about School, Family, and Community Partnerships facilitated by Dr Darcy Hutchins from the National Network of Partnership Schools (NNPS) at John Hopkins University in Baltimore, Maryland, USA. The workshops were held in Brisbane, Sydney and Melbourne and were attended by education system leaders, principals, parent peak representatives, as well as Partnership Brokers. As a result, a number of schools in a variety of jurisdictions are trialling this internationally recognised model of family and community engagement. The National Network has used the workshops to drive a broader national discussion about how schools in Australia can better connect with their communities, and work in partnership with them to improve young people’s education and transition outcomes. Priorities for Partnership Development In February 2012, 55 per cent of Partnership Brokers reported they were ‘very effective’ or ‘extremely effective’ in addressing their regional priorities for 2011; an increase from 48 per cent in 201026. Among the most commonly reported priorities for partnership development were: Addressing the needs of at-risk young people (including risk factors such as mental health, disability, low SES, learning difficulties, etc); Increasing Indigenous engagement and attainment; and Supporting the transition of young people from secondary schooling to further education, training or employment. Collaboration between Partnership Brokers and Youth Connections providers An important feature of the Partnership Brokers and Youth Connections programs is the requirement for providers to work together to identify and address the needs of their region. In 2011, 55 per cent of Partnership Brokers indicated they were working closely with Youth Connections providers and supporting new or enhanced partnership arrangements to meet identified needs in their region27 (up from 47 per cent in 2010). However, in some regions, the level of collaboration is variable. In regions where collaboration has been limited, Youth Connections providers appear to have concentrated on delivery of case management services and Partnership Brokers have focused on stakeholder engagement and partnership development independently. Note: The September 2011 National Outcomes report cited 1350 active and self-sustaining partnerships and 8200 partner organisations. The number of partnerships as at April 2012 has gone down slightly as a result of a concerted effort by providers, supported by DEEWR Contract Managers, to review YATMIS data and ensure that partnership status is accurately represented in the system. In addition, the number of partner organisations has gone down from 8200 to 4100 because of a different approach to the way the number of ‘partner organisations’ is expressed in this year’s reports. For example, previous reports counted a school involved in two partnerships as ‘two partner organisations’. This year, organisations in multiple partnerships are being counted once. This change in approach also applies to state level data.

26 Data sourced from the 2011 Annual Partnership Broker Provider Survey. The 2012 Provider Survey is due for completion in January 2013. 27 Data sourced from the 2011 Annual Partnership Broker Provider Survey.

71 Western Australia Summary

Context Western Australia’s (WA) strong economic position is largely driven by resources projects and sound global commodity prices. The WA labour market has rebounded strongly after the Global Financial Crisis, with an unemployment rate around 4.1%. WA also has a patchwork or two speed economy. Industries and people associated with the resources industry are in a much stronger economic position than those in other industries such as residential construction, retail and agriculture which have seen declines in employment levels in the last 12 months. The WA Department of Education (DoE) has continued to implement two significant reforms. The first is a continued push for Independent Public Schools, whereby WA public schools can obtain greater autonomy from DoE with a view to fostering greater parent and community involvement. The other major change has been the dismantling of the District Office structure. Many positions in District Offices have been redeployed to schools. The 14 Districts have formed into eight Regions, each with a single Executive Director. The Executive Director sits on the DoE Corporate Executive and provides broad direction for public schools. The school principals within each region are expected to work collaboratively with each other in network formations. These changes have had some impact on the deployment of District Office based positions that particularly impact on youth attainment and transition outcomes, such as Enterprise and Vocational Education Coordinators and Participation Managers and Coordinators. Program status As at April 2012, there were approximately 160 active and self-sustaining partnerships associated with Partnership Brokers in Western Australia involving approximately 530 partner organisations. These partnerships are undertaking a range of activity to support the learning and development of young people in their community. Approximately 28 per cent of these partnerships have an Indigenous focus. There have been approximately 1250 Outcomes Framework Key Performance Measure (KPM) evaluations with around 430 (34%) of those evaluations rating the partnership’s progress as ‘Considerable’ or ‘Achieved’. Challenges While the information above indicates significant progress, individual providers and the Partnership Brokers program have also faced many of the challenges outlined in the National Summary above. In addition, the two speed economy in WA has seen towns central to the resources growth experiencing residential property shortages. The YAT providers who work in these regions are not-for-profit organisations and the impact of these conditions is that the providers are unable to compete with the resources sector for skilled staff. Wages are far lower than those offered to people in resource-associated industries and housing/rental affordability combined with relatively poor physical and social infrastructure hinders providers employing experienced staff. The impact of having less skilled or experienced staff in these roles means a reduced level of strategic planning and partnership development, whilst the staff are passionate and committed to their roles, this inexperience means slower than expected program outcomes. Another side of this two speed economy is that there is a drain of skilled workers from other rural WA areas such as the Wheatbelt where wages are far lower than in the resources sector. A consequence of this and other factors such as drought in previous years has presented another set of challenges for Partnership Brokers working in such regions. For example, there is often a reduction in community infrastructure accompanied by a lessening of community confidence,

72 and then a reluctance to become involved, including on the part of key stakeholders PBs would hope to be working with. The level of collaboration between Partnership Brokers and Youth Connections providers in WA has not been as high as the national picture. In some regions, providers have progressed partnership arrangements however, the level of collaboration is variable but improving. The State PB Network is operating in a more inclusive way and working more constructively with the State YC Network at a strategic level. A continuing trend in WA is the low level of unemployment meaning there are increased opportunities for young people to obtain employment without completing Year 12 and/or its vocational equivalent, contrary to the goals of Youth Attainment and Transitions National Partnership. While this presents a challenge for the Partnership Brokers program, there are also opportunities to engage industry in partnerships that improve the capacity of young people to undertake employment in areas of skills shortage.

Organisations

Table A – Number of Organisations in Partnerships by Stakeholder Group This table shows the stakeholder groups represented in partnerships.

Note: this data includes organisations in partnerships with status active and self-sustaining. National figures do not include Victoria. Organisations involved in multiple partnerships have only been counted once.

Total number of Percentage of Total number of Percentage of organisations in organisations in organisations in organisations in Stakeholder Group partnerships partnerships partnerships partnerships (WA) (WA) Nationally Nationally Business & Industry 163 31% 1171 28% Community 157 29% 1220 29% Education 188 35% 1656 40% Parents and Families 25 5% 108 3% Total 533 100% 4155 100%

73 Table B – Number of Schools in Partnerships by Education Level This table shows the number of schools by education level, represented in active and self- sustaining partnerships.

Note: this data only includes schools in partnerships with status active and self-sustaining. National figures do not include Victoria. Schools involved in multiple partnerships have only been counted once.

Percentage Percentage Number of Number of of schools of Schools schools in Education schools in in Number of in partnershi Level partnerships partnershi schools in WA partnershi ps (WA) ps ps (WA) Nationally Nationally Primary 22 23% 149 16% 62% Secondary 38 39% 509 55% 12% Combined 37 38% 262 28% 26% TOTAL 97 100% 920 100% 100%

Table C – Number of Schools in Partnerships by Sector This table shows the breakdown of schools by education sector, represented in active and self- sustaining partnerships.

Note: this data only includes schools in partnerships with status active and self-sustaining. National figures do not include Victoria. Schools involved in multiple partnerships have only been counted once.

Percentage Percentage Number of Number of of schools of schools schools in Education schools in in Number of in partnershi Sector partnerships partnershi schools in WA partnershi ps (WA) ps ps (WA) Nationally Nationally Government 77 79% 714 78% 70% Independent 13 13% 107 12% 15% Catholic 7 7% 99 11% 15% TOTAL 97 100% 920 100% 100%

Graph A – Number of Schools in Partnerships by ICSEA This graph shows the distribution of schools in partnerships by their Index of Community Socio- Educational Advantage (ICSEA) value. ICSEA is used to gain an understanding of the levels of educational advantage or disadvantage that students bring to their academic studies. The variables that make up an ICSEA value are family background information (including parental occupation, and the school and non-school education levels they achieved) and school characteristics (including whether a school is in a metropolitan, regional or remote area; the proportion of Indigenous students; and the proportion of students with language backgrounds other than English).

74 Note: This data only includes schools in partnerships with status active and self-sustaining. Schools involved in multiple partnerships have only been counted once.

Table D – Number of Schools in Partnerships by ARIA Code This table shows the number of schools by ARIA Code, represented in active and self-sustaining partnerships.

Note: this data includes schools in partnerships with status active and self-sustaining. National figures do not include Victoria. Schools involved in multiple partnerships have only been counted once. Regions are defined by the Accessibility/Remoteness Index of Australia (ARIA) code developed by the Commonwealth Department of Health and Aged Care (DHAC) and the National Key Centre for Social Applications of GIS (GISCA).

Percentage Percentage Number of Number of of schools of schools schools in schools in in Number of schools Regions in partnershi partnershi partnershi in WA partnershi ps ps (WA) ps ps (WA) Nationally Nationally Major Cities of 28 29% 463 50% 56% Australia Inner Regional 23 24% 228 25% 12% Australia Outer Regional 32 33% 145 16% 14% Australia Remote Australia 7 7% 36 4% 10% Very Remote 7 7% 48 5% 8% Australia TOTAL 97 100% 920 100% 100%

75 Partnerships

Table E1 and E2 – Number of Partnerships Created by Status These tables show the status of partnerships including the number of partnerships with an Indigenous focus. Please see below for descriptions of the different partnership status options: Active: The partnership consists of two or more members (Organisations) and the Partnership Broker is playing an active role in assisting partners to achieve improved education and transition outcomes for young people. This includes building strong partnership foundations based on key partnering principles, such as transparency, equity and mutual benefit. Self-sustaining: The partnership has reached a point in its development where it no longer requires direct support from the Partnership Broker. Draft: The Partnership has been entered in the system (YATMIS) but further information or progress is required before it can be activated. Inactive: These are partnerships that may be periodic or seasonal in nature. For example, the status of a particular partnership can be turned to ‘inactive’ when the partnership has achieved its purpose for the year and is likely to become active again in the following year. Terminated: The partnership has achieved its purpose and been discontinued, or become unviable.

Table E1 – Number of State Partnerships Created by Status for WA

Total number Total number of Total number of Total number of Total number of of Active Active/ Draft/Inactive/ Self Sustaining state partnerships Partnerships Self-Sustaining Terminated partnerships (%) (%) (%) partnerships (%) partnerships (%) 119 (37%) 38 (12%) 157 (48%) 169 (52%) 326 (100%) Table E1 – Number of State Partnerships Created by Status with Indigenous focus for WA

Total number Total number of Total number of Total number of Total number of of Active Active/ Draft/Inactive/ Self Sustaining State partnerships Self-Sustaining Terminated partnerships (%) partnerships (%) (%) partnerships (%) partnerships (%) 35 (29%) 9 (24%) 44 (28%) 52 (31%) 96 (29%) Indigenous partnership percentages in the bottom row were calculated using the total partnerships by status in the row directly above. For example, 29% of the total active partnerships in WA are Indigenous.

Table E2 - Number of National Partnerships Created by Status Note: National figures do not include Victoria.

Total number Total number of Total number of Total number of Total number of of Active Active/ Draft/Inactive/ Self Sustaining National partnerships Self-Sustaining Terminated partnerships (%) partnerships (%) (%) partnerships (%) partnerships (%) 870 (36%) 345 (14%) 1215 (50%) 1224 (50%) 2439 (100%)

76 77 Table E2 - Number of National Partnerships Created by Status with Indigenous focus

Total number Total number of Total number of Total number of Total number of of Active Active/ Draft/Inactive/ Self Sustaining National partnerships Self-Sustaining Terminated partnerships (%) partnerships (%) (%) partnerships (%) partnerships (%) 204 (23%) 47 (14%) 251 (21%) 243 (20%) 494 (20%) Indigenous partnership percentages in the bottom row were calculated using the total partnerships by status in the row directly above. For example, 23% of the total active partnerships are Indigenous.

Table F – Active vs. Self-Sustaining Partnerships for WA This table shows change in the proportion of partnerships with status active and self-sustaining.

Self- Year (Month) Active sustainin g 2011 (April) 85% 15% 2011 80% 20% (September) 2012 (April) 76% 24%

Table G – Number of Partnerships by Partnership Category This table shows the category of partnerships.

Please see below for descriptions of the different partnership category options:

Brokered Partnership: A brokered partnership is any ‘new’ partnership that is established or created with support from the Partnership Broker.

Pre-existing Partnership: A pre-existing partnership is a previously established partnership that is being enhanced with the support of the Partnership Broker.

Note: this data includes partnerships with status active, self-sustaining, draft, inactive and terminated. National figures do not include Victoria.

Number of Partnerships by Partnership Category for WA Percentage of Number of Percentage of Total Number of Pre- Total Number Pre-Existing Brokered Brokered Percentage of Existing of Partnerships Partnerships Partnerships Partnerships Partnerships Partnerships (WA) (WA) (WA) (WA) (WA) (WA)

54 17% 272 83% 326 100%

78 79 Number of Partnerships by Partnership Category Nationally Number of Pre- Percentage of Number of Percentage of Total Total Number Existing Pre-Existing Brokered Brokered Percentage of of Partnerships Partnerships Partnerships Partnerships Partnerships Partnerships Nationally Nationally Nationally Nationally Nationally Nationally

372 15% 2067 85% 2439 100%

Table H – Key Performance Measure (KPM) Evaluation Ratings (data as at 2 April 2012) These tables show the number of times each KPM evaluation value (e.g. 1, 2, 3, 4, 5) have been selected, based on the latest evaluation rating recorded in the system (YATMIS). Each evaluation value maps to a descriptor of the progress a partnership has made against a particular KPM. The values and their corresponding descriptors are outlined below: 1 = Limited 2 = Some Progress 3 = Satisfactory 4 = Considerable Progress 5 = Achieved *Note: Regional Solution KPMs and KPM category ‘Other’ are not reflected. In many cases, progress against Parent and Family KPMs has been achieved through partnerships that do not include parent or family groups as members. While there are some partnerships that do involve parent and family groups, these groups represent only three per cent of the total number of organisations in partnerships.

2 4 Table H1 – Outcome – Partnership Total KPM 1 3 5 Some Considerable Characteristics Evaluations Limited Satisfactory Achieved progress progress High quality partnerships are established that link key stakeholders together with shared 160 163 271 commitment, goals and outcomes to improve 1176 272 (23%) 310 (26%) young people’s education and transition (14%) (14%) (23%) outcomes.

Table H1 continued – Outcome – 2 4 Partnership Characteristics (Breakdown of the Total KPM 1 3 5 Some Considerable KPMs which contribute to the outcome Evaluations Limited Satisfactory Achieved Progress Progress above) Shared Goal ‐ Partners have a clear, shared, realistic goal. 244 10% 18% 23% 26% 23% Shared Decision Making ‐Each partner contributes meaningfully to the planning and implementation of the program, and is involved in the decisions that 250 10% 12% 29% 24% 25% are made. Communication ‐ There is effective communication between partners. 192 29% 11% 26% 20% 15% Commitment and Investment ‐ All organisations are committed to the partnership and make a 242 13% 15% 21% 29% 22% considerable investment to it. Review ‐ Partners monitor and review their partnership and progress towards goals. 248 9% 13% 18% 31% 28%

The data above shows that:  Providers reported 49% of partnerships that have been evaluated have achieved or made considerable progress against this outcome.  Providers reported 28% of partnerships that have been evaluated have made limited or some progress against this outcome.

80  There are 244 partnerships (75% of the total number of partnerships in WA) that have demonstrated to some extent that ‘partners have a clear, shared, realistic goal’. Providers reported that 49% of these partnerships have achieved or made considerable progress against this partnership characteristic.

81 2 4 Total KPM 1 3 5 Table H2 – Outcome – Education & Training Some Considerable Evaluations Limited Satisfactory Achieved Progress Progress Education and training providers partnering with stakeholders in their community to ensure all young people participate in challenging, relevant 66 54 74 66 64 324 and engaging learning that broadens personal (20%) (17%) (23%) (20%) (20%) aspirations and improves education and transition outcomes.

Table H2 continued – Outcome – Education & 2 4 Total KPM 1 3 5 Training (Breakdown of the KPMs which Some Considerable Evaluations Limited Satisfactory Achieved contribute to the outcome above) Progress Progress An increase in the number of education and training providers who accredit community-based learning 26 31% 12% 15% 31% 12% An increase in the number of education and training providers who have increased opportunities for young 59 34% 15% 20% 12% 19% people to access trained mentors An increase in the number of education and training providers who have increased their career practitioner 46 22% 7% 37% 26% 9% capacity Opportunities for meaningful learning as a result of education and training providers partnering with other 193 15% 20% 21% 20% 24% stakeholders

The data above shows that:  Providers reported 40% of partnerships that have been evaluated have achieved or made considerable progress against this outcome.  Providers reported 37% of partnerships that have been evaluated have made limited or some progress against this outcome.  There are 193 partnerships (59% of the total number of partnerships in WA) that have made progress towards providing ‘opportunities for meaningful learning as a result of education and training providers partnering with other stakeholders’. Providers reported that 44% of these partnerships have achieved or made considerable progress against this KPM.

2 4 Total KPM 1 3 5 Table H3 – Outcome – Business & Industry Some Considerable Evaluations Limited Satisfactory Achieved Progress Progress Business and industry actively engaged in sustainable partnerships that support the development of young people, contribute to the 57 39 38 40 29 203 skills and knowledge of the future workforce and (28%) (19%) (19%) (20%) (14%) improve young people’s education and transition outcomes.

Table H3 continued – Outcome – Business & 2 4 Total KPM 1 3 5 Industry (Breakdown of the KPMs which contribute Some Considerable Evaluations Limited Satisfactory Achieved to the outcome) Progress progress An increase in the number of businesses providing mentoring/coaching opportunities for young people 61 25% 20% 31% 13% 11% An increase in the number of businesses providing 28 46% 14% 11% 25% 4% professional development opportunities for teachers and

82 career practitioners An increase in the number of businesses providing quality workplace and community learning opportunities for 114 25% 20% 14% 22% 18% young people

The data above shows that:  Providers reported 34% of partnerships that have been evaluated have achieved or made considerable progress against this outcome.  Providers reported 47% of partnerships that have been evaluated have made limited or some progress against this outcome.  There are 114 partnerships (35% of the total number of partnerships in WA) that have made progress towards increasing ‘the number of businesses providing quality workplace and community learning opportunities for young people’. Providers reported that 40% of these partnerships have achieved or made considerable progress against this KPM.

Table H4 – 4 Outcome – Total KPM 2 3 1 Limited Considerable 5 Achieved Parents & Evaluations Some progress Satisfactory Progress Families Partnerships that support parents and families to provide an informed and supportive environment for all young people 82 61 52 40 27 262 to enable (31%) (23%) (20%) (15%) (10%) lifelong learning and career and pathway planning, and improve their education and transition outcomes.3

Table H4 continued – Outcome – Parents & 4 Total KPM 2 3 Families 1 Limited Considerable 5 Achieved Evaluations Some progress Satisfactory (breakdown of Progress the KPMs which contribute to the outcome above) An increase in the number of parents and families that are actively engaged in 50 32% 28% 14% 14% 12% supporting learning inside and outside the classroom An increase in the 30 33% 23% 23% 3% 17% number of parents and families that

83 are actively involved in career transition planning for their children An increase in the number of parents and families that are better 67 30% 24% 27% 15% 4% informed about learning and career options An increase in the number of parents and families that are confident to interact with education and training providers, 64 33% 20% 17% 17% 13% employers and community groups to support participation and engagement of their children An increase in the number of parents and families that have improved understanding of 51 29% 22% 18% 22% 10% the link between learning and career aspirations

The data above shows that:  Providers reported 25% of partnerships that have been evaluated have achieved or made considerable progress against this outcome.  Providers reported 54% of partnerships that have been evaluated have made limited or some progress against this outcome.  There are 67 partnerships (20% of the total number of partnerships in WA) that have made progress towards providing ‘an increase in the number of parents and families that are better informed about learning and career options’. Providers reported that 14% of these partnerships have achieved or made considerable progress against this KPM.

84 2 4 Total KPM 1 3 5 Table H5 – Outcome – Community Groups Some Considerable Evaluations Limited Satisfactory Achieved progress progress Community groups participating in partnerships that harness resources and build social capital to support young 81 104 107 111 56 459 people to identify and achieve their goals (18%) (23%) (23%) (24%) (12%) and improve their education and transition outcomes.

Table H5 continued – Outcome – 2 4 Total KPM 1 3 5 Community Groups (breakdown of the Some Considerable Evaluations Limited Satisfactory Achieved KPMs which contribute to the outcome) progress progress An increase in the number of community groups that partner with stakeholders to align services for young people and reduce service duplication 41 22% 24% 12% 32% 10% and resource wastage An increase in the number of community groups that partner with stakeholders to build networks and linkages among agencies to support young 117 15% 17% 28% 23% 17% people An increase in the number of community groups that partner with stakeholders to harness and 65 14% 20% 35% 22% 9% grow community resources for young people An increase in the number of community groups that partner with stakeholders to identify and respond to emerging trends and skill needs with 48 23% 19% 25% 25% 8% reference to young people An increase in the number of community groups that partner with stakeholders to improve young 83 16% 30% 14% 27% 13% people's employability and life skills An increase in the number of community groups that partner with stakeholders to provide mentoring and coaching opportunities for young 46 22% 35% 22% 13% 9% people An increase in the number of community groups that partner with stakeholders to provide young people with opportunities to connect with the 59 20% 19% 20% 29% 12% community

The data above shows that:  Providers reported 36% of partnerships that have been evaluated have achieved or made considerable progress against this outcome.  Providers reported 41% of partnerships that have been evaluated have made limited or some progress against this outcome.  There are 117 partnerships (36% of the total number of partnerships in WA) that have made progress towards providing ‘an increase in the number of community groups that partner with stakeholders to build networks and linkages among agencies to support young people’. Providers reported that 40% of these partnerships have achieved or made considerable progress against this KPM.

85 IMPROVING INDIGENOUS ATTENDANCE AND ACHIEVEMENT

Purpose To improve the attendance rates and educational outcomes for young Indigenous women.

Partnership Members

 Kununurra District High School  Kimberley District Education Office  Gelganyem Trust  Miriuwung Gajerrong Ord Enhancement Scheme

Context and Goals About half of the 300 students at Kununurra District High School are Indigenous and their attendance rates and achievement levels are lower than those of the non-Indigenous students. Many of the Indigenous female students are disengaging from school and in danger of not continuing with their education. The Partnership has been established to increase attendance rates and improve educational outcomes for young Indigenous women.

The Partnership’s Approach The Partnership established the Joodoogeb-be-gerring Werlemen Program which operates as an off-site class five days a week. An essential ingredient in the program’s success is the low student/teacher ratio. Each student has an individual learning plan and there is a strong emphasis placed on engaging the families in their children’s education. As well as improving educational outcomes, the aim of the program is to improve the emotional and social well-being of students and build a more positive sense of cultural identity. The girls engage in cultural studies through the Miriwoong Language and Art Centre. Although the main focus is literacy and numeracy, the program also includes other life-skills such as art, music and cooking, to help develop emotional intelligence and foster self-esteem.

Benefits

 Attendance rates for Indigenous young women have improved by 60%.  A number of the girls have returned to mainstream education, either on-site at the High School or at a boarding facility.

86 Next Steps There is strong commitment to the program by the partners, all of whom are co-signatories to a Memorandum of Understanding (MOU). The Partnership was a recipient of a Schools First Award in 2010 and this has provided the partners with access to more resources. In building on the success of the program, the Partnership is exploring opportunities to extend the program model to Wyndham and Halls Creek.

Support from the Partnership Broker The Partnership Broker played a key role in bringing together three Indigenous organisations. In addition, the Partnership Broker facilitated meetings and assisted in establishing an MOU between the partners. The Partnership Broker also met with ministers and key government departments to advocate for the expansion of the program to other regions.

87 HEALTH PATHWAYS PARTNERSHIP

Purpose To expand vocational pathways for youth in the region and to support an industry experiencing skill and labour shortages.

Partnership Members

 Aged Care Employers (10)  Local High Schools (5)  Training Council  Aged & Community Services WA (ACSWA)  Department of Education

Context and Goals The health and community services sector is the third largest in the Canning region of Perth WA. The sector employs approximately 31,000 employees and is projected to increase at a rate of 3.3% per year until 2015. The aged care sector in particular is experiencing severe skill shortage exacerbated by an aging population and competition from more lucrative sectors. The Health Pathways Partnership addresses this skill shortage by promoting career pathways and offering school-based traineeship opportunities in the aged care sector to senior high school students.

The Partnership’s Approach In 2011, the partners implemented a pilot program that commenced with 5 weeks upfront training for students with a registered training organisation (RTO) to raise awareness of the industry and to prepare students for the sometimes confronting experiences they may have in the aged care facilities. This was followed by a period of Workplace Learning, after which, employers offered selected students school-based traineeships in the areas of Health Support, Community Services and Business.

Benefits

 Students are supported to undertake five Cert II units up front to prepare them for work in the aged care sector, and complete Workplace Learning which is credited towards their high school certificate.  Selected students are offered a school-based traineeship. In 2011, 9 students commenced school-based traineeships in Health Support Services as a result of the partnership.  Employers are working together to shape the training program and attract young people to the sector to meet the needs of their business.

Next Steps The partnership program will expand and diversify in 2012. Five new partners have joined the partnership and work placements are being offered in new areas such as maintenance and kitchen operations. Feedback from

88 the evaluation undertaken of the pilot program will be fundamental as the partners review the plan for 2012 and look at sustainability of the program into the future. The Health Pathways program is being replicated in Perth’s Northern suburbs by the Department of Education.

Support from the Partnership Broker The Partnership Broker consulted with schools and identified a gap in vocational pathways available to students. They approached aged care providers and other potential partners to assess their interest in an initiative and facilitated group meetings. Further support included advising partners on funding sources and assisting them to coordinate a structured program including parent information sessions and a launch event.

89 6. ANNEXURE 1 C – National Career Development

National Summary: Activity during the 2011 calendar year

Background Under the National Career Development element of the National Partnership Agreement on Youth Attainment and Transitions, $47 million was committed through COAG over four years from January 2010 to December 2013 to fund a range of career development initiatives. The funding agreements entered into with the organisations listed below are all financial year agreements. This should be noted when reviewing funding amounts and key deliverables for the calendar year 2011. Career Industry Council of Australia (CICA) Operational funding of $225,262.40 (GST inclusive) was provided to CICA during the 2011 calendar year. Highlights for the period included an update to the Professional Standards for Australian Career Development Practitioners and the publication of a research paper: Identification of issues that impact upon the provision of effective career development services for VET learners. For information on the CICA paper click here. National Career Development Week (NCDW) In 2011, the Australian Government spent approximately $1,121,762 on NCDW. Over 1.75 million Australians attended events and activities registered on the NCDW website. These events were hosted by 423 individual organisations in communities, schools, TAFE, university, industry, small business, government departments and a wide range of other organisations. Many of these organisations hosted a whole week of different activities and some hosted a different event each month during April and May 2011. Job Guide Job Guide assists young people to explore career, education and training options and make subject choices. It includes information on over 500 occupations. In 2011, the department contracted Hobsons Australia to produce and distribute Job Guide at a cost of approximately $1.9 million. Approximately 390,000 copies were issued including a copy for every year 10 student. Limited quantities were also provided to universities, TAFEs and Australian Government funded youth programs. Career Information Products (CIPs) The department creates and distributes a number of CIPs which are used by teachers, career advisers, parents and students to help inform students’ career choices. The CIPs include Year 12 What Next, Parents Talking Career Choices, Recap, ‘Bullseye’ posters, and Career Information Flyers. In 2011, the department spent $354,068.50 on the printing and distribution of CIPs. myfuture website myfuture, Australia’s national career information and exploration service, is an interactive, user-driven website that contains a personalised career exploration and decision making tool, comprehensive career information, and help for those assisting other making career decisions. The myfuture website is managed by the Department on behalf of all governments. The Australian Government contributes 50 percent of total funding for core services, with the remainder paid by states and territories under

90 the Standing Council on School Education and Early Childhood (SCSEEC), using the former MCEECDYA National Projects Fund funding formula. In 2011, the department contracted Education Services Australia for the management and maintenance of the myfuture website at a cost to the Australian Government of $1,851,722.60 (GST inclusive). myfuture video competition The department engaged Education Services Australia to conduct the 2011 myfuture video competition at a cost of $216,260 (GST inclusive). This competition generates high quality occupation videos suitable for publication on the myfuture website. Competition entrants submit video clips of up to three minutes in length that profile one occupation exploring duties, tasks and working conditions and qualifications. Over 90 videos were entered into the myfuture 2011 Video Competition. Winners received cash prizes and national media exposure. Scholarships for Career Advisers program The Australian Government’s Scholarships for Career Advisers initiative provides an opportunity for practitioners to enhance their skills. There are two Scholarship categories: a Study Scholarship or an Industry Placement and both are available to advisers in schools, TAFEs and universities. There were 87 Study Scholarship winners and 11 Industry Placement winners in 2011. The total cost of the program for 2011 was $659,376. Australian Career Service (ACS) Judith Leeson Award This award is open to all primary and secondary school teachers in Australia that offer a career or life skills program. In 2011, the two winners each received $5,000 in prize money and the finalist's received $3,000 as well as a prize pack of career resources for their school. The department contracted Education Services Australia to manage the awards on its behalf at a cost of $93,633. Australian Vocational Student Prize In 2011, 410 students were awarded an Australian Vocational Student Prize after being nominated by their schools for their participation in a Vocational Education and Training (VET) in Schools program, as part of their senior secondary studies during 2010. Winners received $2000 and a certificate. Of these winners, 17 went on to receive a Prime Minister’s Award for Skills Excellence in School and a further $2000 and certificate of recognition. The total cost of running the prize in 2011 was $856,000. National Career Development Strategy research project To inform development of the National Career Development Strategy, the department commissioned a multi-stage research project. The research project comprised five discrete but interrelated elements including a literature review, a market research study with stakeholders including young people, parents, employers and career practitioners, options for implementation, a cost-benefit analysis and an exploration of cognitive neuroscience and its effect on career decisions. The outcomes of the research project were presented at the Career Development Association of Australia national conference on 30 March 2012. The department engaged external consultants to conduct the research at a combined total cost of $1,245,110. To see reports from the research project click here. National Career Development Working Group (NCDWG) The NCDWG, chaired by the Australian Government, includes representatives from all state and territory governments and the catholic and Independent school sectors. The Working Group was established to provide information and advice on issues relating to career development activity under

91 the National Partnership Agreement. As consultation with the NCDWG was done via email, video and teleconferencing, there was no cost associated with this activity.