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6 comments on Try, Test and Learn Fund – Discuss – Topic 4

1. 
   Katopotato 5 January 2017 at 4:57 pm

   In my opinion as a Social Worker who has worked with young people at risk I would encourage an overahul of the education curriculm from yr 5/6 upwards that would encourage pupils to really become ‘engaged in their future’ through a combination of social skills curriculm that teaches kids to ‘dcreate’ their adult self via further vocational learning within schools. Currenlty in most high schools students do not receive work experience for more than one week from year 9. I feel that this is too late, especially when psychologically if students are viewing themselves to be less than academic or not suitable for future studies they will disengage from working towards their adult future. In this regard we need to encourage creativity in young pupils towards thinking of their future and perhaps promoting indepence from welfare through goal setting and planning your future adult self. I feel there needs to be more collaboration and combined programs with department of education, jobnetwork and teritaty and vocational training bodies. We need to encourage a education system that teaches students resilience, and transferable skills and knowledge of workplace behaviour and expectation we leaving the most important bit of support out for students from welfare backgrounds to understand what work is not only how to apply for work or do a resume.

   Some of this content has been edited by a DSS Moderator.

2. 
   Michael Harding 27 January 2017 at 5:22 pm

   There are many schools (in Qld for example, some 24 “Special Assistance Schools” whose enrolment is solely students who are disengaged from mainstream Education) who are succeeding in re-engaging young people to complete Secondary Education and/or some form of VET Quals. Much of their work is therapeutic, or almost therapeutic, helping young people overcome barriers within their lives mostly built in the aftermath of trauma. These Schools enable this work by forging supportive, professional relationships with young people, enabling them to build aspiration and confidence, as well as competence. Might we find ways of usefully sustaining these developed relationships through the next (hopefully short) transition to employment?

   1. 
      Alex 1 February 2017 at 3:17 pm

      Thanks for your comment Michael. This could be an idea that others would be interested in also. Noting, however, that for the purposes of the Try, Test and Learn Fund a current priority is the sub-group who have at least commenced post-secondary education and subsequently move, or are at risk of moving, to an extended period on an unemployment payment. Would you, or anyone else, like to elaborate further?

3. 
   ReneeD 15 February 2017 at 2:23 pm

   protecting casual weekend pay rates so people can afford to work and study
   more supportive schools that provide support services such as youth workers, OTs, psychologists (rather than Chaplains)
   allowing high school students to complete units towards TAFE qualifications while at school
   pathways to employment through work experience and traineeships

4. 
   Jane 23 February 2017 at 1:03 pm

   Support in an informal, group environment – sometimes people just need to chill.

5. 
   Denise Luker 24 February 2017 at 3:22 pm

   Support to the young person from everyone involved with them; family, school and the RTO where they are studying.
   With school support – have flexibility around the student’s timetable to accommodate a VET course and allow for a study line as the course will attract SACE credits.
   The student will require Work Placement more than likely for the course so the student will need to know who to ask at school for ideas on where they can go to do this e.g./ VET Coordinator or Career Counsellor. Also really important they speak to family and friends and ‘network’ in order to connect with local employers to support with Work Placement.
   The RTO (Registered Training Organisation) needs to provide LL&N (Language Literacy & Numeracy) support if need be to the student in order to be successful, in the way of Tutoring/Mentoring if needed.
   RTO’s need to maintain strong links to Industry in order for students to transition to employment from training – e.g./ a Traineeship or Apprenticeship as the next step after the course if appropriate or a list of relevant, offering casual work as a starting point and then full-time employment to those who prove themselves great workers.
   Having a family who support the student’s career goals is crucial. It’s all about the young person and what they are aspiring to achieve. Sadly I still meet students who are in courses and on pathways that their parent has chosen for them .. ‘That’s what I did so you will too’ .. ‘I didn’t go to Uni so you will’ etc. etc.
   It takes a Village to raise a child.