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“Youth Strategy: Make the Journey Awesome” South Western Sydney Institute Senior Staff Forum

“Youth Strategy: Make the Journey Awesome” South Western Sydney Institute Senior Staff Forum. Creating resilience through a culture of respect and empowerment in young people who are early school leavers. Presented By:

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“Youth Strategy: Make the Journey Awesome” South Western Sydney Institute Senior Staff Forum

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  1. “Youth Strategy:Make the Journey Awesome”South Western Sydney Institute Senior Staff Forum Creating resilience through a culture of respect and empowerment in young people who are early school leavers Presented By: Karen Ward Head of Department Vocational Access Cootamundra and Young CampusesKym Steele Teacher English Vocational Access Cootamundra and Young Campuses

  2. Brief Background TAFE NSW Riverina Institute • 19 Campuses, 3 regional centres- Albury, Griffith, Wagga Wagga • Most campuses service populations of less than 10 000 people in a rural setting Student Profile • Age 15- 19 • Low socio economic background • Parents left school before year12 • Left school before year nine level or earlier • High percentage of students with separated parents • High percentage of students living independently of their parents • Low self esteem, learning difficulties and lack of general social skills Slide 2

  3. Reasons for Leaving School • Relationship issues with other students such as bullying or snobbery • Relationship problems with teachers • Difficulty with school work because of • Missing work due to absenteeism • Changing schools • The pace of the work and being overwhelmed • Being distracted by the behaviour issues of other students • Relationship issues with parents “Young people’s perceptions of the economic value of completing school is undermined by the experience of failure and by the weak connections between school work and jobs that are closest to young people.” Janet Taylor, (2009, p.3) Stories of early school leaving. Pointers for policy and practice, Brotherhood of St Laurence VIC. Slide 3

  4. Impacting Factors • Financial disadvantage due to family circumstances • Health- physical and mental health issues for themselves and their family members • Family relationships- conflict, grief and loss, violence • Housing- homelessness • Use of alcohol and other drugs Slide 4

  5. Methodologies • Timetable for stability and flexibility • Certificate II courses are offered 5 days per week with classes held in a 4 hour block in the morning. One discipline area per day • Study can be part time or full time or flexible • Form community partnerships- with Job Network providers, PCYC, Centrelink and police youth liaison officer • Enrol continually throughout the year • Responds to customer demand all year  • maintains class numbers and seems to encourage a core group who support each other • Interview to establish suitability for course   • Create a student centred learning program with a personal learning plan for achievement for every student that is monitored by a coordinator • Encourage the student to be in paid work while also studying. Organise work experience as part of the learning plan Slide 5

  6. OutcomesSnapshot: Young 2008 courses Certificate I & Certificate II Of the total cohort: • Graduates: 25% • Continuing in further education: 20% • Continuing in current course in 2009: 15% • Not attending TAFE: Health/Parenting: 12% • In employment: 10% Slide 6

  7. Strategies • Encourage staff to communicate regularly to each other about the students • Choose staff who like young people, show respect to them, appreciate the complexities of their lives and use a range of teaching strategies for student engagement, including humour • Create a climate of inclusion. Listen to the students and engage them as young adults and acknowledge the importance of the conversation for the development of the relationship • Develop the individual learning plan through negotiation with flexible career options, so that the student has choices , it is not one size fits all Slide 7

  8. Strategies • Acknowledge young people are driven not to be ordinary and that risk and danger heightens the experience of being alive • Deal with absenteeism promptly to avoid a harmful cycle leading to more absenteeism • Set firm boundaries for achievement • Have proactive discipline strategies that encourage responsibility and ownership of their education and behaviour and also manage staff stress • Include older, more mature students in the classes Slide 8

  9. Thank You Slide 9

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