Community Based VCAL - A new Signpost at the Crossing Place
Sat, Oct 4, 2003; by Bill Coppinger.Why a Community Based VCAL?
Question? What is the cost of dropping out?
In 2002, the Business Council of Australia commissioned a range of research to provide an understanding of the trends associated with young people leaving school early, the economic impacts of this situation and details of Government programs in place to address early school leaving. The BCA was particularly concerned to understand the economic implications of young people leaving school early, without the skills and capabilities.
In short, we urgently need a more concerted and coordinated effort to tackle this problem.
The key to success in increasing the number of young people who complete twelve years of education and training is the existence of well-organised and flexible options that connect initial education with work or further study or training.
[Business Council of Australia - "The Cost of Dropping out"]
Purpose of the Project
The Central Ranges Local Learning and Employment Network (CRLLEN) commissioned the project in 2003 to design and implement a community based Victorian Certificate of Applied Learning (CBVCAL) in Mitchell North.
This became known at the "Seymour Community Based VCAL".
In 2004, Kyneton also established a project, becoming known as the Macedon Ranges Community Based VCAL
As with all innovations, the projects in both Mitchell North and Macedon Ranges shire face many budgetary, operational and other challenges. The Mitchell North project ceased after two and half years of operation. We hope to see a similar project re-established at some point.
The Macedon Ranges Project continues to succeed to support some fo the most vulnerable in our communities.
Update 2009 - Report - Community VCAL - Future Directions !
The Victorian Department of Education and Early Childhood [DEECD] released a summary report today, August 5th, 2009 titled "Future Directions for Community VCAL Programs".
The CRLLEN and many others have directly contributed to this report to inform policy and find ways to recognise and respond to the specific challenges of re-engaging young people in our communities, specifically those that find themselves right outside the education system, often without any family or other community resource at their disposal.
This statement on future directions for Community VCAL outlines improvements for government schools in five areas:
- A clear policy framework that positions Community VCAL in the context of the Blueprint and subsequent reforms.
- Improved data on Community VCAL programs, students and outcomes.
- Stronger accountability for delivery and outcomes.
- More consistent funding arrangements.
- Promotion of good practice in Community VCAL delivery.
This document sets the principles and direction for Community VCAL arrangements and how they will be implemented for 2010 and beyond.
Download
Update 2008 - It REALLY, REALLY, WORKS!
Since 2003, the board of the Central Ranges LLEN has been closely monitoring the labour market, employment, income and education status of all 15-24 year olds across the Macedon Ranges, Mitchell and Murrindindi Shires.
We are pleased to report that in the board's recently published environmental scan 2008-2011, the number of 15-24 year olds across the Central Ranges LLEN region who have been most at risk by being out of work, not in training and not earning an income, has been reduced by a massive 40%.
The board congratulates all of the Government, Catholic and Independent schools, TAFE's, Adult Community Education providers and Community Agencies across the CRLLEN Region for what can only be described as a stunning result in supporting some of the most disadvantaged young people in our community.
This has come about by these groups establishing programmes, partnerships and often incredible dedication by individuals to better align educational opportunities with the real needs of young people.
There is still a lot to do, but these results are extremely encouraging.
Strong evidence emerged from the CRLLEN Environmental Scan (2002) that in the Mitchell-North Statistical Local Area [SLA] an alarming number of young people aged fifteen to eighteen, something in the order of 20%, were unemployed and not engaged in education or training. Of immediate concern were the projected fifty-three young people who were neither registered as unemployed nor involved in some form of education.
A similar percentage of disengaged young people was also identified within the Kyneton area.
These young people were effectively "off-the-radar"when it came to access to support, education or employment services.
The Premier of Victoria has made education and training a key priority. He has committed the Victorian State Government to a
“whole new approach to the education system” so that all Victorians can participate fully in the innovation economy” (Government 2002).
The Central Ranges Local Learning and Employment Network works in the context of Government policy that has the specific objectives of
- Ensuring 90 per cent of young people in Victoria successfully complete Year 12 or its equivalent by 2010
- Ensuring the percentage of young people 15-19 in rural and regional Victoria engaged in education and training rises by 6 percent by 2005
It was in this context that a network of concerned education and youth support agencies decided to take action in an attempt to re-engage some of these young people with formal education. The aim of the project was to develop a program delivery model that was flexible and responsive to the needs of these young people, using the resources of the wider community, in partnership with the local school.
Using the newly accredited VCAL as the vehicle, a community-based model of delivery was designed which capitalised upon existing capacities within the community to manage and contribute to the program content.
In late 2002 and early 2003, members of the CRLLEN and partner agencies traveled to Baw Baw Latrobe region, with the assistance of Mick Murphy, CEO of the Baw Baw Latrobe LLEN, to meet with students and partner agencies, working with disengaged young people.
By developing a multi-partner, community based programme, it was possible to assemble a wider range of resources and provide more intensive support for individuals who in some cases, had not completed a level of schooling since their mid to late primary school years. 
The key features of the unique 2003 model included:
- A collaborative management model involving CRLLEN, Seymour Technical High School (STHS) and Berry Street, Victoria, Seymour Office;
- An individualised learning program focusing upon relevant, applied learning experiences; and
- A partnership approach to program delivery, where both education and community agencies contributed to program content and delivery
2006/2007 Outcomes
Based on our calculations using the Business Council of Australia's "cost of dropping out" research, the combined CBVCAL programmes across Mitchell and Macedon have supported 109 young people as at 31st December 2006 and have saved the community between 4.03 and 6.54 Million dollars in lost productivity. An amazing set of numbers.
The Kyneton/Macedon project alone has saved the National and State budgets between 2.96 and 4.80 Million dollars. We are working very hard to get extra resources for this amazing programme.
The Macedon programme alone is catering for approximately 60% of the total "at-risk" population of 15-24 year olds, [based on original 2003/04 figures] which is approximately 2.5 % of the TOTAL 15-19 population.
2007 - The Journey So Far.
This modest report is the second in our five-year series of work around supporting the re-engagement of young people in the communities served by the Central Ranges Local Learning and Employment Network. It compliments our first report, published in 2004 called “ A New Signpost at the Crossing Place”
At it’s heart, it is a self-assessment of how one community works with agencies, local and state governments as well as some inspiring individuals, to provide a web of support that is very local, focused on genuine quality educational outcomes and most importantly, sustainable.
This is not a magic-bullet approach, nor are the results necessarily reproducible in other communities.
It is however, an honest review of what has been achieved, what the barriers to continuing this work are and what learnings we may be able to use to better inform the ongoing work of the State Government in supporting all young people to make a successful transition from school to work.
On behalf of the board of the Central Ranges Local Learning and Employment Network, we commend this report to you.
Download: The Journey So Far [1.23MB]
| Andrew Hocking | Bill Coppinger |
| Chairperson | Chief Executive Officer |
Outcomes of the Project 2004 - 'A New Signpost'
In January of 2004, the first report was published, focused on the Seymour/Mitchell North project, titled, 'A new Signpost at the Crossing Place'.
The overall outcomes of the projects in both Seymour and Kyneton have been extremely encouraging. 
Of the 47 students that have participated in the projects over the past two years [up to 2004] in Mitchell and Macedon Shires, 93% of those students have either completed the Victorian Certificate of Applied Learning, gained part-time or full time employment, re-entered formal education or have been referred to a specifically relevant programme for them.
Some characteristic perceptions of the education system as identified by this intake of students may inform future delivery models:
Students prior to entering the Community Based VCAL experienced;
- Consistent negative experience and/or perceptions of formal education;
- Consistent negative perceptions of own academic abilities;
- Regular experiences of social conflict both within and outside school environment;
- Inconsistencies in support, leadership, encouragement by parents, other significant adults and education professionals about the relationship between participation in education and future life options;
- Lack of recognition of actual abilities (i.e. non academic), measurements too reliant on literacy based communication;
- Lack of ‘fun’ at school, most things were ‘boring;’
- Discomfort with the formalities of the school environment, eg uniforms, classroom routines, discipline, inflexibility about start times etc.
2003 and 2004 Student Outcomes
These outcomes include:
- 19% of students completing Foundation VCAL
- 6% of students completing intermediate VCAL
- 24% of students partially completing a VCAL level
- 9% of students returning to an existing programme
- 4% of students re-entering a 'main-stream' school
- 4% of students completing a certificate course [TAFE]
- 6% of students entering full time work
- 9% of students entering part-time employment
- 13% of students being referred to another agency or support programme
- 6% of students leaving the programme and outcomes unknown
While not a 'perfect' result, the project has managed to support and assist in the re-engagement of 94% of the young people it has worked with over a two-year period, across two Local Government Areas.
Evaluation of the project shows that there is no doubt that the initiative met its three key measurements for success:
-
To increase the levels of educational participation, engagement and completion of disengaged young people in Mitchell North;
- To improve education and employment outcomes for these young people; and
- To increase levels of engagement and support by education, community and employer bodies of young people in Mitchell North.
In 2004, we can also say this holds true for the Macedon Ranges Community Based VCAL. In Macedon in 2004 the partners included:
- Central Ranges Local Learning & Employment Network,
- Kyneton Secondary College,
- Mount Alexander Employment & Training Services
- Cobaw Community Health Service,
- Kyneton Community & Learning Centre,
- Macedon Ranges Shire Council
- Bendigo Regional Institute of TAFE
The original Mitchell North 2003 evaluation stated:
The CBVCAL program was successful in meeting its aim of re-engaging young people in education. It is strongly recommended that the program should be retained and supported to become a self-sustaining alternative education option.
In their own words..
I need as much educational skills as possible.
(CBVCAL Student, Aged 16)
Even though my [child’s] attendance was poor, she gained in mental maturity and a heightened awareness in self. I can’t think of any other course or period of time spent at school, where there has been any evidence of this in her.
( Mother of 15 year old CBVCAL student)
{My child} is now able to complete tasks from beginning to end.
(CBVCAL Parent)
I’m more grown up, more responsible for my work and my actions and very keen to find work.
(CBVCAL Student, Aged 16)
I hated that other school, but here I got to do more things, there were less people, we did different things, I could learn faster.
(CBVCAL Student, Aged 15)
VCAL gave {my child} time to get her life back on track.
(Mother of VCAL student)
Changing the Way Government Works
In late 2004 [October-November] the Department of Victorian Communities and the Institute for Public Administration Australia [IPAA]published a background report to the "Changing the Way Governments Work" conference.
Changing the Way Government Works (New Interests - New Arrangements) coincides with a growing recognition nationally and internationally about the importance of investing in communities as a field of public policy. Stronger communities produce benefits that are substantial and tangible, but the role for government in
building stronger communities is less clear.
The traditional view has been that this is an area beyond government’s reach and can either be ignored or left
to non-government agencies. However, recent academic research and public interest discussions, in Australia and overseas, have combined to reveal an important role for government in supporting and undertaking community strengthening actions.
In this report, our Community Based VCAL model is highlighted [Page 17] and our research examined and shared with the forum.
Of most interest in the policy related discussion and lessons for Government.
Lessons for Government
The LLEN initiative aims to increase collective responsibility and accountability at the local level for the
education and training outcomes of young people.
A key lesson from this initiative is that good governance is integral to achieving successful outcomes from
locally based initiatives, such as LLENs. It demonstrates that good governance provides a framework that
enables the development and management of an organisation through defining the roles and responsibilities
of all stakeholders, and focusing on strategic and measurable outcomes. Further, good governance has proven
to be integral to developing the necessary trust between the LLEN partners and creating sustainable change in
LLEN stakeholders’ behaviour.
The connections between LLENs and their local communities has enabled them to successfully contribute to
the implementation of statewide education and training initiatives, such as the Victorian Certificate of Applied
Learning and School-Based New Apprenticeships.[Source: Changing the Way Governments Work: Page 17, 2004]
VCAL 2007 -
http://www.vcaa.vic.edu.au/vcal/
Related Research:
The Case for Community Support for Early School Leavers [June 2004 - 906KB]
2005 and Beyond
2005 and beyond will be the "proof of the pudding" as complex arrangements between agencies need to become longer-term partnerships, 'turf-wars' between agencies and/or government sectors need to mature in to place-based management, one-off opportunities need to become organised routine, funding arrangements need to develop sustainable models beyond the 'first blush' of enthusiasm.
All indications are that there are many dedicated people, agencies, community members and students, all working to find the best way to individually address the educational, social and emotional needs of young people who find themselves 'outside' the education 'system'.
The CRLLEN will commit to publish its third and fourth year of findings in early 2007.
Congratulations to all involved
