Workshop Handbook 2013

in partnership with

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CATS for Refugees is an initiative of the South East Local Learning and Employment Network (SELLEN). The CATS 2012 Handbook was developed by the South East Local Learning and Employment Network and Youth Connect and is a modified version of Parents as Career and Transition Support (PACTS) developed by the Brotherhood of St Laurence. For more information contact: South East LLEN Youth Connect Level 1, 54 McCrae St Level 3, 1001 Nepean Hwy Dandenong Vic 3175 Moorabbin Vic 3189 Telephone (03) 9794 6921 (03) 8306 6300 www.sellen.org.au www.youthconnect.com.au

© Youth Connect 2013 ©South East Local Learning and Employment Network 2013 © Brotherhood of St Laurence 2006 www.bsl.org.au Permission is granted for purchasers of these materials to adapt them by including details applicable to the local context (e.g. curriculum, contact organisations, etc.), provided that in the adapted version the source is acknowledged. Enquiries concerning any other reproduction, apart from fair dealing for the purpose of private study, research, criticism, or review, as permitted under the Copyright Act, should be addressed to the publisher.

The South East LLEN is an association of more than 200 local individuals and organisations planning and working together to improve the access of young people to education, training and employment. We are a School Business Community Partnership Broker, and facilitate workplace based learning experiences for students through our Workplace Learning Coordinator program.

We want every young person to complete Year 12 or an equivalent vocational education and training program such as an apprenticeship, traineeship or Vocational Education and Training (VET) certificate to give them the best chance at long term success in community and in work.

In Victoria, the national School Business Community Partnership Brokers program is delivered through the LLENs and funded by the Australian and Victorian Governments under the National Partnership on Youth Attainment and Transitions, a joint initiative of the Australian and State and Territory Governments.

The Workplace Learning Coordinators program is funded by the Victorian government through the Department of Education and Early Childhood Development (DEECD).

Youth Connect is a not for profit, community based organisation that has offered assistance to young people in the south east suburbs for over 20 years. Our vision : A community where school to work pathways and career choices for all young people are equally valued and respected. Youth Connect staff work in partnership with a wide range of local organisations and individuals to deliver a number of programs and services that assist young people, parents, employers and industry, schools and other education providers and the community.

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Making decisions about career transition can be a confusing time for young people. One of the responsibilities that youth workers, social workers, homework club tutors, Multicultural Education Aides and Community Leaders might assume, in the process of assisting young people, is support with decision making about education, career planning and transition. If young people are to have access to the full range of post-school training and employment options, they need to be able to identify them. Whilst schools provide careers education and counselling, they have limited resources to cater for large numbers of students and many are not able to provide the intensive support that young people of refugee background require. It’s widely recognised that many refugees cannot rely on their parents or carers to offer careers advice and transition support. Many of their parents are not literate and/or haven’t attained sufficient education or knowledge of the Australian employment sector to provide this and, in some cases, the refugees are unaccompanied minors. Many young people of refugee background have had severely disrupted education and spent years in refugee camps. Some were born in them. Many have had limited exposure to jobs and career options in a modern industrialised economy and most students of refugee background and their parents have little knowledge of the full array of vocational opportunities that exist in Australia and the pathways available to realise them. As a result, these students have special needs when it comes to careers education but most currently rely solely on the careers advice and support provided in the classroom of their secondary school where an ESL student’s ability to take in information provided in mainstream classes may be limited. These students usually need more intensive support than the school careers coordinator may be resourced to provide. Young people of refugee background who are disengaged from school don’t have access to school based careers information, resources and counselling. These young people have no access to independent careers and transitions support and advice. The CATS (Career and Transition Support) for Refugees workshops were developed to bring youth workers, social workers, Multicultural Education Aides, homework club tutors and community leaders up to date with practical strategies and information about careers and transitions. They aim to provide you with general career transition knowledge, resources and ongoing support so that you can help young people access information about education, training, employment and career transition, so they can make informed career decisions based on fact.

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Workshop guidelines

It’s important that all of us understand some basic principles for meeting as a group and how we can best work together and help each other. The following statements outline the guidelines for a CATS workshop: Our goal is to work together to achieve the objectives for this workshop in an enjoyable and fun

way

Each of us has unique experiences to share

Each of us has something to teach and to learn. It will help if we can be open to new experiences and ideas and to be resources to one another

Full participation will help meet our goals, but the option to pass always exists

Taking small risks to challenge yourself will increase your learning and that of the group

Confidentiality about what we discuss will ensure a sense of trust

This is a time to ask questions

NOTE: All workshop activities are highlighted with this symbol FOOTNOTE: All information provided in this handbook is correct at the time of composition

Note on language: Every attempt has been made to make this booklet inclusive and readable. The word ‘parent’ is taken to include all carers, whether they are biologically related, adoptive or foster parents, workers or older friends. The word ‘family’ is used in the widest sense to include partners of parents and all other significant people in the young person’s life

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WORKSHOP TOPICS

Part One - Beginning to explore

Introductions page 7

What is a Career Today? page 8

Finding a place to start page 8

Common Career Myths & Facts page 9

Role of Advisor page 10

Framework for Career Development page 10

Communicating about Careers page 11

Counselling Skills page 11

Tips to help with Careers Discussions page 11

Role of Parents page 12

Working with Parents page 13

Working with Parents from the CALD Community page 14

Part Two - Resources to Assist with Career Discussions

Seven Categories of Occupations page 16

MIPS: Pathways Plans page18

Careers / Vocational Assessment Instruments page 18

Career & Transition Resource Kit online page 19

Re-CaP page 19

More Resources page 20

Career Information Websites page 21

Resources for Subject Selection page 22

VICTER page 22

Tips for choosing Year 11, Year 12 subjects page 22

The Skills Connection page 22

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Part Three - Education & Training Pathways

Alternative Education Pathways: CGEA page 25

Post Compulsory Education & Training Options page 25

VCE – Victorian Certificate of Education page 25

VCAL – Victorian Certificate of Applied Learning page 26

IB – International Baccalaureate Diploma page 28

VETiS – Vocational Education & Training in Schools (VET in Schools) page 28

SBAT – School Based Apprenticeships & Traineeships page 29

Post Secondary Pathways page 30

TAFE – Training and Further Education page 30

UNI – University page 33

Community Education page 34

The GAP Year page 35

Australian Apprenticeships page 35

Part Four - Jobs

The Stages of Job Hunting page 39

Employment Websites page 39

Researching a job page 40

Writing a Cover letter page 40

Preparing a Resume page 40

What to do before the interview page 41

Common Interview Questions page 42

What to do after the interview page 44

Young people and Telephones page 44

Agencies and Services That Can Help page 45

The First job page 47

Glossary page 51

Summary page 52

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Part 1 – Beginning to Explore

“We all have possibilities we don’t know about. We can do things we don’t even dream we can do”

Dale Carnegie

“While every refugee's story is different and their anguish personal, they all

share a common thread of uncommon courage – the courage not only to survive, but to persevere and rebuild their shattered lives.”

Antonio Guterres, U.N. High Commissioner for Refugees, 2005 -

Introductions

Let’s find out a little bit about each other by sharing a few things we remember about our own career transition.

Did you receive any help? Who from? How did you choose your career?

What happened next?

What/who were your influences?

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What is a Career today?

A "Career" was traditionally associated with paid employment and referred to a single occupation. A linear one-off process (Bryce & Anderson 2007)

A career today includes all the roles you undertake throughout your life - education, training, paid and unpaid work, family, volunteer work, leisure activities and more.

It is a continuous process of learning and development, “ a mosaic or crazy paving and

stepping stones where students move in and out of education and different areas or types of employment or combination of” (Bryce & Anderson 2007)

Activities that contribute to a career can include:

training education employment work experience community activities enterprise activities different life roles volunteer work leisure activities

How then, do we define Success?

Finding a Place to Start

Choosing a career pathway is a lifelong journey with the possibility of several changes as opportunities and events occur along the way. Some people know from a young age what it is they want to do as a career; others are never 100% certain they are in the right job for them.

For any individual, finding the right career is a process of trial and error that starts with an idea and requires lots of exploration along the way.

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Common Career Myths & Facts

Myth: Most people have one job or career for the majority of their working life.

Fact: Research shows that the majority of people entering the workforce now will change jobs

and/or career an average of five times in their working life.

Myth: The school will work out a young person’s career path.

Fact: Designing or planning a career is the responsibility of the individual – no person or

organisation has sole responsibility. However, schools do provide details about where to access careers information and most have a school careers advisor who can meet with students. However, they are not resourced to spend significant amounts of one-on-one time with individual students. A lot of careers education is done in the classroom.

Myth: There is one perfect job for everyone. Fact: There are many occupations—and many jobs—that you would enjoy. Focusing on finding a

single, perfect career is not only intimidating, it’s limiting. Job preferences are apt to change over time as you gain experience, skill, and self-knowledge. Keeping options open is a position of strength, not a weakness.

REFLECT / DISCUSS

Sam’s Journey Sam likes to play with cars. He wants to be a racing car driver. He gets a job at a

go cart track. As he gets older he realises he wants to help people. He decides to

become an ambulance officer. After several years, Sam gets married. He decides

he wants to stop doing shift work, as he would like to spend more time with his

family. He returns to study and becomes a Social Worker.

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Your Role as Advisor / Coach /Support / Listener “By adopting a coaching approach we can be there to listen, encourage and ask the right questions to

help plan strategies and take action”

“Our role is to empower students to start taking responsibility for their own decisions

and actions”

“It’s OK for a young person to make mistakes. Finding out what they don’t want to do is just as

important as finding out what they do want to do”

“Be aware of welfare, cultural and social issues & be prepared to refer them on to the

appropriate support”

Discuss the above Framework for Career Development

4 Step process for Career Development

1. Self Awareness: what you like (your interests), what you are good at (your skills and abilities), what is important to you (values)

2. Opportunity Awareness: Understanding the world of work – finding out what’s out there through formal education and exposure through a variety of extra curricula activities

3. Decision Making: Learning how to make informed decisions based on personal requirements,

research re the job/course requirements and practicalities

4. Taking Action: working through a transition plan: addressing a skills gap, starting the application process, writing a resume, learning interview skills, etc. Managing a smooth transition to reach desired goals

(Adapted from Tony Watts, 2006) Parents/carers and support staff can support a young person at each step of this process. This process may be repeated at various times across the lifespan. Go to http://www.ncdw.com.au/index.php/Career-Factsheets.html Click on ‘Stepping stones to your future - what comes after school’ for a fact sheet expanding on above.

‘Knowing your direction does not mean you have to be certain about your destination’. Mark Peel

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Work values can be strongly influenced by culture. Money, status, gender and prestige may preclude young people from considering all the options available to them in Australia. You can use the My Values lesson in the appendix to explore these issues and develop an understanding of the broad range of values that can be important.

Communicating about Careers Counseling Skills

• Ask open questions to get to know where the young person is in the career process

• Recognise their level of readiness/maturity and affirm that in a non-judgemental way.

• Identify any issues, concerns or barriers & where necessary refer for extra support e.g. Youth

Connections, Careers Teacher

• Encourage the young person to be in control of the process

• Be aware of their family & social setting: parents, siblings, culture, expectations and friends

• Be aware that some young people may be under family pressure to earn immediate income and

pressured to sacrifice education for short term monetary gain; others may be pressured to

excel beyond realistic expectations in education.

• Ascertain whether they are receiving advice/information from home & check if it is up to date

• Help them to identify their learning styles: visual, auditory, kinetic & be mindful of this when

suggesting

Most teenagers will not want you to plan their lives for them, but will appreciate you working with them to plan their career goals. This is one of the key considerations when communicating with students about careers and different vocations. As a coach, your role is to hear their thoughts and ideas, help them explore whatever it is, and let them determine if it is something they would like to pursue. If you let them find out for themselves, as opposed to telling them for example, that it’s not a well paid job etc, they will come to that conclusion eventually - on their own.

Tips to help with the Career Discussion:

Be aware of your reactions to a young person’s ideas, their extracurricular interests and activities. These can play an important part in increasing a young person’s self-awareness.

Make sure students feel that any decisions are theirs with your support. Taking responsibility

for important life decisions is an important part of becoming an adult.

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Encourage the young person to research opportunities and take advantage of help available from school and outside services. Having ideas and suggestions from more than one person can be helpful.

Encourage students to participate in community activities through volunteer work, sports, clubs and other groups, as well as take full advantage of Work Experience. This can be a great

way of getting to know more about a particular area of work, and what their strengths and weaknesses are.

Help students to think about planning for the future. Most goals require some planning, eg.

saving up for items means working out how to plan, enrolling in a course will require some thinking and implementing steps.

The way adults talk about jobs can impact enormously on students. If adults are negative about various work options and draw conclusions about a young person’s’ suitability for a selected occupation, this will be noted. There are some awful stories about how students were directed towards a particular career path by a teacher that didn’t turn out well.

Encourage young people to attend Open Days at TAFES & Universities. A list can be found on the VTAC website from about mid year: www.vtac.edu.au

Encourage young people to attend Career Expos as this is a great opportunity for refugees and

other newly arrived young people to find out about the diversity of jobs and career

opportunities available in Australia. The Age holds a VCE and Careers Expo annually. This year, it

will be from 2nd -5th May 2013 at Caulfield Race Course. Find full information here:

http://www.vceandcareers.com.au/

The Herald Sun sponsors a Career Expo and it will be from 16-18th August in 2013. Details can

be found here: http://www.careerexpo.com.au/

SELLEN coordinates an annual South East Try a Trade expo which has sessions for schools (they

usually bring Year 9 or 10 students) and an evening session for parents and communities. This is

usually held in May..

The Role of Parents Parents occupy a unique and critical place in the transition networks of young people. Research shows that parental involvement is one of the major influencing factors in a young person’s career decisions. Young people are more likely to discuss careers with their parents rather than careers teachers or advisors. Parents however, often base their advice on their own career transitions which is usually more than 20 years ago. Parents of refugee background often have extremely high aspirations for their children and they may not be based on the reality that is Australian life. An Afghani Australian family might aspire for their 16 year old son who has just arrived in Australia (with only five years of primary schooling) to study medicine and they cannot imagine that this is virtually impossible unless the boy is willing to study for the next 15 years. These parents need to know there are excellent career opportunities outside the fields of medicine, law and engineering.

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Research has shown that the “informal support network that families provide is equally if not more important” when used in conjunction with the formalized career programs at school. Bryce & Anderson “Supporting Transitions from School”2007 Support must take into account the full range of influences on a student’s career making decisions. Before the Brotherhood of St Laurence developed the PACTS (Parents As Career Transition Support) workshops and materials, they had established the following survey findings: • 100% of parents think it is important to be involved in their child’s transition • 80% of young people said they would like help from parents in making decisions • Only 20% of parents feel they currently have sufficient knowledge of employment and training options to help their child make a decision about what to do after leaving school PACTS was developed to address the two areas where parents require assistance: to provide the skills & assistance for parents to support the career exploration & decision making of their teenagers; to update the parents on the changes that have taken place in the education system and beyond so they can assist their teenagers to navigate the most suitable pathways for their career aspirations. The CATS for workers supporting Refugee Youth workshops evolved from this initial PACTs program and it aims to provide the same skills and assistance to adults who are in a position to provide careers and transition support to young people of refugee background. These adults may be youth workers, social workers, homework club tutors, multicultural education aides or community leaders.

Working With Parents Parents are often anxious about the career transition process and therefore need a certain amount of reassurance. Once they find out that it’s quite normal for their 15 year old to not know what they want to do in the future, or they change their mind frequently, then they start to relax. Reassure them that exploring career ideas takes time and that they can help by listening to their child and supporting their research. Resources: • The ‘Where To Now’ book which is published by the VCAA every year and distributed to year 10 students. It outlines the senior school education and training pathways and provides real life examples of young people finding the most appropriate pathway for their career interests. ‘The Where To Now’ is also available on the internet on www.vcaa.vic.edu.au • The Job Guide with the Parents Talking Careers Choices insert. Available in several languages including Arabic, Dari, Vietnamese, Cambodian, Chinese and Farsi http://www.jobguide.thegoodguides.com.au/ • CATS for workers supporting Refugee Youth workshops

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Working with parents from the CALD Community Be aware that in some cultures the parent and the family group traditionally have control over the career decisions of their children. You will need to be mindful of the pressure a young person might be feeling to conform to a certain direction as well as being sensitive to the tension created between the teenager and parent when this ‘norm’ is questioned. Some cultural groups may also have gender stereotypes for careers. Some families pressure their children to sacrifice education to earn immediate income whilst others may have unrealistic expectations of their children’s ability to excel in education. Dr Gideon Arulmani is a clinical psychologist with a M. Phil in Medical and Social Psychology from the National Institute for Mental Health and Neuro Sciences (India) and a doctoral degree in Career Psychology from the University of Portsmouth (UK). He presented a talk on Cultural Preparedness on the 15th March 2010 for DEECD. A link to his power point presentation is on the DEECD website on this page (Scroll down) http://www.education.vic.gov.au/school/teachers/support/Pages/researchcareer.aspx Then Click on ‘Cultural Preparedness Approaches to Re-engage the Disengaged’ for an insight into working with families from CALD backgrounds. The DEECD also has some Career Resource Guidelines for ESL and CALD Young People on their website and it can be found here: http://www.education.vic.gov.au/school/teachers/teachingresources/careers/resourcekit/Pages/secondlanguage.aspx A copy is in the resource kit. Further Resources for CALD Families • Parents Talking Career Choices: http://www.jobguide.thegoodguides.com.au/ Available in 15 languages • VCAA (Victorian Curriculum Assessment Authority) http://www.vcaa.vic.edu.au/lote/lotecontentindex.html This page is an index to publications available in other languages from the VCAA Publications available:

• Where to Now: VCAL Info for Students & Parents • Where to Now: VCE & VET Info for Students & Parents • Return to Study - A Guide to VCE and VCAL

Various publications from the list above are available in 24 languages. These documents involve complex language and would be suitable for well educated parents who don’t speak English; perhaps from some Iraqi, Chinese or Iranian refugee communities. However, it would not suit parents of refugee background with limited education which is the majority of those from Sudan, Burma and Afghanistan although there are exceptions.

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• Translations of some DEECD publications are available on their Website in various languages but some languages have more translations than others. The most widely available information relates to kindergarten and primary school but some languages have other information on headlice, bullying, drug education for parents. You can check the languages and translations here: http://www.education.vic.gov.au/school/parents/translations/Pages/default.aspx Vietnamese has the most documents translated so to reference a complete list look at Vietnamese. Nuer has the least and it all relates to kindergarten. Some languages get the Education Maintenance Allowance parent application form translated (Persian). There’s no rhyme or reason as to why Drug Education is translated into Dari and Amharic but not into Dinka or Nuer. Do note that in SELLEN’s experience many Karen speakers in the South East do not read Karen but can read Burmese. • ADEC (Action on Disability within Ethnic Communities) www.adec.org.au Information and support to aid in meeting the needs of those with disabilities, their families and carers within Ethnic communities.

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PART 2: Resources to Assist with Career Discussions

Seven Categories of Occupations used in careers resources to increase OPPORTUNITY AWARENESS Many young people of refugee background may be unsure what jobs (a position in which you perform tasks for payment) or occupations (a group of similar jobs found in different industries or organisations) are available in a modern economy like Australia’s or which are most likely to suit them. Work is more likely to be satisfying when people are interested in what they are doing and have the necessary skills to do the job well. To find satisfying careers, young people need to know their own interests, abilities and values. They can then look for jobs or occupations that relate to those interests. For many young people of refugee background, the time investment (and sacrificed income earning) may also be important in choosing a career path. Others may not have anyone that can support them whilst they study and will need a part-time job in order to continue education or may need to work now and defer study for later. It is still helpful to be introduced to career options that they might come back to when they are more financially stable. People’s interests often do not lay in just one area and specific jobs usually involve a combination of interests. Career tests allow further investigation and can sometimes be useful.

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Occupations are often grouped based on the skills required to perform those jobs. Below are the

seven types of work categories that are used in all resources.

1. Analytical or Scientific

Working with ideas to investigate or seek solutions to scientific, technical, social or other issues.

Observing, researching, analysing and working out results as well as developing theories and exploring

abstract ideas in specialist areas. Jobs include forensic scientist, automotive electrician, chemist, nurse,

computer engineer, vehicle body builder, market researcher.

2. Artistic and creative Jobs include painting, design, arts and crafts, as well as in the music, drama, written or media industry. Problem solving can be viewed as being creative. Jobs include actor, cake decorator, art or music teacher, clothing patternmaker, jeweller, writer, publisher and fashion designer. 3. Helping or advising Involve working directly with people. Good communication and listening skills to help, inform, teach or treat others. Duties include discussing personal issues, listening to people’s problems, providing advice or instruction, information or treatment. Jobs include teachers, social workers, lawyer, fitness instructor, personal care worker, massage therapist, pharmacist, beauty therapist and speech pathologist. 4. Practical or mechanical Involve working with tangible objects, such as tools, machines, and instruments. This type of work is in many industries like electronics, industrial arts, gardening, and trades such as plumbing and mechanics. Jobs include army officer, baker, construction worker, fire-fighter, hairdresser, physiotherapist, panel beater and marine engineer. 5. Nature or recreation Involve working with things in the natural world, like handling animals, growing crops, raising livestock, or sport. Growing and caring for living things, or an involvement with sport, leisure or the environment all fall into this category. Jobs include botanist, dog trainer, farm hand, fisheries officer, fruit and vegetable picker, marine biologist, sports coach, stunt performer, and zoologist. 6. Organising or Clerical Involve processing data, retrieving facts and figures, developing policies and procedures. Activities include organising, updating information like files or accounts, planning and budgeting. Jobs include accountant, bank officer, functions coordinator, interpreter, computer systems auditor, librarian and secretary. 7. Persuading or Service Involve working with people to sell, influence, motivate, negotiate, or serve them. Activities include selling, promoting goods and services, bargaining or presenting a point of view. Jobs include hairdresser, interior decorator, cleaner, baker, sports administrator, travel consultant, and weight loss consultant. Adapted from “Job Guide”

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Working out the occupational categories you favour should be used as a guide. It’s worth looking at all related jobs in the categories you are interested in.

MIPS: Pathways Plans

Most states have some type of Pathways Planning; an initiative to teach and encourage young people about lifelong learning and planning. DEECD provides Victorian Government schools with funding to assist students to develop a career action plan known as a MIP’s (Managed Individual Pathways) plan. All government schools are required to do this for students in Year 10 and above. Some start earlier but most don’t. In a pathways plan the student determines a set of goals, and identifies activities for achieving them. How effective this is will depend on the readiness of the young person to plan for the future in a meaningful way as well as the way the school implements this activity. If you are discussing careers with a student in years 10 – 12 or one who has recently disengaged from school at this level, you can ask them to bring you a copy of their last MIPs plan. It’s a good starting point for developing new thoughts on their career. Every school develops their own MIPs plan template and no two are alike. If your student/client is in Year 8 or 9 and you want to encourage career thinking, it would be helpful to get a copy of their current school’s year 9 or 10 MIPs template (they often vary according to the Year level). With their permission, we’ve provided a copy from Noble Park Secondary College in the resource kit.

For more information about MIPS including links to resources go to: http://www.education.vic.gov.au/school/teachers/support/Pages/mips.aspx

Careers/Vocational Assessment Instruments

There are a number of Career tests available, some simple ones are available free on the internet while

others are quite expensive and sophisticated and can only be administered by a qualified practitioner.

Careers tests can be a very useful tool in assisting the careers conversation, especially if there is a

sense of stalemate or frustration. Careers tests use the occupational categories as a framework to

assist a person to identify what type of work they might enjoy. These tests are not designed to identify

the most suitable job for a person, rather, they provide avenues for further research and exploration.

They are best used in conjunction with meaningful discussions. Some of the language can be complex

for ESL speakers. In the careers area, there is a lot of content specific language and newly arrived

young people of refugee background may need assistance in understanding the language associated

with interest and aptitude inventories.

Free Career Assessment Sites

The Job Search website: www.jobsearch.gov.au

Click on Careers Information, then Job Outlook and click on the Careers Quiz

My Future: www.myfuture.edu.au/

Australia’s online career Information service,. This includes a free careers assessment in the ‘My

Guide’ section.

Alife: www.alife.net.au

Click on ‘Need Direction?’ for a quick quiz that leads to selected career videos. Click on “Profile

Search” to go directly to a career list which offers video interviews with people doing those jobs

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which include everything from a panel beater to a family counsellor, civil engineer or CEO. This

is an excellent website with great information in video form that’s particularly good for young

people who are more orally fluent that literate. It includes advice from real people on how to

get into that career, what they like about it, what the work and hours are like.

Australian Apprenticeships Pathways:

http://www.aapathways.com.au/career_03.cfm?cfid=10614&cftoken=36517585

These are a collection of booklets exploring a range of trades. They also offer mechanical

aptitude and literacy/numeracy sample tests for those trades.

Schools also have access to a range of career assessment instruments such as:

• The Job Guide Test: Pen & paper which relates to the Job Guide

• Holland’s Self-Directed Search www.selfdirectedsearch.com

• MBTI - Myer-Briggs Type Indicator www.personalitypathways.com

• Career Fast Track www.careersfasttrack.com.au

• Morrisby Report http://www.careeranalysts.com.au/index.php?id=7

JIIG-CAL – Career Voyager http://www.jiig-cal.com.au/

Career & Transition Resource Kit online at DEECD

This is an online Careers and Transition Resource kit that includes a comprehensive set of lesson plans

designed to assist students to identify their personal attributes-abilities, skills, values; investigate the

world of work, make informed decisions; identify and choose suitable pathways and take steps to

achieve their goals. This content is designed for teachers/facilitators working with groups of students.

If you want to plan a program or workshop for a group of young people of refugee background on this

topic then these are great resources.

http://www.education.vic.gov.au/school/teachers/teachingresources/careers/resourcekit/Pages/defa

ult.aspx ReCap

ReCap is a comprehensive resource for Career Practitioners which includes a full curriculum for career

education from Years 7 to 12. This edition integrates the Australian Blueprint for Career Development

and material from My Future into each lesson plan. It is available as a download from the DEEWR

website. Once again, if you are in a position to provide education and information sessions to groups

like homework clubs, youth groups etc then this is a great resource.

http://www.deewr.gov.au/Schooling/CareersandTransitions/CareerDevelopment/Resources/Pages/Re

CaP.aspx

More information about the Australian Blueprint for Career Development

http://www.blueprint.edu.au/TheToolkit/UsingtheBlueprintwithYoungPeople.aspx

NCDW (National Career Development Week) has useful videos online. The DVD is also available:

www.youtube.com/user/AusCareerWeek

Click on ‘Uploads’ for a range of career related videos

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The Victorian Careers Curriculum Framework was developed in 2011 and aims to assist young people to:

Understand and manage influences relating to career planning and lifelong learning;

Develop skills, knowledge and capabilities to make career decisions;

Apply their learning to achieve educational and career aspirations; and

Build resilience in their capacity to manage change throughout their lives.

Additional resources are available on the DEECD website:

http://www.education.vic.gov.au/school/teachers/teachingresources/careers/carframe/Pages/framew

ork.aspx

More Resources

The Job Guide is a free publication distributed annually by DEEWR to all year 10 students and is

often used in classroom activities. It contains a Jobs Chart listing 400 occupations under

occupational categories, to assist with research as well as information on training pathways, job

seeking, Australian Apprenticeships etc. There is a glossy tear-out supplement for parents /carers

titled ‘Parents Talking Career Choices’. It is also be available as a stand-alone brochure. Students

can usually access a copy in the Careers Office.

The Job Guide is on line at www.jobguide.deewr.gov.au

VTAC Guide: (VTAC) stands for the Victorian Tertiary Admissions Centre. This guide lists every

course (both TAFE and University) in Victoria for which applications must be made through VTAC.

It lists minimum requirements for courses, subjects studied, application details and all contact

details of courses and institutions. www.vtac.edu.au

‘Where To Now ‘ book :

http://www.vcaa.vic.edu.au/vce/publications/WhereToNow/wheretonowfrontpage.htm

TAFE Directory: This guide is published every year, and contains a list of every TAFE course

available in Victoria. Courses change so make sure the copy you look at is current.

www.education.vic.gov.au/victorianskillsgateway TAFE Course Line: 131 823

TAFE & University brochures & handbooks (refer to Individual sites/ material available on open

days etc) refer to Good University Guide www.gooduniguide.com.au

Where possible refer a young

person to the careers coordinator

at school, TAFE or university.

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Occupational Information:

Websites (see resource kit)

The Age VCE and Careers Expo held annually. (usually in May at Caulfield Race Course)

The Herald sun Career Expo http://www.careerexpo.com.au/index.php

South East Try a Trade held annually has sessions for schools and an evening session for parents

and communities. Usually held in May each year.

Open Days in August at TAFES, Universities and private colleges

Careers Information Websites

*My Future Videos & profiles of careers www.myfuture.edu.au www.abc.net.au/acedayjobs Course Guide The Job Search site www.gooduniguide.com.au www.jobsearch.gov.au

Careers Online Broaden Their Horizons for disabilities

www.careersonline.com.au www.imvc.com.au/broadenhorizons

Career videos & general information: Apprenticeships

www.alife.net.au www.australianapprenticeships.gov.au

**Youth Central National Disability Coordinator Officer

www.youthcentral.vic.gov.au ndcovictoria.net.au

Skills One All things youth related

www.skillsone.com.au www.youth.gov.au

*Myfuture is a government funded website that provides a range of career services and information

including a careers test, factual information about occupations and the world of work, education and

training as well as resources for parents, teachers and the broader community. You can also find great

information on scholarships if you click on “the facts”. It is updated every six months and is relevant to

all ages and stages.

**Youth Central is a Government run website that provides occupational profiles and links to key

education, skills and training providers. It also has links to employment-related information and

websites and great templates for resume writing and cover letters including ones for students looking

for part-time jobs. Refer to handout for more career websites.

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Resources for Subject Selection discussions

VICTER - Victorian Tertiary Entrance Requirements www.vtac.edu.au

It is a resource for current Year 10’s that sets out the entry requirements and prerequisite studies for tertiary entry. Current 2013 Year 10 students would use VICTER 2016.. http://www.vtac.edu.au/pdf/publications/victer2015.pdf It is also available in the daily papers in July as a supplement. This will assist young people who have a clear sense of direction to plan their VCE subjects according to courses they might consider beyond year 12. There will be copies in school Career rooms and it is available on the VTAC website under Publications. VTAC CourseLink is a useful tool for families via a link on the front page of the VTAC website. It enables a student to create a mock VCE program by subjects and then find out which university courses are available with these subjects. Users need to register but it’s free.

Tips for choosing Yr 11, 12 subjects....... Students should base their VCE subject choice on the following:

• Are there prerequisite subjects for the courses I am interested in? This is a particular issue in the Maths/science/health/engineering courses.

• Do I enjoy these subjects? Do they interest me? • Am I good at these subjects? (they will contribute to the ATAR) • Get them to research the subject on the VCAA website

The Skills Connection The average teenager uses a multitude of skills every day while pursuing their school and leisure activities. Employers complain that at interviews students often tell them what courses they’ve taken, but find it hard to explain what they’ve learned or how it might apply to the workplace. Once an activity has been completed, it means that person has demonstrated they have the skill. There is a huge range of skills:

Data Skills

• Logical intelligence: think, observe, analyse, evaluate, understand, problem solve, organise work, perform complex operations, make logical decisions

• Intuitive Intelligence: imagine, perceive, compare, innovate, be creative, show global vision, make instinctive decisions

• Verbal Ability: read, comprehend, write, research, listen, document, discuss, instruct, communicate, explain

• Numerical Ability: figure, calculate, estimate, assess, track, record, budget, analyse numbers • Detail: follow directions, examine, standardise, proofread, audit, measure, edit, adjust,

balance, regulate • Multidimensional Ability: interpret graphics, perceive depth, visualise and understand

relationships between spaces, discriminate between colour and shade

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People Skills • Leadership Ability: manage, supervise, organise, lead, entertain, train, evaluate, encourage,

negotiate, cooperate, solve problems • Motivational Ability: motivate, energise, persuade, inspire, sell, teach, interpret, exchange,

influence

Practical Skills • Manual Agility: make, repair, fabricate, process, test, manufacture, assemble and operate

various products/machines/tools • Physical Ability: handle, carry, lift, move, balance, coordinate, support, drive, transport,

load, run, plays a list of what most employers are looking for:

Employability Skills • Employability skills: those skills identified by employers as good skills for all employees to have.

These are developed over time and are vital to the workplace. Students of refugee background often have a range of skills developed as part of the refugee experience that are attractive to employers including problem solving, showing initiative, flexibility and adaptability and communication skills in several languages. You may need to assist them to understand how they have demonstrated these skills in their everyday lives and how they can use them in writing CVs or at interview. Many have ingenious ways of communicating with family back in their country of origin or of transferring money back to family members. A DEST funded report in 2002 (Employability Skills for The Future, March 2002) determined that the key Employability Skills are:

Communication skills that contribute to productive and harmonious relations between Employees and Customers

Team work skills that contribute to productive working relationships and outcomes

Problem-solving skills that contribute to productive outcomes

Initiative and enterprise skills that contribute to innovative outcomes

Planning and organising skills that contribute to long-term and short-term planning

Self-management skills that contribute to employee satisfaction and growth

Learning skills that contribute to ongoing improvement

Technology skills that contribute to effective execution of tasks

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Part 3: Education & Training Pathways

AQF

Level Schools Sector Vocational Education and

Training (VET) Sector Higher Education Sector

11 Doctoral Degree

10 Masters Degree

9 Vocational Graduate

Diploma Graduate Diploma

8 Vocational Graduate

Certificate Graduate certificate

7 Bachelor Degree

6 Advanced Diploma Associate Degree Associate Diploma

5 Diploma Diploma

4 Certificate IV

3 Certificate III/

Apprenticeship

2 Senior Secondary

Certificate of Education (e.g. VCE or Senior

VCAL, IB, VET, SBAT)

Certificate II

Pre-apprenticeship

1 Certificate I

Australian Qualification Framework (AQF)

The Australian Qualifications Framework (AQF) is a quality-assured national framework of qualifications in the school, vocational education and training (VET) and higher education sectors in Australia. The AQF is a structure of recognised and endorsed qualifications that promotes lifelong learning and provides pathways through Australia’s education and training system.

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Alternative Education Pathway: CGEA CGEA: Certificate of General Education for Adults is an alternative to the standard Year 9 and 10 that you find in the secondary school system. The CGEA is offered at 3 levels: Certificate I, II and III. See handout ‘Learning Pathways including Year 10 Equivalent’. The CGEA is offered at TAFEs and some Learn Local Organisations and may provide a pathway into the following...

Post Compulsory EDUCATION & TRAINING OPTIONS

VCE: Victorian Certificate of Education The VCE has been the standard senior school qualification since 1991. It encompasses both year 11 & 12 studies and is awarded at the completion of year 12. It is administered by the VCAA (Victorian Curriculum Assessment Authority). It replaced the HSC and is completed across two years. VCE is available at all secondary schools & under certain circumstances at TAFE’s, Council of Adult Education (CAE) & by Distance Education. It can be completed at Chisholm in Dandenong.

Each VCE subject is structured into units of study. Year 11 subjects are referred to as Units 1 (Semester1) and Units 2 (Semester2). In Year 12, the subjects are referred to as Units 3 and Units 4 or a 3 / 4 sequence (Semesters 1 & 2).

To qualify for the VCE a student must satisfactorily complete a minimum of 16 units over the 2 years. This must include at least 3 units of English and 3 other Year 12 subjects (3/4 sequences). To gain an Australian Tertiary Admissions Rank (ATAR, which replaced the ENTER) and is commonly referred to as the university entrance score, a student must complete both Units 3 and 4 of an English sequence. This can be ESL or mainstream. Many university courses have introduced a minimum score of 30 in ESL as a prerequisite.

A student may also choose to do an ‘ungraded’ VCE. In this case, the student must satisfy the outcomes of each unit of study to obtain an ‘S’ (a pass) but does not need to sit the exams. As the outcomes are not graded; the student does not get an ATAR. This may limit post year 12 study options. Year 11 VCE subjects are ungraded. Only Year 12 subjects (or units 3 & 4 of any subject area) are graded. Students are automatically graded if they do Units 3 & 4 of any subject area unless they request otherwise. For more information go to: www.vcaa.vic.edu.au/vce/index.html

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If you are an adult returning to study, it is possible to complete the VCE in one year. You are an adult if you are 18 years or older on the 1st January in the year of enrolment and have been out of school for at least one year. In this case, you must complete at least four subjects each consisting of two units (units 3 and 4) including English or ESL. However, science and maths subjects have pre-requisites (units 1 and 2) which need to be completed the year prior. For more information, check here: http://www.education.vic.gov.au/school/students/beyond/Pages/default.aspx

VCAL: Victorian Certificate of Applied Learning The Victorian Certificate of Applied Learning (VCAL) is a hands-on option for students in Years 11 and 12. It offers practical work-related experience, as well as literacy and numeracy skills and the opportunity to build personal skills that are important for life and work. It’s equivalent to a Victorian 1980s technical school Year 11 & 12. Like the VCE, the VCAL is a recognised senior qualification. Unlike the VCE which is widely used by students as a pathway to university, the VCAL focuses on hands-on learning. Students who do the VCAL are more likely to be interested in going on to training at TAFE, doing an apprenticeship, or getting a job after completing Year 12. There are three levels: Foundation (Yr 10 equivalent), Intermediate (Yr 11), and Senior (Yr 12). The flexibility of VCAL enables students to design a study program that suits their interests and learning needs. Students choose from a wide selection of accredited VET Modules (eg in building and construction, hospitality, auto mechanics, business or fashion) and units of study from the following four compulsory strands:

• Literacy and Numeracy Skills • Work Related Skills • Industry Specific Skills (VET Component) • Personal Development Skills

Students are able to transfer between certificates. Any VCE studies successfully completed as part of the VCAL program will count towards the VCE. VCAL students do not receive an ATAR, which means they are not eligible to apply for university courses at the end of the completing year, however, they can still apply for some TAFE courses which may lead to university in the future. Some TAFEs even have guaranteed articulated pathways into selected universities from their courses. This is an ideal option for young people of refugee background who have missed too much education to gain immediate entry into university. Some of the courses that can articulate from TAFE into university include Diplomas in nursing and engineering. The pathway is longer but much easier than a direct university entry. Chisholm also offers a Diploma in Liberal Arts that articulates into Teaching.

VCAL is offered by some schools as a year 11 & 12 option, by TAFEs and in various community learning settings. Not all schools offer VCAL. http://www.vcaa.vic.edu.au/VCAL/ VCAL is also offered at Berwick TEC for young people under 20 years old: http://www.berwicktec.edu.au/Courses/Qualifications/Pages/VCAL.aspx

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The Berwick TEC also offers a fast track Year 12 Senior VCAL over six months for students who have already completed Year 11. This then enables the student to move directly into their preferred trade certificate. For more information on this contact Tracey Burchall Tracey.Burchall@chisholm.edu.au Chisholm Institute also offers VCAL: http://www.chisholm.edu.au/courses?k=vcal&maxlength=4+Years&minlength=1+Day Holmesglen TAFE offers a Foundation VCAL as well as Intermediate and Senior VCAL: http://www.holmesglen.edu.au/careers/education_and_languages/vcal_foundation More information about VCAL: www.vcaa.vic.edu.au/vcal Chisholm in Dandenong also offers an ESL Intermediate VCAL (Year 11) which articulates into their Year 12 Senior VCAL and it includes a VET subject in Business Administration. Age restrictions don’t apply so this is also a good option for older youth unable to access mainstream school. These are small classes taught by an ESL trained professional but cover mainstream VCAL curriculum. The contact is Julia Scuderi: J.Scuderi@chisholm.vic.edu.au

Community Settings offer VCAL to students that are struggling with the structured environment of school or have been expelled. There are six community VCAL provider’s in the Southeast and details on providers are listed below. Many also offer other alternative education options including the Certificate of General Education for Adults (CGEA). Link Employment and Training has a themed Community VCAL at Foundation and Intermediate level. It is held in Noble Park at the O’Donoghue Centre 18-34 Buckley Street, Noble Park Contact: Kathie Jacobs (VCAL Coordinator) at Link on 1300 135 008 http://www.linkemploy.org.au/vcal.asp

William Angliss has a Hospitality themed Foundation VCAL. It’s held at William Angliss College, Suite

9, 65 Berwick Cranbourne Rd, Cranbourne East. Contact: Kylie Warfe (03) 9606 2440

Ozchild Community VCAL

Cranbourne East Secondary College

126 Princes Hwy, Pakenham

T: (03) 5990 1200

F: (03) 5995 9211

M: 0438535506

www.ozchild.org.au/outreach

Ozchild Pacific Islander Re-engagement CGEA

Mechanics Hall

59 Webb St

Narre Warren

T: (03) 87961300

Narre Community Learning Centre VCAL & CGEA 1 Malcolm Court

Narre Warren, Victoria, Australia

T: (03) 9704 7388

Fax: (03) 9704 0033

http://www.narreclc.net.au/

Berry St School 11 Tower Crt, Noble Park T: 9239 1400 | Mobile: 0457759394 www.berrystreet.org.au/educationtrainingemployment

Keysborough Learning Centre VCAL & CGEA

Cranbourne Community House CGEA 49 Valepark Cres, Cranbourne Vic 3977

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402 Corrigan Road, Keysborough

T: 03 9798 7005

FAX 03 9798 8588

T: (03) 5996 2941

Community College Gippsland CGEA 45B Main St, Pakenham T: (03) 59408152

Merinda Park Learning Centre VCAL

141-147 Endeavour Drive

Cranbourne North, 3977

T: (03) 5996 9056 Fax: (03) 5996 9434

Young Mum’s VCAL Program Cranbourne Secondary College Centre for Lifelong Learning Swinburne University Louise Schilling Mob: 0420362375 Email: lschilling@swin.edu.au

Skills Plus Dandenong

44 – 48 Robinson St

Dandenong

T: 0438 897081

This program accepts pregnant girls and young Mums aged 15 – 19 years old and offers onsite classroom based childcare for children under 2yo.

The Aim n’ High program is coordinated by Mission Australia and assists young Mums to enrol in VCE by distance education whilst providing free childcare (in Doveton) to healthcare card holders and a life skills program. This program is aimed at teenagers who may want to transition back into mainstream school or complete their VCE with a plan for further studies at TAFE or university. Mission Australia offers a complimentary life skills program as well as study space on site in a classroom at the childcare centre. Past students have continued their VCE at Hallam Secondary or Chisholm or transitioned to other TAFE studies. For more information contact Aileen Lacey on (03) 9213 2503 or laceya@missionaustralia.com.au SELLEN has a Life After School Guide for school leavers on their website which outlines education and training options as well as lots more useful information including how to get apprenticeships, community education programs and what to do when you get your VCE results and want to change university preferences: http://www.sellen.org.au/wp-content/uploads/Life%20After%20School%20Guide%202010-11.pdf

IB: International Baccalaureate Diploma The International Baccalaureate Diploma is an accredited senior secondary qualification approved for delivery in Victorian schools. The Diploma Program prepares students for university. Only schools authorized by the IB as IB World Schools can offer the Diploma Programme. www.ibo.org It’s most often taken by international students or local students who want to study abroad. Few government schools offer the program but it is offered in most elite private schools.

Vocational Education & Training in Schools (VETiS) VET in Schools (VETiS) has been successfully running for several years. VETiS allows students to complete a vocational certificate whilst also completing their VCE or VCAL. At the end of the VCE/VCAL, students will receive their VCE/VCAL certificate and a vocational certificate, usually a certificate II or III level (providing they have met all the work requirements of the certificate).

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VETiS is available in a wide range of vocations, and each school offers a variety of VET courses to its students. In most schools, students are informed in year 10 of the VET subjects available for completion during VCE or VCAL but some schools offer VETiS subjects in year 10. Schools offer a range of VETiS subjects and usually allow their students to study alternative VETiS subjects at another school or a TAFE or Registered Training Organisation (RTOs) in the region. For e.g. in 2012, Hallam Senior Secondary College offers a Certificate II in Furniture Making and Automotive and a Certificate III in Laboratory Skills and Music all four of these courses are open to enrolment of students at other schools. Meanwhile, Narre Warren Community Learning Centre offers a Certificate III in Children’s Services that’s open to enrolments from students at mainstream schools. For a full list of VETiS subjects offered in the south east, contact Charmaine D’Souza at SELLEN on 97946921 or cdsouza@sellen.org.au

There is a cost involved in doing a VETiS subject and this will vary depending on the provider, the specific materials and equipment required and the school. Government schools are not allowed to charge students course fees but schools in the Greater Dandenong, Casey and Cardinia areas charge students for materials and equipment and this ranges from $50 - $800 depending on the course with make-up, hair-dressing and hospitality being at the upper end of this scale. For more information contact the school’s Careers/VET Coordinator.

Most schools in the Southeast nominate Wednesdays and Fridays as VETiS days for VCAL students so the compulsory subjects will be timetabled on the other days and students who need to go to another venue for VETiS will all go out on the same day. VCE students have to catch up on any missed course work from their other subjects. The South East LLEN maintains a web portal for VETiS enrolments so that students and their teachers can get online and search for courses at other schools and RTOs through the portal. Students apply to enrol in VETiS courses outside their school through this portal. Information is available on the Portal from school Careers and VET coordinators. The web portal is linked through the SELLEN website: http://www.sellen.org.au/ Students completing VETiS usually complete a Structured Workplace Learning placement. This is usually 100 hours of industry placement and is organised by the student together with the school. SELLEN assists schools to organise some placements.

Students intending to complete a VETiS course will need to be well organised as it requires managing the study of the VCE/VCAL as well as the study components of the VET course, together with work placement and any other activities the student is involved in. VETiS courses provide the student with

practical learning both on and off the job,

an additional qualification at the end of their VCE/VCAL,

can contribute towards the VCE ATAR. For more information visit: www.vcaa.vic.edu.au/vet/index.html

School based Apprenticeships and Traineeships (SBAT) Many schools offer the option for students to start an Apprenticeship or Traineeship whilst still at school. This is an alternative to VETis and students can contact their school careers adviser to find out

30

more. SBATs enable students to gain a Certificate II or III which is a national vocational qualification and potentially the equivalent to the first year of an apprenticeship whilst continuing school studies.

Important elements of an SBAT are:

It takes 18 months – two years to complete an SBAT and it is usually undertaken as part of Year 11 and 12.

SBAT’s are usually formalised at the end of Year 10 for a Year 11 start the following year. The student attends school, TAFE/ RTO and work. A VCAL program accommodates this

within the curriculum. A VCE student might have to make other arrangements The student studies at TAFE or a Registered Training Organisation (RTO) one day a week. The student earns a youth apprenticeship wage for the time spent in productive work (usually

one day a week). A training agreement is signed by relevant parties attesting to the student as an Australian

Apprentice. Workcover is provided by the Victorian Department of Education (DEECD) Students attain a senior secondary certificate (VCE / VCAL) and a Vocational Education and

Training (VET) qualification. The South East LLEN works in partnership with business and industry and schools to find SBAT

opportunities for interested students. Positions are advertised on SELLEN’s website in September/October each year: http://www.sellen.org.au/workplace-learning-coordinators-program/sbat-programs/

Many SBATs secure full time work with their SBAT employer upon completion of Year 12. SBATs training wages do not usually impact on Youth Allowance. Students are not obliged to take up employment with an SBAT employer at the end but they do

have a great opportunity to get a reference for the work experience they have obtained.

SBAT Information: http://www.australianapprenticeships.gov.au then select School Student, then select School based Apprenticeships. http://www.vcaa.vic.edu.au/Pages/vet/programs/sbat.aspx The Victorian Automobile Chamber of Commerce (VACC) offer SBATs in a range of auto trades with an online application process. See www.autoapprenticeships.com.au SELLEN works closely with schools in the southeast to find SBAT opportunities for students. For more information contact our Workplace Learning Coordinator Mandy Stevens at mstevens@sellen.org.au

Post Secondary Pathways

TAFE (Training and Further Education)

TAFE colleges are known primarily as a provider of Vocational Education and Training (VET) with an emphasis on developing industry specific/related skills. Courses on offer range from Certificate I to Certificate IV, Diploma and Advanced Diploma. Some TAFEs now offer Degree courses (some TAFEs charge full fees). Entry to courses Certificate IV and above usually require year 12 (VCE or VCAL), however most courses at Certificate II level (e.g. Certificate II Hospitality) do not. Students who can complete a certificate II or III automatically qualify to enter the next Certificate level.

Of interest to many young people are pre-apprenticeship courses offered by TAFEs and private RTOs like Apprenticeships Group Australia and LINK Employment and Training. These courses are Certificate

31

II level and prepare young people for apprenticeships in certain industries. These certificates are also offered as VETis courses that can be completed whilst still at school.

Chisholm in Dandenong offers a number of “shared delivery” VET courses for English as a Second Language (ESL) students. The delivery is shared between the mainstream industry teacher and an ESL teacher. They are targeted at ESL learners and include pre-apprenticeships (Certificate II) in vehicle servicing, food processing/safety, electro-technology and hair and beauty (this one is subject to numbers). They also offer an ESL Step up to Trade (in plumbing, building and welding – subject to numbers). This is a trade “taster” to introduce young people to the idea of trades, help them clarify their interest area before they start a Certificate II in a specific trade.

Other ESL VET courses offered by Chisholm in 2013 include:

ESL/Certificate III Children’s Services

ESL/Certificate III Aged Care

ESL/Certificate III Community Services

ESL/ Certificate II Information Technology

ESL/Step up to Business

TAFEs also offer VCE and VCAL, as well as a range of short courses and Chisholm Dandenong and Holmesglen Chadstone both offer an ESL VCAL. Courses at TAFE can be as short as eight weeks or as long as three years. Many can be studied during the day, evening, part time or full time and some now include online course work. TAFE is an adult education environment, requiring commitment, maturity and personal responsibility for learning.

Holmesglen TAFE has campuses at Chadstone and Glen Waverley both accessible within 45 minutes by public transport.

TAFE’s offer courses in many areas, including performing arts, engineering and health sciences. They can be innovative, interactive and thorough with an emphasis on developing industry related skills. Because of this, many TAFE courses are highly regarded in industry and by employers. TAFE is not a ‘second best’ option to university; it is a viable alternative.

TAFE courses are also recognised by universities and can be used as a ‘pathway’ into university. This is called articulation. Students are often granted credits towards their university course, thus reducing the time taken to complete their degree. For example completion of a two year Diploma in Media Studies at TAFE might mean a student can go on to a degree at university in Media Studies, and be able to skip the first year. So even if year 12 is not completed, a degree course can be taken on at a later stage. A TAFE diploma in accounting may also allow a student to skip the first year of a degree and a TAFE Diploma in Nursing can articulate into a Bachelor of Nursing. Some TAFE’s have partnerships with universities that guarantee articulation in some specified courses. This needs to be checked with each TAFE individually but Chisholm is developing a special relationship with Monash university’s Berwick campus and students from the Diploma of Nursing can articulate into the Bachelor of Nursing at Monash.

In July 2012, the Victorian government introduced uncapped fees and abolished concession fees for students enrolling in Diplomas. Health care card holders must now pay full fees for Diploma courses (although they can access VET Fee Help, a government student loan scheme if they are citizens or humanitarian visa holders) and can be charged up to 20% of the full fee on any other course. Due to the recent changes in VET funding, the fees for many courses have risen significantly in 2013. Each TAFE has information on their fees on their websites.

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Under new legislation, effective June 2010, young people over 19 years old cannot access a Commonwealth subsidised training place for a course at the same level or lower than one they have already completed if they completed that course when they were aged over 19yo. So a student who completes a Certificate II in hairdressing cannot subsequently enrol in a subsidised place for a Certificate II in Children’s Services i.e. they must complete a Certificate III or PAY for the full rate (can be up to $10,000) for the second Certificate II. At the moment, VET Certificates completed in school or prior to turning 19 years old are “quarantined” from this ruling. So a young person who completes a Certificate II as part of VET in school can subsequently complete another Certificate II in another area without paying full fees. At this stage, trade apprenticeships are also quarantined so someone with a Diploma or a Bachelor degree can still enrol in a government subsidised trade at Certificate III level. In February 2012, the Victorian government introduced a new policy on eligibility for the Victorian Training Guarantee (VTG) funded places in TAFE. Under this policy, no student can commence more than two VET courses in any one calendar year. This makes it even more critical for students of refugee background to make informed decisions about their studies. If you “drop out” of a course, it still counts as a “commenced course” even if you drop out the day after you enrol! Foundation Skills courses such as ESL Certificates do not count towards these limits. Here is a link to the list of Foundation courses: http://www.education.vic.gov.au/Documents/training/providers/rto/foundationskills2012.pdf Link to the VTG eligibility tool: http://www.education.vic.gov.au/training/learners/vet/pages/funding.aspx TAFE’s have a careers office where students can get counselling and access information about careers once they are enrolled. Chisholm students can book a 45 minute counselling session with a careers advisor and also register on the Institute’s own careers and employment website where they have access to a range of careers resources including online resume builders, employment and industry events and CV preparation workshops http://myjobs.chisholm.edu.au or email queries to myjobs@chisholm.edu.au Students can also use the Chisholm careers/employment service to find part-time jobs. For more information about the changes to the TAFE system: http://www.education.vic.gov.au/about/department/pages/refocusvet.aspx

Further information on TAFE: www.education.vic.gov.ay/victorianskillsgateway

TAFE websites Holmesglen Institute of TAFE: www.holmesglen.edu.au Chisholm Institute: www.chisholm.edu.au Box Hill Institute: www.bhtafe.edu.au Swinburne University & TAFE: www.swinburne.edu.au RMIT University & TAFE: www.rmit.edu.au University of Ballarat & TAFE: www.ballarat.edu.au Victoria University & TAFE: www.vu.edu.au William Angliss Institute: http://www.angliss.edu.au/

Students with a disability can contact the Disability Liaison Officer (DLO) employed at each TAFE

Here is a link to a useful map of TAFE and University locations across metro and regional areas so students can visualise travel time:

http://www.education.vic.gov.au/training/learners/courses/Pages/interactivemap.aspx

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University

A university is an institution of higher education and research, comprising departments offering courses of undergraduate and postgraduate study in many subject fields. The attained academic degrees focus on equipping graduates with skills to work in their chosen fields.

Although some universities can offer diplomas, the most common first qualification you receive at university is called a Bachelor Degree (undergraduate) usually consisting of three years of full-time study. (An honours year may sometimes be undertaken, which usually requires an extra year of full-time study).

Each university designs its own curriculum so courses from different universities will have a different emphasis, yet may be a Degree in the same chosen field. All courses expect high levels of written communication, problem solving and independent learning and research skills. Assessments will be designed to ensure that students have a strong grasp of the theory to support the skills that they must demonstrate and may take the form of exams and/or research.

Higher education courses provide internationally recognised qualifications. University students usually require good communication skills and the discipline to learn a lot about specific topics. The goal is to prepare a graduate to work in a rapidly changing world where the ability to learn new material is of equal value to what they know.

The Australian government offers subsidised Commonwealth Support Places (CSP) at university to Australian citizens and permanent residents who hold humanitarian visas. New Zealand citizens cannot access CSP places unless they are Australian citizens. Some young people of refugee background come to Australia after originally settling in NZ. It is important they know about this citizenship requirement.

University courses attract a fee, starting at around $6000 a year for a Commonwealth Supported Place (CSP) and rising up to about $9,500. There are no longer full fee-paying courses available through public universities. Fees are set by individual universities. HECS-HELP is a loan available to eligible students enrolled in Commonwealth supported places. Further information is available on the following websites: Government funded sites for young people: www.studyassist.gov.au

www.myuniversity.gov.au/ Australian Catholic University: www.acu.edu.au Deakin University: www.deakin.edu.au La Trobe University: www.latrobe.edu.au Monash University: www.monash.edu.au RMIT University & TAFE: www.rmit.edu.au University of Ballarat & TAFE: www.ballarat.edu.au University of Melbourne: www.unimelb.edu.au Victoria University & TAFE: www.vu.edu.au Swinburne University & TAFE: www.swin.edu.au

Latrobe University has a Refugee Support Program for students studying at the university. They have a refugee contact person at each campus who is available to assist students with Special Entry Access Scheme (SEAS) applications to that university. For full details and information on other support, visit this link:

http://www.latrobe.edu.au/students/equality/disadvantaged

Students with a disability can contact the Disability Liaison Unit at each university.

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Differences between TAFE & University

University TAFE Type of course

Theory driven/research

Hands on/job related Style of teaching

Lectures & tutorials

Classroom based Contact hours

Many courses =12 - 20 hours 4 days a week 9-5

Length of course Minimum 3 yrs

Varies from Cert IV to Advanced Diploma

The National Disability Coordination Officer (NDCO) Program This Program provides a support service for people with a disability who are at or will be attending university, TAFE or another training organisation. Our Local NDCO Officer is: NDCO Officer- Sally Bailey sbailey@skillsplus.com.au or phone (03) 9784 0400 Level 2, 54-58 Well Street Frankston, VIC 3199

Community Education

Community Education is a broad title to describe learning in community settings like neighbourhood houses and learning centres. A number of training programs and short courses; some of them accredited just like a TAFE college, are offered and can be more cost effective than larger institutions.

Some also offer VCE and VCAL. Examples of courses offered include business management, building and construction, engineering, health and fitness, hospitality and others such as:

Computer skills – from introduction to more advanced

Literacy skills – develop English and writing skills

Job hunting skills – help with writing resumes and letters of application etc

The Dandenong Neighbourhood House, Narre Community Learning Centre Inc, Cranbourne Community House Inc, Doveton Neighbourhood Learning Centre Inc and the South East Migrant and Refugee Centre are all Adult Community and Further Education (ACFE) learning centres also known as Learn Local organisations. AMES Education is an adult education institution and also a recognised ACFE learning centre along with the Council for Adult Education (CAE). A complete list of ACFE providers can be found here: http://www.education.vic.gov.au/training/learners/learnlocal/Pages/default.aspx

For more information visit: Council of Adult Education: www.cae.edu.au Local Learning Employment Network (LLEN): www.llen.vic.gov.au Check TAFE websites for short courses programs

Further Education Websites: Victorian Dept of Education & Training: www.education.vic.gov.au Distance Education: www.distance.vic.edu.au

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The GAP Year Some young people feel exhausted and burnt out after year 12 and need a break before taking on the responsibilities of full time study or work. Others need to defer studies so they can earn money to support themselves and their families and others just need a year to work out what they really want to do in the future and taking a ‘gap year’ gives them the time and space to do this. Some activities young people participate in are: • Voluntary work: both local and overseas • Travel • Short courses • A variety of jobs e.g. Hospitality, family businesses, fruit picking etc Useful websites: www.volunteeringaustralia.org www.volunteer.com.au http://volunteeringvictoria.org.au www.projects-abroad.com.au/

Australian Apprenticeships

Australian Apprenticeships is the term used to describe apprenticeships and traineeships. They combine practical work with structured training to provide a nationally recognised qualification together with the experience needed to get into a selected field.

Australian Apprenticeships are now available in over 500 occupations in an increasing range of industries. Many schools now offer the option for students to start an Apprenticeship still attending school; this is commonly known as a school based apprenticeship or traineeship (SBAT).

Australian Apprenticeships are a great way to land a good job and get the training needed to build a chosen career in many industries. Australian Apprenticeship qualifications are nationally recognised, so an apprenticeship in a local area will acquire a qualification recognised across Australia. Traditionally, apprenticeships take three to four years to complete while traineeships are normally for one to two years. However, Apprenticeships are competency based, so this means it is possible to complete the training once the required skills level is reached. Since 2011, apprentices are required to participate in a pre-training review and have an individual training plan set by their TAFE/RTO and employer.

Australian Apprenticeships are covered by formal agreements known as Training Agreements or Contracts of Training. These agreements set out the training and supervision an employer must provide as well as the obligations of the apprentice. The training can be delivered on-the-job, off-the-job, or a combination of both. Off-the-job training is done with TAFE colleges, business colleges or other approved training providers.

Australian Apprenticeships can be a pathway to further education and training opportunities, such as a university degree or other tertiary qualifications.

Whilst apprenticeship wages are training wages, it’s important to note that young people who are eligible for Youth Allowance may still receive part of these fortnightly payments whilst doing their

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apprenticeship. The amount will vary according to individual circumstances. For more information about this phone the Centrelink Australian Apprenticeship line: Ph 13 36 33

There are various incentive payments to employers to encourage them to take on apprentices. Likewise there are incentive programs for apprentices such as the Tools for Your Trade Program. More information is available on the Australian Apprenticeship website: http://www.australianapprenticeships.gov.au/FAQ/Documents/SummIncentive.pdf

Whilst Australia has skills shortages in many trades, it’s important to be aware that getting an apprenticeship in building and construction, plumbing and electrical in 2012 is highly competitive. There are many more students wanting apprenticeships than there are qualified tradespeople willing to train them. Most young people who are successful in gaining apprenticeships in these areas have relatives or friends that take them on or have very good results in Year 11 & 12 VCAL or VCE and particularly in mathematics.

There is a shortage of skilled tradespeople in the metal trades and a shortage of young people interested in apprenticeships in this sector as well as in bricklaying and the automotive trades including auto mechanics, panel beating and spray painting. This means there are more apprenticeships available for engineering mechanical (Fitter and Turner) and engineering fabrication (Boilermaker), bricklayers and in the auto trades than there are young people interested and there are jobs. Australia is currently importing qualified tradespeople in these areas. The migration skills shortage lists also include bakers, pastry chefs, chefs and tilers.

Job Services Australia Providers may be able to help young people identify employers interested in taking on apprentices.

A great selection of current apprenticeships on offer can be found at: http://jobsearch.gov.au/findajob/selectoccupation.aspx?LocationCode=71144BAY,71144MON, You need to select the regions Bayside and Monash to get all positions in the Southeast, then on the next page select “Australian apprenticeships”. Most applications are done online so youth of refugee background may need assistance to do an application this way. Dandenong based LINK Employment and Training also advertise apprenticeships on their website: http://www.linkemploy.org.au/jobcategory.asp Some employers want their apprentices to have a licence and/or a car particularly if the apprentice will need to travel to different job sites each day (e.g. tiling, plumber, builder). This is not usually a requirement when the workplace is at one site such as with auto trades or engineering trades.

Eligibility: Any job seeker is eligible to apply for an Australian Apprenticeship position if they are an Australian or New Zealand citizen or a permanent resident. Note: In most industries, employers must pay the adult wage to apprentices aged 21yo and over without the support of Government incentives (which are available if the apprentice is 25yo or over and in a national skills shortage trade). This can make it extremely difficult for a young person aged 21-24 yo to find an apprenticeship. Most employers prefer young people to be aged 16 – 20 years old when starting an apprenticeship. How does it work? A Training Agreement is entered into with the employer, and the apprentice or trainee that selects the combination of work and training that suits both. Paid work is carried out while the apprentice or

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trainee is being trained either with a TAFE College or other registered training provider. The apprentice usually works four days a week and spends one day a week in training. Some apprentices work for a month and then do a week training block. How long does it take? Under Australian Apprenticeships, traineeships range from 12 months to two years, and traditionally apprenticeships up to four years. Some apprenticeships and traineeships can be completed in a shorter timeframe if students can demonstrate the competencies sooner. Australian Apprenticeship Centres (AAC) Australian Apprenticeship Centres provide information to employers, apprentices and trainees and organise the details of the Training Agreement. Australian Apprenticeship information: www.australianapprenticeships.gov.au/ And www.aapathways.com.au/

Call the Australian Apprenticeships Referral line on 13 38 73

Group Training Organisations (GTO) Group Training Organisations employ apprentices and trainees and then place these people with suitable host employers on a lease basis for all or part of the training period. Apprentices and trainees employed by a GTO have the security of continuous employment throughout the training period and support from a coordinator from the GTO. By monitoring the performance of the apprentice, providing pastoral care, intervening in disputes and rotating GTO apprentices and trainees when necessary, GTOs are able to assist young people and maximise the potential of completing training contracts. GTOs are particularly effective in assisting with school to work transition for young people. The GTO’s charge the host employers a fee for the recruitment and administration of their apprentices which is often a 30% surcharge. This fee is one of the reasons it’s almost impossible for an adult apprentice to get an employment offer from a GTO. There are specialists Group Training Organisations that concentrate on specific industries all over Australia. There are also general organisations that mainly focus on Apprenticeships and Traineeships in a certain location. Group Training Australia is the national body responsible for all GTO’s in Australia. For more information about group training see: www.grouptraining.com.au

GTOs recruiting and operating in the Southeast include:

AFL Sports Ready Ltd – specialises in the sports industry (including IT, horticulture and administration in sport) PH 8663 3030 http://www.aflsportsready.com.au/

Apprenticeships Group Australia (AGA) – offer around 450 apprenticeships a year in a range of trades including Engineering, Building & Construction, Plumbing, Electrical, Automotive Mechanics and Business Administration. They usually recruit twice a year: March/April (for July intake) and Aug/Sept (for end of January intake). Danny Smith, Recruitment Team leader, 0428 585651 or d.smith@agaustralia.com.au http://www.agaustralia.com.au/aga-today AGA in partnership with Chisholm Dandenong offered an ESL pre-apprenticeship (Certificate II) in Engineering in 2011 and 2012. The program is likely to be offered again in 2013 and introduces participants to the Engineering Trades and language, literacy and numeracy for these trades over an 18 week course The students spend three days a week studying engineering with AGA and a day at Chisholm Dandenong. Upon successful completion, students are invited to sit the trade test and take

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an interview for an Engineering Mechanical or Fabrication apprenticeship with AGA. Although it’s open to all youth of refugee or CALD background, applicants who will be under 21 years old upon completion of the course have the best chance of securing an apprenticeship at the end. For more information Contact: Katrina Peach, SELLEN Ph: 9794 6921 or kpeach@sellen.org.au

Australian Industry Group (AIG) – specialise in engineering and manufacturing (fitters and turners and boiler makers). Ph: 9867 0149. www.aigts.com.au Contact: Craig Hilton craig.hilton@aigroup.asn.au

LINK Employment and Training – offer apprenticeships in most industries and are located at 290 Thomas St, Dandenong www.linkemploy.org.au They advertise throughout the year in a range of trades including auto, carpentry, engineering, electrical, plumbing etc as well as business administration traineeships.

MEGT – offer apprenticeships in most industries and are located at 29 Princes Hwy, Dandenong.

Ph: 9791 4577 or www.megt.com.au

Victorian Automobile Chamber of Commerce (VACC) – specialise in auto apprenticeships including auto, motorcycle and truck mechanics, auto electricians, spray painting, panel beating, radiator and air-conditioning repair and more. They have some good videos of these occupations linked to their website and also have an online application process. They also offer School Based Apprenticeships and students apply online: www.autoapprenticeships.com.au or phone (03) 9829 1130. Students must attach scanned copies of school reports and their CV to their online applications. All students who gain an interview will be required to sit a mechanical aptitude test.

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Part 4 -JOBS

The Stages of Job Hunting If a young person is looking for work, encourages them to stay positive and to persevere, which can help them to remain confident. Teaching them to become wise to the stages of job seeking not only assists with resolving work life issues, but also increases their career self resiliency for coping better with future career events – both expected and unexpected. Looking for work can be a time consuming and lengthy process that can affect one’s self esteem, so be there with encouragement and practical help. The following tips may help you to coach a young person through the job hunting process. Job-hunting can be broken up into several stages:

Finding jobs to apply for: • Look in newspapers, both local and commercial such as The Age and the Herald Sun. • The internet has a wealth of sites offering vacancies. Many of them are employment agencies but there are also sites that just list vacant positions with contact details to follow up such as http://www.gumtree.com.au/s-jobs/melbourne/c9302l3001317?ad=offering A list of websites is provided below. • Cold calling on potential employers and leaving a resume are great ways to find work. Encourage them to identify where they would like to work. Face to face will be more effective than a phone call. • Talking with people is also a great way to find out about jobs. Encourage them to use family contacts, friends, sports clubs and hobby groups etc to learn about possible job opportunities.

Australian Job Search www.jobsearch.gov.au

SEEK Employment www.seek.com.au

Career One www.careerone.com.au

LINK Employment & Training http://www.linkemploy.org.au/jobcategory.asp

My Career www.mycareer.com.au

State Government www.careers.vic.gov.au

RMIT Apprenticeship vacancies www.jet.org.au Part time & casual work www.hippo.com.au Careers Online (good resources) www.careersonline.com.au

Job Services Australia www.deewr.gov.au/jobservicesaustralia A combination of various sites www.alljobs.com.au City of Casey Job Finder http://www.casey.vic.gov.au/employmentandtraining/?nav=pdm

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Researching a Job It is important that the young person researches any position they are applying for. Researching an organisation helps enormously to identify what they’re looking for. Here are a few steps to help them along the way: • Encourage them to phone the contact person in the advertisement to find out as much information as possible about the job. Have questions already prepared regarding what the organisation does, where this position fits into the structure, how many people they would be working with, who does the position report to, starting date, etc. Having this information can be an advantage over other applicants, and may help to get an interview. Note that this can evolve into an informal interview of the young person so they must be prepared for this as well. • If there is no contact person mentioned, ask to speak with the relevant person in the organisation. Remind them to have all their questions ready. • Some advertisements mention position descriptions and selection criteria. You may be able to access it via a website, or they will need to phone up or e-mail and ask to be sent a copy. Always ask them to do this themselves; employers will not be impressed by an applicant who gets an adult to call (refer section: Young People and Telephones). Once they have the position description, work out what they need to know in preparation for talking with the relevant contact person. If they lack certain skills required for the job, problem solve as to where /how they can acquire these skills.

Writing a Cover Letter • If there is a position description, identify the ‘Key Selection Criteria’ point by point and ask them how they meet each requirement. If it is not sign posted, it is possible to contact the employer and request it. The careers adviser at school may help with this too. • Templates to write a variety of cover letters are accessible on the internet: http://office.microsoft.com/en-us/templates/ Youth friendly advice at www.youthcentral.vic.gov.au under Jobs & Careers • Encourage the young person to keep a record of cover letters: to review what has been sent if they have an interview, and to establish a file for future reference. Often, cover letters have only slight changes to them depending on the position being applied for, so having a number of previous samples to use as a template can save time.

Preparing a Resume or Curriculum Vitae • A resume can be used for every job applied for, although some people adjust them slightly depending on the position, emphasising different qualities and experience. Many Job Services Australia providers can assist with this free of charge. There are other businesses that specialise in resume preparation, but there will be a fee attached. Check the local paper and the internet for these services in your area. Springvale library offers free assistance in resume preparation to its members. Appointments must be booked at the library. For more information contact Anne Pan on (03) 92395398.

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Jewish Aid offers a free resume preparation and mock interview service through the Dandenong Library on Thursday evenings from 6:30pm – 8pm. Cranbourne Youth Info Centre offers resume writing workshops for young people aged 15 – 25 years. For more information contact (03) 5996 7667 or http://www.casey.vic.gov.au/cranbourneyic/ • Youth Central www.youthcentral.vic.gov.au has youth friendly templates under Jobs & Careers Also at www.mycareer.com.au/advice-research Many large organisations now have online application procedures. These include Coles, Myer, Kmart, McDonalds and KFC. This can be difficult for an ESL speaker and learner and they may need some assistance. A pre-prepared resume and cover letter will greatly assist this process. Young people may need to be reminded not to put their email addresses on resumes if they never check their email address!

What to do before the interview

Preparing for an interview requires planning. Knowing that you have thought about your answers, found out a little about the company and planned how to get there, as well as what to wear, will increase the likelihood of performing well at the actual interview. This advice is also useful for TAFE & university entrance interviews. • Interviewers often ask questions of the applicants on their knowledge about the organisation, their industry or type of business. If invited for an interview, a teenager should research the company or organisation; find out if they have a website, talk to people they know of who may have worked there, talk with others in a similar role or similar organisation. • Young people should think about what sort of questions an interviewer may ask, and how they will respond. This is where a youth worker/carer/parent can help – practice reading out questions, giving the young person time to consider an answer. Refugee young people can greatly benefit from role playing interviews with them. Many schools do mock interviews with students at Year 10 level, you can do this too. Springvale library offers a free mock interview service for members. Appointments need to be booked through Anne Pan on (03) 9239 5398. • We advise encouraging young people to have at least one question prepared for the end of the interview when asked ‘Do you have any questions you’d like to ask us?’ Some suggested areas for questions are:

o Is there a dress code? o Where would my work location be? o How many people are there in the team I’d be working in? o What training and development opportunities are there in this position? o Is this a new or existing position?

It is also perfectly OK to ask about the number of people being interviewed, and when they are likely to make a decision. Find out if it is a group interview which is common with large organisations such as Bunnings, Coles, Myers and Safeway.

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• A young person should think about their personal presentation for the interview. Consider:

o What clothes they plan to wear. Have a practice run to make sure it all fits and looks clean and ironed. Stick to simple clothes like dark coloured pants/skirt, a shirt or top and dependent on the type of job, a jacket. Make sure shoes are clean. Many young people of refugee background may not be aware of appropriate dress for interviews or work as they haven’t experienced an Australian workplace. Some refugee youth of African origin use Afro-American MTV stars as their dress role models and don’t realise such high heels and tight/ revealing clothes on girls or bling and low hanging pants on boys is just not appropriate for a work place or work experience assignment.

o Check that nails are clean, midriffs not exposed, hair is tidy or styled and make-up is subtle. Take out or cover up body/face piercings and encourage good hygiene especially deodorant and subtle perfume. Remind them they will be competing against lots of other applicants, so presenting well may greatly enhance their chances of getting the job.

o Some workplaces such as Woolworths have codes of dress that ban any visible piercings except for ear rings. Young people should be advised to consider this when preparing for interview.

o Make sure mobile phones are switched off at interviews and work! • Work out how to get to the location for the interview and how long it will take to get there. Arriving a little early (no more than 10 minutes), will also allow time for them to enter the interview in a more relaxed state. Remind refugee youth that public transport is often not on time. It’s their responsibility to take an early/train or bus to allow for this unexpected problem. Employers can be intolerant of this at an interview, on the first day or in the first week. SELLEN has a pre-work experience/ pre-work preparation program called Work Matters which helps students prepare for work. The DVD and resource kit are available for purchase for $104. Inquiries to mstevens@sellen.org.au or 97946921.

COMMON INTERVIEW QUESTIONS & WAYS TO RESPOND Young people of refugee background need to be reminded to speak slowly and clearly at interview as sometimes their pronunciation is not always easy for native speaking interviewers to understand. In some cultures, eye contact is offensive however young people from these cultures need to be told that not making eye contact can be perceived as “shifty” or dishonest in Australian culture. Some young people may also need to be encouraged to give a firm handshake to demonstrate confidence. The following outlines some common interview questions and suggested ways of responding to them. • Tell me about yourself? This question is vague, but you can spin it in your favour. The key is not to say too much - many young job seekers turn the answer to this question into a recitation of their life story. • Why do you want to work here? Answering this question is easy if you’ve done your homework about the organisation etc. Familiarise yourself with what they do, and where you’d fit, then explain concisely what about the organisation or industry attracts you. Talk about the product or service that the company offers. • What are your skills? Here’s your chance to shine. In advance, choose two or three skills that you think are really your strengths and think back to a time that you’ve had a challenge in a previous job, at school, or in extra

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curricula activities such as sport, where you demonstrated those skills. Briefly, tell your interviewer what you believe your skills are and then tell the story of that challenge to illustrate it. Practice to make sure your answer is clear and concise. • Can you give an example of a mistake you’ve made at work / school, and how you corrected it? First of all, don’t say that you can’t think of one or that you don’t make mistakes – we all do, and interviewers know it. What they’re hoping to hear is how you deal with them. Give a concrete example of something you did (not too terrible, but a mistake nonetheless) and then explain how you were able to fix it, or – if you weren’t – what you did to make sure it wouldn’t happen again. • What Are Your Weaknesses? This is the most dreaded question of all. Handle it by minimising your weakness and emphasising your strengths. Stay away from personal qualities and concentrate on professional traits: "I am always working on improving my communication skills to be a more effective presenter. I recently joined a public speaking group, which I find very helpful." • Why Should We Choose You? This is an opportunity to summarise your relevant skills and experience. For a young person this could include school activities and subjects, jobs and broad areas of their life such as being a valued member of the netball team. Focus also on personal qualities & enthusiasm for the position; “I would be a great addition to your team because.............. (e.g. "I have a very positive attitude"). • What Are Your Goals? Sometimes it's best to talk about short-term and intermediate goals rather than locking yourself into the distant future. For example, "My immediate goal is to get a part time job in the retail industry so I can start building towards full time work in the future”. I hope to eventually grow into a position of responsibility." • Why Did You Leave (Are You Leaving) Your Job? If you're unemployed, state your reason for leaving in a positive context: If you are employed, focus on what you want in your next job. • How do/did you find school? What are / were your best subjects? Keep positive. The interviewer wants to know what motivates you. If you can relay an example of a subject or project when you were excited, the interviewer will get an idea of your preferences. • What Salary Are You Seeking? It is to your advantage if the employer tells you the range first. Prepare by knowing the going rate in your area, and your bottom line or walk-away point. One possible answer would be: "I am sure when the time comes, we can agree on a reasonable amount. In what range do you typically pay someone with my background?" • Is there anything else you’d like to tell me? This can be your opportunity to close the sale. Maybe there’s a question for which you’ve prepared a killer answer that hasn’t been asked yet. Or maybe you’d just like to make a short closing argument on your own behalf. In any case, this one is optional – it’s perfectly appropriate to say that no, there’s

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nothing else, but you have some questions you’d like to ask. (You do have some questions planned, don’t you?)

These questions were adapted from an article by Carole Martin

What to do after the interview If your young person hasn’t heard back within the specified time frame, get them to call the employer and ask how the selection process is going. Calling too often may irritate an employer, but calling back after an interview lets an employer know they are eager to get the job. There are many services and organisations which can help with every step of this process. Students can visit the Careers Centre at school for assistance and further advice about other agencies.

YOUNG PEOPLE AND TELEPHONES

Learning how to speak on the telephone is a skill that needs to be learned by many people. Always encourage the young person to make any telephone calls about employment or training themselves. Many young people can talk on the phone to friends for hours, but can be nervous about making job related phone calls. You can help them by getting them to make a list of questions they will need to ask. Together you can prepare a ‘phone script’. A phone script is writing down for the young person what they will need to say from the moment the person at the receiving end answers the call. Keep it simple. An example script is set out below. Most importantly, once it’s all written down, practice the script together with them. Do this well in advance of them making a phone call. ESL speakers can find phone communication daunting even when they speak English quite well as without visual cues, communication is more difficult. Example Script: 1. “Hello, my name is………………………and I’m calling to speak to……………………….……………… concerning the position of………………………………………………….. (e.g. Retail Assistant) 2. When that person comes to the phone then repeat “Hello, my name is…………………….and I’m calling about the position of Retail Assistant.” 3. The response might be ……………….“Yes what would you like to know“ 4. You reply……………….. “Thank you, I have some questions I’d like to ask you” 5. Have the list of questions written down in front of you, they might be things like: • “Is there a position description?” • “What responsibilities are involved?” • “What skills or experience would the successful person have?” • “Is the position part of a team or working alone?” • “Who does the position report to?” • “What are the hours of work?” • “When would the position start?” 6. You might like to offer some information about yourself, and why you’re interested in the job. 7. Thank them for their time. You can also role play phone scripts with young people.

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The South East LLEN has developed a “Work Matters” program that prepares young people for work experience. Work Place Learning Coordinator Mandy Stevens is occasionally available to deliver this program to groups of refugee young people. If you have a team of staff who would like training in the Work Matters program, SELLEN can provide this as well as copies of the DVD. Contact Mandy at mstevens@sellen.org.au or on 97946921.

AGENCIES & SERVICES THAT CAN HELP

CENTRELINK - Youth and Student Services Centrelink, a government agency with offices throughout Australia offers a wide range of services, including: • Job Seeking and student allowance payments • Avenues for claiming Youth Allowance and other government benefits • Gateway to education, training and employment programs and services • Health Care Cards • Connect job seekers to Job Services Australia providers • Refer to the Disability Employment Network or Vocational Rehabilitation Service • A Social Worker is available if you are claiming the 'unable to live at home' criteria of Youth Allowance • A Careers Officer is available to speak with groups or provide careers advice. Call Justin Caruna at their Melbourne Career Information Centre on (03) 9403 8887. NOTE: All young job seekers (not at school), regardless of their eligibility for Youth Allowance, should register at Centrelink, as they may still be eligible for other services such as the Job Services Australia.

Job seekers should initially make contact by phone (see below). Students can claim online at www.centrelink.gov.au Phone: Centrelink Youth & Student enquiries: Ph 13 2490

*Centrelink provides Careers Information as a Telephone/Email service in Melbourne. Freecall: 1800 048 525 Email: cic.melbourne@centrelink.gov.au Young people of refugee background need to be advised that if they leave a job voluntarily, they may need to serve a qualifying period for Centrelink benefits. Centrelink has two Multicultural Service Officers (MSOs) operating in the Southeast and they are a great source of support and information for CALD clients. Margie Pickersgill covering Springvale and Cranbourne (PH: 8543 1237) and Rick Comfort covering, Dandenong, Fountain Gate and Pakenham (PH: 9293 2624).

Centrelink recently introduced a “Case Coordination” model that enables case managers to holistically address clients’ needs to their office in Springvale and will widen this to include Dandenong and Cranbourne in November 2012. Young people with complex issues can ask to see the “case coordination” team where the aim is to have a more people centred and respectful approach to clients with complex needs and to link them to appropriate support services. Young people of refugee background experiencing strees/mental health issues, family breakdown and/or at risk of homelessness would all be eligible for case coordination.

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JOB SERVICES AUSTRALIA/JSA (formerly Job Network) Job Services Australia (JSA) is a one stop shop for help in finding employment. Centrelink is the gateway to the new service and make referrals. The objectives of the new service are to enhance opportunities for work experience, increase early assistance to the most disadvantaged job seekers and vulnerable youth and provide more tailored assistance through an Employment Pathway Plan. Services provided by Job Services Australia Under Job Services Australia, tailored servicing is provided to job seekers through one of four streams based on the customer’s level of disadvantage: Stream One: customers who are job ready Stream Two or Three: customers who have moderate or significant barriers to employment Stream Four: Customers who have significant barriers to employment Each service stream is accompanied by a Work Experience Component More info about Job Services Australia at: http://deewr.gov.au/job-services-australia-jsa Phone: 13 62 68 Centrelink will usually refer a jobseeker to a particular JSA. However, young people who are unhappy with their JSA can ask for a “transfer form” to change their providers. JSAs must enable this on request. If the JSA refuses, you can call the DEEWR complaints line. This website provides a list of JSA’s in the Southeast along with a government star rating on how successful they are at assisting particular Streams into work. It also tells you the specialisation of that particular JSA e.g. youth at risk or CALD migrants and refugees. http://jobsearch.gov.au/provider/ProviderSearchResults.aspx?ProviderType=SSC&LocationCode=4BAY,4MON

Some Employment services in the South East

Young Jobs Australia, Dandenong, Pakenham, Cranbourne Specialise in Youth at Risk Ph: 1300402220

WISE Dandenong, Pakenham & Cranbourne 274 Thomas Street, Dandenong, Victoria, 3175 P: (03) 9792 9023

AMES Employment Springvale, Dandenong Specialise in CALD migrants and refugees Ph: (03) 8791 2400

AMES Noble Park Youthlinks – Noble Park Specialise in Youth at Risk (CALD) Ph: (03)8558 8800

Hanover Welfare Services Specialise in Youth at Risk of Homeless or Homeless Ph: (03) 9792 0750

Direct Recruitment Springvale Ph: 03 9558 4188

Echo Australia Inc Cranbourne Ph: (03) 5990 0555.

Max Employment Narre Warren & Cranbourne Ph: 1800 625 350

Reed in Partnership Dandenong Ph: (03) 8644 9220

Sarina Russo Dandenong Ph: 03) 9794 4500

The Salvation Army Plus Springvale Ph: (03) 8549 8400 & Dandenong Ph: (03) 8788 9200

Campbell Page Pakenham Employment Hub Ph: (03) 5945 6130

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CAREERS & TRANSITION PROGRAMS Youth Connections Youth Connections is a federally funded service that assists young people who are most at risk of disengaging from education or training (or have already disengaged) and therefore not attaining Year 12 or equivalent and not making a successful transition to further study, training or work. Youth workers and schools can refer young people to Youth Connections who will then assign them a case manager who will provide support and linking to other service providers as appropriate. In the South East, the lead agency for Youth Connections is Mission Australia. Contact Cristiane Cunial, cunialc@missionaustralia.com.au Ph: 1800 335 106 More information is available on the DEEWR website: www.deewr.gov.au/youth

The New Enterprise Incentive Scheme (NEIS)

The New Enterprise Incentive Scheme is an Australian government initiative that helps eligible unemployed people to start and run their own new, viable small business. NEIS is there to train, support and help the participants to become self-supporting and independent. NEIS participants undertake an accredited three month small business management course, and in the first year, business advice and mentor support helps the business become successful. Participants require relative fluency in English in order to successfully complete the course and be awarded the certificate. A successful participant pitches their “business idea” to a panel upon completion and if accepted, they qualify for the New Start Allowance for the first year of business operations irrespective of income. This is a great option for young people looking to start a business. This could be an online business, a restaurant or as a contract labourer with an ABN. Participants are usually referred by their JSA provider. They must be 18 years old to be eligible and their business idea must be new (i.e. they cannot currently be operating that business). Phone: 13 17 64 http://deewr.gov.au/help-available-and-eligibility-neis NEIS providers in the southeast include AMES at 280 Thomas St, Dandenong Phone: (03) 87912481; Sarina Russo in Dandenong and Greater Melbourne Employment and Training Services through Chisholm in Berwick and Cranbourne, Phone 92388550.

THE FIRST JOB WHAT EVERY YOUNG WORKER SHOULD KNOW • Many people remember something about their first job; how much they got paid, what the staff were like, the cranky boss, the eccentric customer. But we might be hard pressed to remember the award we were employed under, or how much our superannuation (introduced in 1986) contributions were, and the amount of tax we were paying. Workplaces have changed in many ways since we had our first job, and so it’s helpful to know what a young person should be aware of when they start in their first job. The following information provides details about work related items that everyone should be aware of, especially young people in their first job.

Awards & Conditions The new Fair Work system was launched on 1st July 2009. It’s Australia’s new national workplace system. To find out more about the new Fair Work system go to: www.fairwork.gov.au Under current arrangements, youth or junior wages can be paid to people under 18 years of age. The minimum wage for adults is currently $589.30 or $15.51c per hour. Most industries have an award and junior wages under that award. However, industries that are not covered by an award have set junior wages since 1st July 2011 and these can be found here:

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http://www.fairwork.gov.au/pay/national-minimum-wage/pages/default.aspx

Translations of the Fair Work statement in 27 languages can be found here:

http://www.fairwork.gov.au/languages/pages/default.aspx

The Youth Central website has good information about wage rates and junior rates here: www.youthcentral.vic.gov.au/Jobs+&+Careers/Starting+out+and+finishing+up/Salary+&+wages/

The Young Worker Toolkit helps you find information about tax, pay, problems at work and more: http://youngworkertoolkit.youth.gov.au/ SELLEN has become aware that Afghan boys are being offered contract labouring work in the south east and instructed by the “employer” to get an ABN. In this way, the employer avoids paying Work Cover, holiday pay, sick pay and superannuation and often pays them a piece meal rate (amounting to $50 or $100 a day for 8 – 10 hours labour). However, as most Afghans are unfamiliar with our employment system, they do not realise they are NOT insured at work if they are working under an ABN unless they take out their own insurance. This is less than ideal for an Afghan working on a construction site. Anyone with an ABN is also responsible for paying their own income taxes and GST (applicable to business with a turnover of $75,000 or more). A youth of refugee background who does not pay tax is breaking the law. An Afghan who does not pay tax or submit a tax return and continues to receive Centrelink benefits whilst working as a contractor with an ABN is breaking the law. This is not an ideal situation for someone on a refugee visa without citizenship and information about thisneeds to be disseminated to this group. Here’s a helpful ATO website: http://www.ato.gov.au/businesses/content.aspx?menuid=0&doc=/content/25193.htm&page=39&H39

The Fair Work Ombudsman The Ombudsman gives advice and assistance in understanding your workplace rights and responsibilities and assists with problems or questions relating to your workplace. The role of the Fair Work Ombudsman is to work with employees, employers, contractors and the community to promote harmonious, productive and cooperative workplaces. They investigate workplace complaints and enforce compliance with Australia's workplace laws. Fair Work Info Line: 13 13 94 Mon-Fri 8am -6pm for advice on work questions www.fwo.gov.au

For those who require interpreting/translating they can call this line 131450.

Encourage the young person to check the employment agreements before they sign them. For a youth friendly website on rights at work for students go to: http://www.worksite.actu.asn.au/

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Superannuation

Your employer has to pay “super” for you if you are eligible. To be eligible you must: • Be at least 18 years of age and under 70 • Be paid at least $450 (before tax) in a calendar month, and • Work full time, part time, or on a casual basis If you are under 18yo, you are eligible for the compulsory super guarantee if you work over 30 hours a week. If you are eligible for super, your employer must pay a minimum of 9% of your earnings of ordinary hours of work into your super account. For information and inquires about superannuation contact the Superannuation Info line or the Tax Office. Superannuation Info line: 13 10 20 The Australian Taxation Office: 13 28 61 or 13 14 50 for the Telephone Interpreting Service (TIS) More information is available at: www.ato.gov.au For Youth specific Tax information go to: http://www.ato.gov.au/youth/

Job Watch Job Watch is the only specialist community legal centre in Australia focusing on employment law and training related issues. The organisation has provided advice and assistance to Victorian employees, job seekers and the general community since 1981. It assists workers, especially those in Victoria, to abolish exploitation in employment and to obtain justice in their employment. Toll Free: 1800 331 617 (for Regional Victoria) Web Site: www.jobwatch.org.au Phone: 9662 1933 For Youth Employment Rights go to www.youthcentral.vic.gov.au Click on ‘Jobs and Careers’ then ‘Employment Rights’

Unions Within the workplace, the union gives the employees a voice. They do this by assisting them to gain better pay, improved working standards, safe working environments and employment security, through collective bargaining and strength in the workplace. It is the right of every Australian worker to join a Union Contact: ACTU Phone: 1300 362 223 Website: www.actu.asn.au

Bullying, violence & discrimination in the workplace What is workplace bullying? Workplace bullying is repeated, unreasonable behaviour directed toward an employee, or group of employees, that creates a risk to health and safety. Examples of bullying behaviour include: • Verbal abuse • Excluding or isolating employees • Psychological harassment • Assigning meaningless tasks unrelated to the job • Giving employees impossible assignments • Deliberately changing work rosters to inconvenience particular employees • Deliberately withholding information that is vital for effective work performance If you think that you or someone you know is being bullied in your workplace, you can contact an ACTU Member to discuss and determine options. Phone: 1300 362 223 Website: http://www.actu.asn.au/

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What is workplace violence? Workplace violence is totally unacceptable. No job is worth tolerating violence, your physical and emotional health is far more important than the job. What Can You Do? • Tell people about it - colleagues, friends, family • Tell the employer (or manager or supervisor or human resources department). Ask them to do something to stop it and for the incidents to be recorded. (Get a copy) • Record the dates and times of violent incidents. Write down what happened and who did it. If possible record the telephone numbers and addresses of witnesses. • Contact your doctor- Ask the doctor for a Work Cover medical certificate. • Complete a Work Cover claim form- (if necessary). • Contact the police- As soon as possible after violence at work so they can record evidence. You can contact the following organisations for further information and assistance: Work Cover/Worksafe Advisory Service Phone: 1800 136 089 Website: http://www.worksafe.vic.gov.au Federation of Community Legal Centres (for your closest centre) Phone: 9652 1500 Website: http://www.communitylaw.org.au Your Union (if you are a member) Phone: ACTU: 1300 362 223 Website: http://www.actu.asn.au

What is workplace discrimination? Workplace discrimination is unfair treatment based on a personal characteristic protected by law. It can be direct or indirect. In Victoria it is against the law for someone to treat you unfairly (discriminate) or harass (hassle or pick on) you because of your actual or assumed (refer to the box below):

age gender identity sexual orientation pregnancy

Carer status parental status marital status lawful sexual activity

disability/impairment sex industrial activity political belief or activity

race physical features breastfeeding Religious belief or activity

We all know that discrimination in the workplace happens in the Southeast particularly at recruitment stage but we also know many CALD applicants and employees are not complaining. We also know it happens around housing and real estate agents. We cannot raise attention on this issue without complaints so Victorian HREOC has developed some great new Plain English resources on what constitutes discrimination and how to complain that you can distribute to students/clients or use as the basis for an information session. Check them out here: http://www.humanrightscommission.vic.gov.au/index.php/our-resources-and-publications/know-your-rights-brochures/item/126-information-on-discrimination-in-easy-english-sep-2011 Contact: Victorian Equal Opportunity and Human Rights Commission Advice Line: 9281 7100 Toll Free: 1800 134 142 Website: http://www.humanrightscommission.vic.gov.au/

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GLOSSARY

AAAP: Australian Apprenticeship Access Program AAC: Australian Apprenticeship Centre ACFE: Adult Centre for Education ATAR: Australian Tertiary Admissions Rank (replaced ENTER) CGEA: Certificate of General Education for Adults DEECD: Department of Education & Early Childhood Development (State Government) DEEWR: Department of Education, Employment, & Workplace Relations (Federal Govt) DLO: Disability Liaison Officer GTO: Group Training Organisation, also known as GTCs- (Companies) NDCO: National Disability Coordination Officer RTO: Registered Training Organisation SBAT: School based Apprenticeships & Traineeships (replaced ASBA) SELLEN: South East Local Learning and Employment Network TAFE: Technical and Further Education VCAA: Victorian Curriculum Assessment Authority VCAL: Victorian Certificate of Applied Learning VCE: Victorian Certificate of Education (Year 12 qualification) VET: Vocational Education Training, also known as VE&T VETiS: Vocational Education and Training in Schools VTAC: Victorian Tertiary Admissions Centre WP: Workforce Participation

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Give Them Five A team of experienced career development practitioners has come up with five key messages that will

help you to support a young person’s career learning. Known as the “High Five” of Career Development, these messages will help if the young person you are assisting doesn’t yet have an

answer to the question: What are you going to be when you grow up?

1: Change is constant Taking a flexible approach when planning a new career can greatly assist when unexpected changes

happen. Making plans is great - adjusting them along the way can also assist in creating new opportunities.

2: Follow your heart

Encouraging a young person to dream of a future full of different types of career choices enables them to explore and expand their career possibilities. What may appear to be an unconventional or

unrealistic choice may just be the very thing that materialises into a career.

3: Focus on the journey

Enjoying the journey to your child’s career destination is vital. Whilst outcomes are important, remembering to explore and experiment with different career paths can be productive and lots of fun.

4: Keep learning

Keeping up to date and adapting to change is important in today’s environment. Learning comes from many experiences not only workplace training but also from everyday activities such as using social

network sites, being part of a community group, sporting teams and family members.

5: Be an ally While wanting young people to be self directed we also want them to feel part of a community that cares for them. Being a career “ally” is part of being a support network for those who are exploring

career paths. These support networks can consist of parents, youth workers, neighbours, family, friends and employers and can be a terrific support for a young person when making career choices

(Acknowledgement: The High Five of Career Development were developed by Dave Redekopp and others)

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You’ve reached the end of the CATS workshop…..but really this is just the beginning. We hope that:

o You’ve enjoyed learning about career transition, but more importantly, that you feel more confident to help young people of refugee background as they move through school to work or further education

o The workshops have provided you with an opportunity to learn with other workers, who support these young people and their families in an environment that is comfortable and welcoming

o Your knowledge and understanding about the staff, services and programs that work in career transition has increased

In the meantime, please feel free to contact us at SELLEN to discuss the program or workshops. Goodbye for now, Katrina Peach Senior Partnership Broker, Refugee and other CALD SELLEN kpeach@sellen.org.au (03) 97946921