Settlement Language Pathways to Employment and Training



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Settlement Language Pathways to Employment and Training

Course description and service delivery model for teachers and co-ordinators


Feedback and inquiries to: zachary.edwards6@tafensw.edu.au

Introduction


This document is for co-ordinators and teachers of the Adult Migrant English Program. It comprises two main sections:

  • Information to help teachers deliver the SLPET program

  • A course outline that teachers can provide to SLPET students (after modifying to suit)

Course background


The course is available to eligible clients as determined by the Eligibility Checklist in the client section of this document. Current funding for the course is scheduled to cease on 30 June 2012. The course is funded at the same rate as general English tuition for the face-to-face component, and there is a one-off fee for arranging a work-experience placement.

Co-ordination considerations

Resources


The resources bank (in development) is available to NCI TAFE teachers under Teaching Materials >> Courses and programs at:

https://my.northcoast.tafensw.edu.au/public/AMEP/Pages/welcome.aspx

A further resources folder is available to clients and the public at:

https://my.northcoast.tafensw.edu.au/public/AMEP/AMEP_Public_Library/Forms/AllItems.aspx


KPIs


There are several key performance indicators that apply to the delivery of this course. They are listed below along with strategies developed under the tendering process to meet these KPIs.

Adapting the course to suit local needs


The course outline below has been submitted to Department of Immigration and Citizenship. To run an alternative agenda, co-ordinators must submit a pro-forma to DIAC for approval including course dates, program outline and Certificate of Spoken and Written English outcomes.

KPI strategies


KPIs

CONSORTIUM STRATEGIES

Employment/Training Courses with the Service Provider for that quarter gain at least 15 hours per week paid employment within 1 month of completion of the Settlement Language Pathways to Employment/Training Course

Units of competence for delivery and assessment will be chosen on the basis that they are widely recognised by employers and provide portability as part of the National Training Framework

Entities comprising the Service Provider to build on existing networks and foster partnerships directly with recruitment agencies, employers, industry peak bodies, group training companies, Industry Skills Councils, Job Services Australia, Australian Apprenticeship Centres and other specific industry-based training organisations

AMEP Clients promoted as a potential supply of labour in key skill shortage areas including trade-related occupations through employer participation, supported work placements, promotional events as well as employer and industry forums

Employers, where possible, to be used in the selection of applicants for specific courses

Employers to be encouraged to provide input into customisation and the delivery of training courses to maximise employment outcomes

Emphasis placed on delivery of pre-apprenticeship/ traineeship courses whereby course participants able to participate in faster units of competency with pathways into employment based training

Training delivered in collaboration with Group Training Companies and Industry Skills Councils thereby ensuring greater access to direct employment opportunities


KPI 2.7: Ensure that at least a minimum of 60% of AMEP Clients move into further education or training within 2 months of completion of the SLPET program

Relevant Service Provider Personnel and SLPET Trainers to assume role of providing course participants with information on career pathways into further education and training an ongoing basis by way of one-to-one or group sessions

AMEP Clients have access to information on a broad range of vocational pathways including traineeships, apprenticeships, Productivity Places Program and Strategic Skills Programs

Information provided prior to commencement of training to allow students to better understand their progression from the SLPET into other accredited training including the Linked Skills Program and other mainstream training


KPI 2.8: Attrition rate is not greater than 15% for clients enrolled in SLPET courses

Entities comprising the Service Provider will run information sessions before each program to clarify course and employer expectations and ensure AMEP Clients are fully aware, prior to commencing training, of their obligations and the level of commitment required

AMEP Clients have access to ongoing support from Service Provider Personnel during courses in the event they encounter difficulties with training and access to general counselling to assist them with personal and settlement related issues

Provide supported work placements and team teaching to ensure students access language and VET Service Provider Personnel to assist with learning

The entities comprising the Service Provider will give priority to customisation of English to VET industry area in which training delivered

AMEP Clients access online learning options to support learning


KPI 2.9: Ensure that at least a minimum of 85% of SPLET Clients on exit demonstrate increased awareness and improved language skills relevant to Australian workplaces

Use recruitment agencies and employer representatives in delivery of training to provide an

increased understanding of the Australian workplace

Map CSWE and VET assessments to industry relevant content to ensure participants gain a greater understanding of the industry VET area and the Australian workplace

Give priority to students developing effective employability, job seeking and interview techniques based on industry feedback



Integrate supported work placements, simulated workplace training, industry/workplace visits and industry-based guest speakers into programs


  • AMEP CONTRACT see References for details

Settlement Language Pathways to Employment and Training

Course Outline for students and teachers

Eligibility Checklist





  • Are you an eligible Adult Migrant English Program client?

  • Have you attended the AMEP in the last 12 months?

  • Have you completed 75% or more of your AMEP tuition or are you close to attaining functional English (Certificate Spoken and Written English III)

  • Are your settlement issues largely resolved?

  • Do you have the necessary communication skills to participate in a workplace?

  • Do you want to be employed and are you able to accept a job at the end of the SLPET course?

  • Do you have the necessary motivation and commitment required to complete the SLPET course? (see the course schedule below)

(LPW504 note – I’ve changed contract material to active voice for this checklist)

SLPET 1 - Course Schedule


The course runs for 20 hours per fortnight (10 hours per week). Please see the timetable for days and times.

Fortnight

Program outline

CSWE outcomes

7/11/11-20/11/11

Preview SLPET course; check experience/qualifications/documents/ needs; identify opportunities; develop client plan

(2 & 3) A1, B2, C2,

21/11/11-4/12/11

Build folders; complete CVs/formal letters; develop contacts lists; acquire forms (job / course / registration / RPL / licence ); excursions to workplaces; guest speakers;

A2, 3Q1, 2H1

5/12/11-18/12/11

Complete forms; organize accompanying documentation; send forms; give presentations on workplaces

2D2, 3L2,  3Q2

30/01/12-12/2/12

Workplace rules; OHS; prepare for work experience; complete letters of introduction; contact employers

3H1, 2D1

13/2/12 – 26/2/12

Work experience-maintain diary; develop details of CV; develop contacts lists; complete application forms

2K2, 3L2

27/2/12-11/3/12

Debrief after WE; contact employer; identify skill gaps; develop required skills; excursion to workplaces

3C2, 2C2,

12/3/12-25/3/12

Prep for WE; develop job-seeking plans; learn workplace documentation; research job markets and course

2H2, 3J2

26/3/12-8/4/12

Work experience-maintain diary; develop details of CV; develop contacts lists; complete application forms

3L1, 2H1

9/4/12-22/4/12

Follow up; write reports; practice and make phone calls; practice and engage in interviews

2G2, 3D2,

23/4/12-6/5/12

Follow up previous applications; make new applications; cement processes for future independent applications; respond to advertisements; identify methods to gain employment / start a business

2I1, 3L1

A3



Course Aim


  • To help you get at least 15 hours per week paid employment within 1 month of completion of the Settlement Language Pathways to Employment/Training Course

  • To help you move into further education or training within 2 months of completion of the SLPET course




  • To help you to finish the SLPET Courses




  • To develop increased awareness and improved language skills relevant to Australian workplaces




  • To make sure that you are satisfied with the:




  1. relevance and usefulness of English language taught in class in relation to the language used in work experience placements

  2. relevance of the work experience placement in relation to your goal as indicated on your IPG

  3. provision of information and the level of preparation provided to you prior to work experience placement

(LPW504 note – I’ve adapted contract material for this aims list)

Childcare


Childcare is available for Language Tuition but not for the workplace part of the course. If you need childcare for the workplace part of the course please talk with your teacher.

Course details





AMEP region

Northern Sydney and Rural

Program ID

LPU11NCCH3

Program focus

Job-seeking

AMEP Coordinator

Stephen Miller

Start date

Week starting 07/11/2011

Hours English language

160

Delivery location

Coffs Harbour

End date

Week starting 23/04/2012

Hours work placement

40



Teaching Staff


Name

Phone Number

E-mail

Mobile













(LPW504 note – I’ve removed this list for privacy)

Course content

Module 1: Vocational goals and pathways

Aims

Students learn how ongoing studies help with their job goals. Students can learn more about the educational system in Australia, the employment market, and the kinds of qualifications they will need to reach their job goals. Students write information about their experience and qualifications and consider the best job and study pathways for them.

Students can then:



  • Develop plans to find and use forms and documents

  • Identify study and vocational opportunities

  • Build computer folders to store documents that they will use for applications

  • Plan to write a CV
Objectives

A1 – Develop a learning/training plan

B2 – Participate in a casual conversation

C2 – Participate in a conversation about information / goods and services

Resources

  • Education System Diagram, NCI TAFE 2011

  • Folder Structure for SLPET, NCI TAFE 2011

  • Achievements, experience and qualifications assessment form, NCI TAFE 2011


Module 2: Organizing job and study documents

Aims

Students preview application documents, and research and find application forms to complete (to achieve their first set of goals). After learning practical writing and computer skills, students can:

  • Find and store application forms and supporting documentation

  • Develop contacts lists of employers, government agencies and course providers

  • Complete CV’s and cover letter templates
Objectives

A2 – Contribute to the learning environment

3Q1 – Write a resume

2H1 – Complete a formatted text

Resources

  • Course Guide TAFE NSW NCI

  • Course Application Form TAFE NSW NCI

  • Sample CV – TAFE NCI NSW

  • Local White / Yellow Pages Phone book

www.seek.com.au

Module 3: Job and study applications

Aims

Students complete the job, licence and study applications that they found in week 2, using the supporting documents that they have put together. After developing skills in formal letter writing, word processing and e-mailing, students can then:

  • Complete online application forms

  • Send applications by e-mail or post

  • Make follow-up phone calls as necessary to progress applications


Objectives

2D2 – Give a presentation

3L2 – Complete a form

3Q2 – Write a covering letter

Resources

  • Write ideas – Models of everyday workplace texts, TAFE NSW - Job application cover letters; Emails

  • Finding Work: Post-Beginner; Unit 1 Working in Australia

Module 4: Workplace preparation

Aims

Students learn about workplace rules, OHS, reporting procedures, punctuality, on-the-job training, rights and responsibilities, formality and useful phrases. After learning more about their work-experience placement, students can:

  • Develop plans for their work experience including contacts, transport plans and reference notes

  • Write a letter of introduction

  • Prepare to keep a diary of their job tasks and successes / challenges


Objectives

3H1- Understand written information

2D1- Understand spoken information


Resources

  • Boronia Village: Communicating in Aged Care, Copyright 2003 Commonwealth of Australia

  • English for Childcare, Copyright TAFE NSW – Access Division 2001

  • Write ideas – Models of everyday workplace texts, TAFE NSW - Messages

Module 5: Work experience 1

Aims

Students show their skills to a potential employer, practice job skills, and network to help with future job-seeking. Through work experience they develop confidence and familiarity with workplaces, and develop routines and practices. During work experience students can:

  • Review their effectiveness in the workplace with their employers

  • Identify skills that they need to succeed in the industry

  • Develop an outline of their key skills and responsibilities to add to CV’s

  • Contribute to the development of a reference

  • Record details of their experience in a diary
Objectives

2K2 – Write a recount

3L2 – Write a report


Resources

  • Write ideas – Models of everyday workplace texts, TAFE NSW - Reports; Instructions

Module 6: Workplace skills

Aims

Students discuss their work experiences, and develop interview and work simulations in which to practice skills and dialogues necessary to increase their effectiveness in the workplace. Students visit work sites and talk to employers about the skills and qualities that they can offer.

At this stage of the course students can:



  • Discuss the progress of their plans

  • Discuss skills gaps and plan how to gain further skills

  • Practice speaking skills in the workplace

  • Follow up their earlier applications by telephone


Objectives

3C2 – Give and receive information through speaking

2C2 - Give and receive information through speaking


Resources

  • Boronia Village: Communicating in Aged Care, Copyright 2003 Commonwealth of Australia

  • English for Childcare, Copyright TAFE NSW – Access Division 2001

Module 7: Job-seeking plans

Aims

Students will have a chance to learn more about the local and national job market through research and industry presentations. Students can then use templates to develop an employment and training plan to extend beyond the course. This plan will identify:

  • Routines to follow to find employment opportunities and create applications

  • Job-seeker sites and contacts in the employment industry

  • Support services to provide ongoing literacy and numeracy support

  • Methods to record and improve job-seeking actions / self-employment methods
Objectives

2H2 – Write an accident / incident report

3J2 – Interpret an advertisement


Resources

  • Get Wise – Your future work and study, AMEP Research Centre

  • ABN Registration for Individuals - ATO website

www.seek.com.au

www.mycareer.com.au

Local newspapers - classifieds sections

Materials and advertisements from local Job Network Agencies


Module 8: Work experience 2

Aims

Students have a chance to showcase their skill s to a potential employer, and to practice job skills and engage in networking to help with future job-seeking. It is a chance to develop confidence and familiarity with workplaces, and to develop routines and practices. During their work experience students can:

  • Review their effectiveness in the workplace with their employers

  • Identify skills that they need to succeed in the industry

  • Develop an outline of their key skills and responsibilities to add to CV’s

  • Contribute to the development of a reference

  • Record details of their experience in a diary

  • Write cover letters to accompany applications


Objectives

3L1- Write a formal letter / e-mail

2H1 – Complete a form


Resources

  • Course Guide TAFE NSW NCI

  • Course Application Form TAFE NSW NCI

Module 9: Application techniques

Aims

Students practice application techniques and make applications.
Objectives

2G2 – Have an interview

3D2 – Have an interview


Resources

Employer application forms as per requirements of local employers

Module 10: Into work / study

Aims

Students establish and practice methods to apply for courses and jobs independently. Students finalize their positions in study courses and employment or pursue secondary options as per the training plan established earlier.
Objectives

2I1 – Understand written information

3L1 – Write a formal letter / e-mail

A3 – Learn and make progress independently

Resources

  • Write ideas – Models of everyday workplace texts, TAFE NSW

References


CONTRACT BETWEEN COMMONWEALTH OF AUSTRALIA AND STATE OF NEW SOUTH WALES AS REPRESENTED BY ITS DEPARTMENT OF EDUCATION AND COMMUNITIES AND ITS NSW ADULT MIGRANT ENGLISH SERVICE, TECHNICAL AND FURTHER EDUCATION COMMISSION BY ITS TAFE NSW NORTHERN SYDNEY INSTITUTE, TAFE NSW RIVERINAINSTITUTE, TAFE NSW NORTH COAST INSTITUTE, TAFE NSW HUNTER INSTITUTE, TAFE NSW ILLAWARRA INSTITUTE, TAFE NSW - WESTERN INSTITUTE AND TAFE NSW - NEW ENGLAND INSTITUTE, GOWRIE NSW AND THE SMITH FAMILY; Available at https://my.northcoast.tafensw.edu.au/public/AMEP/Documents/Reference_AMEP/Contract_information/AMEP%20Contract.pdf (Commercial in confidence)

AMES CSWE Moderated Task Bank, ©AMES 2011

Unit of Study Outline LPW504 Real Life Writing (Study Period 3, 2011)Version date (16 August, 2011), Faculty of Higher Education, Lilydale; © Swinburne University of Technology, 2011

Real Life Writing Lectures, LPW504 Real Life Writing (Study Period 3, 2011), Dr Josie Arnold and Kitty Vigo, © Swinburne University of Technology, 2011;

Write ideas – Models of everyday workplace texts, TAFE NSW – Access and General Education Curriculum Centre, ©2008

Boronia Village: Communicating in Aged Care, © 2003 Commonwealth of Australia

English for Childcare, © TAFE NSW – Access Division 2001

Folder Structure for SLPET; NCI TAFE, Zachary Edwards, 2011

Beginning a new life in Australia – DIAC Website

Finding Work: Post-Beginner; Unit 1 Working in Australia; Get Wise – Your future work and study, ©AMEP Research Centre

Course Guide, TAFE NSW NCI

Course Application Form, TAFE NSW NCI 2012

Education System Diagram; NCI TAFE, Zachary Edwards, 2011

Achievements, experience and qualifications assessment form; NCI TAFE, Zachary Edwards, 2011 TAFE NSW NCI

Fact Sheet – Market Stall Holders, NSW – Fair Trading, 2011

ABN Registration for Individuals, ATO website: http://www.ato.gov.au/businesses/content/15772.htm





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