CHIPS Care

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CHIPSCare Health Industry Pathways in Schools

• Mark Waters
• Community Services Health ITAB (SA)

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Outline

• Industry Challenges
• The History
• Principles
• CHIPS
• School Based New Apprenticeships
• Board of studies developments
• The future - Problems opportunities

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Industry Challenges

• CS H are an ageing workforce
• We have tended to employ older people (adult
  re-entry workers)
• Childrens Services acts differently but has its
  own set of problems
• Age mix is an issue
• Health fitness of workers are issues

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Challenges continued

• Pathways havent always been clear from school to
  work
• School acceptance is an issue
• Head set around what young people can do
• University driven schooling leaves VET out as an
  option

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Principles for Involvement

• Structured Workplace Learning is the optimum way
  for students to experience VET
• Sustainability means that schools have to be able
  to deliver as much of the VET as they can.

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Principles for Involvement(Continued)

• Pathways need to lead on to New Apprenticeships
  as options
• Real pathways towards real jobs
• Give students a taste of a variety of settings
• Students carry out real tasks in the workplace

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Principles for Involvement(Continued)

• Teachers can teach and assess what they lack is
  context
• Professional development offered to teachers to
  gain context
• The best outcomes occur where partnerships are
  built between industry, schools, RTOs and
  students

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CHIPS

• Two Stages
•  Core (Compulsory before Work Placement) 
• Combination off-the job and on-the-job
• Aged Care, Disability, Child Care Youth Work,
  Community Work
• Certificate II completion
•  

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Stage One Core (Compulsory before Work
Placement)

• Follow OH S policies
• Follow the organisations policies, procedures
  program
• Communicate with people accessing the services of
  the organisation
• Work with others

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Stage One Core

• Manual Handling (Industry Trainer) Assist with
  client / patient mobility
• Undertake work in the community services industry
• And then stream into childrens services or aged
  care etc

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Balaklava Highs comments on the SBNA

• Jody has settled and is maintaining the
  Traineeship effectively and efficiently.Jody has
  become more confident and speaks confidently
  about her work. Mill Court is also very pleased
  with her development. Her family is very
  supportive, caring and thrilled to bits about the
  traineeship and its possibilities regarding
  further prospects/training for the future.Night
  duty/early morning shifts have not been an issue.

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School Based New Apprenticeship in Aged Care

• No IR adjustment part-time NA run as favoured
  model Certificate II III progression
• Work closely with stakeholders (ITAB with
  student, school, family etc Group Employment
  Scheme with Aged Care facility)
• Model of Case Conferencing

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SBNA (continued)

• No one way to get involved
• Through the kitchen
• Through volunteering
• Through structured work placement (CHIPS as the
  springboard)
• Pathways open up to Enrolled Nursing
• Worked closely with ECEF - Targeted Industry
  Program in Aged Care

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SBNA - Issues

• Constantly informing NACs, GTS, RTOs etc of their
  role and the correct information with which a
  Contract of Training can be signed (CoT)
• Having to overcome perceptions of students in the
  workplace
• Flexibility of schools
• Workloads for students

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SBNA - Successes

• Experience has been positive for trainees and
  work places
• Students have stayed in country towns with work
  and gone on to more VET study
• Fits a Year 13 model
• Students who might not be going on to University
  immediately can access relevant qualifications

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SBNA - successes (continued)

• 24 hour industry
• trainees have been allocated plenty of shifts
• traineeship can be spread over a long period of
  time (and CoT can be suspended as well)
• some young men entering the sector
• opens up more pathways into community services

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Jodys experience at Mill Court

• I like working mornings best on Saturday and
  Sunday because I get to do morning tea and it is
  nice to see the oldies faces light up when I
  walk into their rooms with a nice hot cup of tea
  and a piece of cake. I enjoy working at Mill
  Court because I love the people there and also I
  think it is making me a better person for it.

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SSABSA - Board of studies

• Certificate II in Community Services (Community
  Work) written as a curriculum statement
  attracting a Tertiary Entrance Rank (TER)
• Universities have accepted this outcome
• Aged Care curriculum statement on drawing board
• VET / SACE dual accreditation leading to TER

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Jamestown Schools comment about the New
Apprentice

• When things settled down everything was
  transparent, the student worked well on the
  theory and the school was able to provide the
  pastoral care

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Future - problems

• PD for RTOs threatened by school delivery
  feeder program selecting trainees
• AQTF implementation used to limit schools ability
  to set up auspicing agreements
• increased school leaving age
• SBNA rejected by unions new Labor Government

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Future - problems (continued)

• Who pays for the training?
• How do we protect the integrity of the Training
  Package
• Schools want to do a bit of VET not the whole
  competency
• How do we roll over delivery into the reviewed
  Community Services Training Package

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Future - opportunities

• CSTP Review introducing a generic VETiS
  Certificate II
• Health Training Package implementation
• More SSABSA curriculum statements
• More streams being undertaken (mental health,
  alcohol other drugs etc)
• More SBNA opportunities in Disability

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Future - opportunities (continued)

• One Stop Shop for accessing delivery of VETiS
• Product development professional development
• school change occurring to accommodate different
  options
• status of VET changing

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What advice would you give to someone else
beginning a SBNA in Aged Care?

• Expect the unexpected
• Have an open mind
• Respect peoples privacy
• Trafford Csorba (19 year old Certificate III in
  Community Services Aged Care graduate)

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Contact details

• mwaters_at_bold.net.au
• [phone]
• 0409 362 311
• www.sacsh.net.au
• PO Box 248, Kent Town, SA, 5071
• 5-9 Rundle Street, Kent Town, SA, 5067
• The Enterprise Career Education Foundation
  (ECEF)s support is acknowledged in being able to
  develop these programs this presentation