NDCO eDIN newsletter, 51st edition now available

http://www.ndcovictoria.net.au/LiteratureRetrieve.aspx?ID=186521

Another month of interruptions as I managed sometime off in line with the school holidays bookended by Easter and Anzac day celebrations. So again this months edition is a little bit abbreviated but still filled with lots of news.

I note the latest twist in the NDIS rollout with politics playing its latest part regards funding with the upcoming delivery of all things budget in this an election year. I stand very much with most advocates who see the latest Medicare levy announcement as a regressive step, on the other hand I also note that there a range of much more urgent issues to be addressed in the medium term.

Key features for me in this months edition are (1) the return of the NDCO podcast, (2) the launch of the disability awareness on-line training resource and (3) that April was ‘Autism Awareness month’ and I have included a link to some great webinars in recognition of that event. In regards to things to  keep a lookout for as we head into May the key feature will be the budget announcements (State and Federal). Its also reporting time again for the NDCO program so not sure how out and about I will again this month. My apologies in advance. Either way, have a great month and…be well!

 

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NDCO eDIN newsletter, 50th edition March 2018

eDIN 50th edition now available.

http://www.ndcovictoria.net.au/LiteratureRetrieve.aspx?ID=185247

Welcome to Easter. Hope you have an enjoyable and safe break. (Or ‘have had’ — depending on when you received this).
First mention this month is a congratulations to Sally Bailey, NDCO region 14 (Southern Melbourne) who has managed to secure a seat around the table at the newly formed Department of Education and Training’s NDIS Workforce Expert Advisory Group. I look forward to having some access to the discussions and will keep all informed re any major actions coming out of this group. The origins and details of this initiative can be found in the Victoria’s workforce plan for the NDIS document.
Second thing to mention is the on-going discussions behind the scenes for the extension of the program. At this stage I am hoping to have some firm (and positive) news by the end of May. In the interim I will continue with an expectation of things continuing as per nor-mal.
In this regard also note that I am about to launch into a series of pod-casts after a previous experimental phase with this format last year. If you have any specific topics you want me to cover please give me a call or send a message. Until next time, be well…

NDCO eDIN newsletter (49th edition) February 2018 now available.

http://www.ndcovictoria.net.au/LiteratureRetrieve.aspx?ID=184232

eDIN 49th edition now available. 

Welcome to Autumn as February came and went in its usual quick fashion. Personally I was slowed up with a foot injury so not as many out and about articles this month.
My key points this month; firstly I am very much enjoying the input of the new Federal Senator Jordon Steele-John who seems to be one of the few people making sense in Parliament this year. I highly rec-ommend following his posts on Facebook.
Second thing to note is that I have made some subtle changes to for-matting in the newsletter . This follows a conversation with our new NDCO colleague Ramona Mandy (vision impaired) who was kind enough to help me with some improvements regarding accessibility for eDIN. I have made some limited progress so far and look forward to more changes in the coming weeks.
Last thing to mention before I sign off is the breaking news from the NDIA in which they have announced, “NDIA accepts Independent Pricing Review recommendations.” There a 25 recommenda-tions in all in which the NDIA have indicated an in principle support for all of them.

Cheers, Mark Cottee.

NDCO eDIN newsletter 48th edition now available (January 2018)

NDCO eDIN newsletter 48th edition now available (January 2018)

http://www.ndcovictoria.net.au/LiteratureRetrieve.aspx?ID=183016

Welcome back everyone. ‘Living the dream 2018’ is my new catchphrase since returning to work. Despite the  holiday feel I have been busy planning the next twelve months and revamping a lot of resources. At this stage I haven’t made any major changes to the eDIN format although I am considering the move away from once a month to once every two months.

For this particular edition I have kept things fairly light and concise with some usual features not appearing due to the hiatus of some information streams.

As mentioned late last year I will also be conducting some survey feedback research in preparation for the program being formally extended for several years  in the near future. I do hope, and encourage everyone to participate in the feedback process and as such I will make it as easy as possible.

One quick thing before I go. I missed commenting on this late last year but a big congratulations to Senator Jordon Steele-John. I highly recommend checking out his maiden speech by clicking here.  In particular if you do not know who he is.  Also a quick hello to Ramona Mandy who joins the NDCO team in region 11. Great to have Ramona on board and I look forward to her sharing her expertise on accessibility for the vision impaired.

 

NDCO eDIN newsletter, 47th end of year edition now available

http://www.ndcovictoria.net.au/LiteratureRetrieve.aspx?ID=180578

Welcome to  the 47th (special) edition of eDIN, electronic Disability Information Network  monthly newsletter. Designed for the Disability Education and Employment Community of Northern Victoria.

No real need to express how fast the year has past, just a natural condition of getting older, (and wiser, I hope). Welcome to the fourth end of year special of eDIN news where I attempt to summarise the key categories of the year past.

Number one highlight of the year has to be the indication from the Department that the NDCO program is to be extended until June 2022. Not only great to receive some certainty about the program but also knowing this six months out from the close of the current contract allows for better improvement in strategic actions and directions. I am already turning my attentions to a review of  environmental scan early in 2018 to guide any changes in direction.

Which brings me to the number two highlight of the year—the rollout of the NDIS. Whilst there had been a lot of speculation around the impacts and implications for the disability sector it is now crunch time. For me as NDCO I have already seen many opportunities come and go and there is clear need for more work to be done around the integration of NDIS and transition pathways for people with disability. Another priority is the engagement of business and industry in the employment and support for people with disability, especially in the framework of NDIS across all community.

Merry Christmas to you all. Have a safe and happy festive season and I look forward to seeing you all on the other side.

 

NDCO eDIN newsletter 46th edition Nov 2017 now available

Click here to access the latest edition of eDIN news November 2017

Was a bit of a struggle putting this together this month due to the fact that I was out of office for most of it.  As such I have made some slight format changes and apologies for any inconvenience if caused.

First thing to mention here is some major news from the Education Department that governs the NDCO program. Not only have they indicated that the program will be continued, it will be rolled over until June 2022. Wow. Wasn’t expecting that. They have also released the evaluation report as promised. I am expecting that there should be no disruption of the program through this rollover process and I am extremely excited to have the chance to re-focus my activities with a longer term vision in mind.

As already mentioned, there was a lot of out and about this month which is reflected in a majority the articles featured in this edition. In particular; a sojourn to the Mallee district, participation in the Local Aboriginal Network state gathering and attendance at the CEAV conference in Melbourne.

I look forward to sending out a special end of year wrap up in a couple of weeks as per previous years. Until then, be well and keep looking after to each other.

 Oh—and just before I go, the big thumbs up this month goes to the Australian voters and the positive step forward towards community inclusion and equality in the same sex marriage issue

CEAV 2017 Conference, Melbourne Victoria – an NDCO perspective

‘Career Education – contemporary approaches to transitions’ 

Great to be able to attend the Careers Education Association of Victoria (CEAV) conference held at Melbourne University Melbourne – 29th November to 1 December 2017. Due to competing priorities I was unable to stay for the whole of the event but very much enjoyed what time I had available to me.

Intro slide keynote

Slide taken from the opening key note address by Sareena Hopkins

Arriving on the Wednesday there were numerous afternoon ‘Masterclass’ sessions. Wearing several hats I attended the session on

“Tech schools – classrooms of the future.”

Phil D’Adamo executive director TECH schools Dept’ of Education and Training.          Sofia Flusco – associate director Ballarat Tech School.                                                          Mark Banks – executive director of three Tech Schools including Melbourne polytechnic.

The session commenced with an explanation of the development of ten tech schools across the state. Please note, not to be confused with other previous incarnations of the term ‘Tech’ schools from previous Government initiatives, “The Tech Schools initiative is part of the Victorian Government’s commitment to creating the Education State by ensuring every Victorian has access to an excellent education. This exciting initiative has invested $128 million to construct and establish 10 Tech Schools across the state with further ongoing funding to support operation. The 10 high-tech centres of learning use leading-edge technology, discovery and innovation to deliver the advanced education and training that Victorian school students need to flourish in the rapidly changing global economy.”  I note that Bendigo is the only school in my region with a bulk of the other centres located in and around Melbourne. Phil D’Adamo talked about this initial step as part of an overall STEM plan. For full details please check out the department webpage.

My key takeaways from the session were; (a) the added benefit of teacher training as part of the learning model in these setups. By being in attendance and participating in learning framework outside of the school the teacher is exposed to new professional development opportunities, (b) the ‘collaboration’ effect from having a governance process that involves not just school stakeholders but also the VET sector hosts, industry and even parents. As the discussion continued around this I did make the observation that this can actually be done without dedicated specially funded centres from an infrastructure point of view and in some areas of my region this is already happening. I am also aware from attending many forums that focus on student engagement issues that there is a lot of the talk around having special maker spacers or hubs that could also be thought of as operating under this same or similar model. The key difference being that STEM may not necessarily be the central hook.  One of the other key aspects is that at these centres students are put in a situation of solving or focusing on real world problem. Another take on this would also be about putting the A- ‘Art’ in STEM to form the more holistic acronym of STEAM. At the moment the centres are all new and operating with individual differences in delivery and methodology. I look forward to the future data on how well the centres deliver on their intended outcomes. In the meantime I am hoping to generate further discussion around how local communities can form their own centres of excellence and how we connect all pathway sectors and engage our students for a new world of work already happening around us.

expo overhead

Overhead view of the trade stands including the NDCO team

The following day was the big day for the conference which included the trade expo as centrepiece to all the keynote and breakout sessions listed for the day. Big thanks to the rest of the Victorian NDCO team for their coordination and  work that went into having and staffing a stall throughout the day. I really appreciate how well we can and do work together to value add to the program. Thanks to this team effort I was lucky enough to be able to attend a variety of sessions through the day starting with the opening address.

 

Professor James, from Melbourne University opened the conference with a reference to Martin Trow’s concept of ‘Reflections on the Transition from Elite to Mass to Universal Access’. Written some thirty years ago Professor James reflected on how this writing had succinctly captured the current issue faced by schools and higher education around the problem of “universal— adaptation of the “whole population” to rapid social and technological change.” In essence how do we as higher educators (as part of the career preparation mix) deliver education that balances the need for generic skills versus specific content, noting that we don’t have a definitive answer at the moment. The importance of scaffolding a base qualification followed by a specialist qualification maybe one answer that they are definitely pursing at Melbourne University.

James Merlino gave a video welcome to delegates in which he discussed the importance of enterprise skills which now form the heart of the new Victorian curriculum. “Career education needs to be a professional service.” I highlight this point in regards my current considerations in responding to the ‘Inquiry into Career Advice Activities in Victorian Schools’ – noting that submission close 15th December. Sort of get the feeling they already know what the major issues are but never the less I look forward to reading the full report, once released, sometime next year.

With the formal aspects of the day completed it was time for the opening keynote, Sareena Hopkins – executive director Canadian career development foundation.

Resilience in action. What does it mean to be resilient in the emerging labour market? What are the implications of this on our field?

Keynote 1

Sareena Hopkins – opening keynote address

 

First thing to note was her reference to the importance of storytelling where she went onto lead the keynote with a children’s story book reading that featured the story of the broad mind. ‘In this story the broad mind is a thing of beauty with wings to fly, feet designed to dive deep, large eyes that had long term vision and arms long able to embrace all things. On one occasion it was captured by a giant who wanted to see how fast it could run. Because it kept flying instead of running he plucked off the wings. And the web feet made it slow and so that special webbing that allowed it to dive deep was cut. It could now run, and run fast it did. But it didn’t see the finish line due to long term focus. With training and tunnel vision applied it was soon able to see the designated finishing line. And it won the race. But it had its arms shortened because of its tendency to hug the other competitor at the finish. It soon lost enthusiasm and didn’t compete and was thrown away into a tin full of other broad minds. Over time it grew back all the original feature and thrived.’ I am sure this story was not lost on any of the participants and it very much reminded me of the “Animal School” story by George Reavis.

Sareena went onto a rubber ball analogy highlighting the characteristics that resemble or illustrate resilience.

This brought us to the main crux of her message, the number work skill (now and even more particularly in the future)  is resilience.

Coming from Canada, Sareena highlighted the context of where her learning had come from and the similar or same issues facing many career advisers, parents and carers in today’s setting. In particular the significant increase in anxiety and depression, and associated mental health issues. Uncertainty of future prospects is a real and common denominator.

Canadian context

Slide featuring the Canadian context

‘Whose fault is it?’ Everybody else’s fault seemed to be a common response.

Having established the essence and extent of the problem Sareena went on to explain the model – ‘Protective factors for resilience, internal and external’. This model consisted of four quadrants (1) interspersonal factors, (2) social and coping skills (internal), (3) interpersonal supports and (4) institutional supports (belonging to community) (external). A caring relationship that believes in you and links you to belonging. From this model we get the following;

Top ten list of strategies for creating resilience;

  • Foster hope. Without this not much else matters. Having a strengths based approach is critical and is the ultimate motivator and supporter.
  • Build self-esteem. This is not a conceptual exercise and is very much linked to self-respect. Challenging and changing the internal dialogue from lifelong negative labeling towards recognition of potential not yet unlocked.
  • Facilitating self-awareness and knowing oneself.
  • Facilitate labour market awareness. Passions lead to purpose. Personalising the labour market trends. Expanding the vision of the possible.
  • Teach skills to enter and navigate the labour market. The mechanics of the process.
  • Learn to learn and learn from learning. Application / reflection / personal integration / extension. The move away from content knowledge to the reality of constant learning and personal development. Reflection journals as a good example.

“Relationship relationship relationship”

  • Nurture relationships.… Even just one makes a critical difference.
  • A board of directors to support transitions. Think circles of supports here. Diversity of relationships. Each student should have a board of directors for them as developing a lifelong plan.
  • Real labour market applications and exposure. Linking and contextualising the students learning to real world environments.  Relevance of workplace exposure to validate goal setting.
  • Contribute to community. My comment to this is really the re-framing of the perspective of a career adviser to say, ‘Ask not what do I want to be, but what problem do I want to solve.’

My main observation here is the major role that project based learning, especially when linked to the above community context (social need)  can address all ten aspects, also noting the link to the tech schools discussion point above re maker spacers or hubs.

“We are now at the tipping point for career development. Career development is at the centre, or should be, at the centre of what our education process should be and seek to achieve. Big thanks to Sareena for her words and direction in a very relevant and well thought key note.

As part of the conference there was plenty of product demonstrations and workshops. One that very much interested me was ‘Employment readiness and the Jobwatch program.’ Presented by Bernadette Gigliotti from CEAV. I was very interested in the Job Readiness Assessment tool that they had been using as part of their Job Watch program. First let me note here the reference of this program happening at the community education hub Melbourne polytechnic (which also happens to host a Tech School). Having many related services being housed in one location has to have learning benefits for all individuals working in close proximity. Using the PaTH program as a model to prepare and transition unemployed youth in their catchment, they needed a better way to capture the essence of the label being applied to a lot of these young people, “they are not job ready.” Having seen a tool being used overseas, called the employment readiness scale, they integrated it into the program so they could measure the very factor of job  readiness. Without going into the full details of the program it works on three elements, (1) one on one counselling, (2) employment readiness assessment (ERS), (3) career action plan.  In regards the ERS it consist of a self-assessment, an on-line accessible test with print out results followed by a one on one counselling session. It works on a licence per student model with each licence allowing each student to take the assessment up to six times. In their program they are using the ERS at certain key stages not only to measure work readiness but also to guide progress which very much also helps guide the career action plans moving forward. The feedback component has been a great feature in building employment readiness for individuals and consultants alike. The ERS works as a framework for needs assessment intervention design and evaluation and has three components- employability factors / soft skills / challenges. Bernadette stated that whilst the tool worked well for out of work youth and does not necessarily translate to being a career guidance tool for students still in school.  Also note ability to customise data reports and data related outputs. Other things to bear in mind were some biases that may happen as part of the self-assessment aspect and also the need for proper training for consultants wishing to use the tool.  For more information visit http://www.employmentreadiness.info/home

My next attended session was ‘Transition planning for individuals with hidden disabilities, by Carol Johnson, University of Wisconsin-Stout and Kate Johnson, Accessible Systems Colorado.

“There are two types of people in this world, those with disabilities and those who haven’t realised theirs yet.” Really liked this reference which was supported by the discussion around exactly what are hidden disabilities. For context please check out some of the Youtube videos available on this subject (just google hidden disabilities). The presenters went onto discuss the idea of Disability pride and what that really looked like. (The looming of the international day of people with disability was referenced at this point). In most cases there is a process to arrive at disability pride;

  1. Acceptance of having a disability
  2. Self-disclosure – acknowledgement
  3. Supports – where to get and receive help.
  4. Self-advocacy – only really comes about from the above steps and is a critical skill.
  5. Connecting with the disability community
  6. Equals – Disability pride.

(Izzo and Horne 2016)

I am reminded of the saying, ‘You are not the disability but the environment placed upon you.’ Which is a major element of disability pride. Note that disclosure needs to happen before you can have self-advocacy.

It was at this point that Kate made reference to a campaign via her advocacy company – Invisible Disabilities wristbands, “shine a light and be invisible no more.” I really liked the idea that if you wear one of these wristbands you are bringing hidden disability into a framework of acknowledgement.

For more interest in this subject I highly recommend visiting the invisible disabilities web page. https://invisibledisabilities.org/

Note that a bulk of this session was in a question and answer format and that a lot of that discussion revolved around disclosure. If you would like some information around disclosure please note the following NDCO resource: https://www.westernsydney.edu.au/choosingyourpath

Before I sign off –  a quick thanks and acknowledgement to NDCO Sally Bailey who was lucky enough to present on the Thursday afternoon. I have already seen an increase in general inquiries to the NDCO webpage and if for no other reason that the event help raise the profile of our program – it was already a success.

Apologies that I wasn’t able to stay for the entire forum  but please note the CEAV webpage and if you aren’t already, why not become a member so you can access all the news, updates, links and resources.