T N E M Case studies of training advantage for remote U Aboriginal and Torres C Strait Island learners O Janet Skewes D TAFE SA Melodie Bat and John Guenther Batchelor Institute of Indigenous Tertiary Education T Bob Boughton and Frances Williamson University of New England R Sandra Wooltorton, Mel Marshall, Anna Dwyer University of Notre Dame Australia O Anne Stephens James Cook University P P This document was produced by the author(s) based on their U research for the report Enhancing training advantage for remote Aboriginal and Torres Strait Islander learners, and is an added resource for further information. The report is available on S NCVER’s Portal: <http://www.ncver.edu.au>. The views and opinions expressed in this document are those of the author(s) and do not necessarily reflect the views of the Australian Government, state and territory governments or NCVER. Any errors and omissions are the responsibility of the author(s). © Commonwealth of Australia, 2017 W ith the exception of the Commonwealth Coat of Arms, the Department’s logo, any material protected by a trade mark and where otherwise noted all material presented in this document is provided under a Creative Commons Attribution 3.0 Australia <http://creativecommons.org/licenses/by/3.0/au> licence. The details of the relevant licence conditions are available on the Creative Commons website (accessible using the links provided) as is the full legal code for the CC BY 3.0 AU licence <h ttp://creativecommons.org/licenses/by/3.0/legalcode>. The Creative Commons licence conditions do not apply to all logos, graphic design, artwork and photographs. Requests and enquiries concerning other reproduction and rights should be directed to the National Centre for Vocational Education Research (NCVER). This document should be attributed as Guenther, J, Bat, M, Stephens, A, Skewes, J, Boughton, B, Williamson, F, Wooltorton, S, Marshall, M & Dwyer, A 2017, Case studies of training advantage for remote Aboriginal and Torres Strait Island learners — support document, NCVER, Adelaide. This work has been produced by NCVER on behalf of the Australian Government and state and territory governments, with funding provided through the Australian Government Department of Education and Training. Published by NCVER, ABN 87 007 967 311 Level 5, 60 Light Square, Adelaide, SA 5000 PO Box 8288 Station Arcade, Adelaide SA 5000, Australia Phone +61 8 8230 8400 Email [email protected] Web <https://www.ncver.edu.au> <http://www.lsay.edu.au> Follow us: <https://twitter.com/ncver> <https://www.linkedin.com/company/ncver> Contents Case study methodology 5 Research questions 5 Ethical clearance 5 Data sources 5 Case study one 7 On-the-job training for Anangu workers engaged in aged, and home and community care on the Anangu Pitjantjatjara Yankunytjatjara Lands. 7 Case study two Aboriginal and Torres Strait Islander health practitioner training at Batchelor Institute 12 Case study three Yes, I Can adult literacy campaign 17 Case study four Karajarri Ranger Training Program 24 Case study five Training in Indigenous Mental Health (Suicide Prevention): the work of a Cairns-based Aboriginal College 35 References 43 Tables 1 Research respondents 6 2 Course completions by remoteness, 2009-2015 for the Batchelor Aboriginal and Torres Strait Islander Health Practitioner Training program 13 3 Summary enrolment and completion data 18 4 TVA enrolment and completion figures for Aboriginal students in the Bourke-Brewarrina region, 2015. 18 5 Summary of further training outcomes 20 6 Course structure for the Indigenous Mental Health (Suicide Prevention) program 37 Box 1 Summary of core skills gained through the Indigenous Mental Health Certificate IV 39 NCVER 3 Introduction The case studies that follow are a compilation of learnings derived from the research project, Enhancing training advantage for remote Aboriginal and Torres Strait Islander learners. The project, funded by the National Centre for Vocational Education Research (NCVER), was conducted by a consortium of researchers from five institutions: TAFE SA, Batchelor Institute of Indigenous Tertiary Education, University of New England, James Cook University and the University of Notre Dame Australia. The research was conducted during 2016 with participants from five locations: the Anangu Pitjantjatjara Yankunytjatjara Lands of South Australia, the Northern Territory, western New South Wales, the Kimberley region of Western Australia, and the Cape York and Torres Strait Island regions of Queensland. Based on training programs considered to be successful, the project was designed in order to gain an understanding of the dynamics of retention and completion towards employability. Nationally, for very remote Aboriginal and Torres Strait Islander trainees, completion rates for VET courses are on average 16.6%, with an even lower figure for certificate I courses. Full details about the project and its cross-cutting findings, with a literature review and additional statistical information, are contained in the report, available from the NCVER Portal at <https://www.ncver.edu.au>. The case studies presented here mostly present qualitative findings. 4 Case studies of training advantage for remote Aboriginal and Torres Strait Island learners Case study methodology Research questions Two main research questions drove the project. We refer to ‘employability’ in these questions rather than ‘employment’ partly because the issue of destinations beyond training is outside the scope of what was required and because it is difficult to track from the view of training providers. We recognise that outcomes other than employment may be important for participants (Miller 2005; Fredman 2014). At a national level though, the need for VET (Pocock et al. 2011), and even foundational literacy and numeracy skills (Shomos 2010), to increase productivity is paramount. While recognising the multiple reasons for engagement in training, our research questions explicitly make the connection between training and employability.  How can retention and completion in post-school training be improved (to improve employability) for Aboriginal and Torres Strait Islanders living in remote communities? Which models of adult training work well (or not) to achieve completion and employability - outcomes in each site? How do factors of funding, andragogy, individual agency, cultural attachments, geography, - employment service delivery, English language literacy, digital literacies, and job availability effect improved engagement, retention and completion of training?  What indicators of success other than completion would be important for training in remote communities (to improve employability)? What do nationally available VET and employment data reveal about the link between - completing a VET qualification and achieving employment outcomes for remote Aboriginal and Torres Strait Islander learners? Ethical clearance Ethical clearance for the project was obtained for all participating organisations in applications to institutional ethics committees. Additional clearances were obtained as required in particular locations (for example, with Land Councils, and in central Australia, with the Central Australian Human Research Ethics Committee). In addition, the project established an Indigenous Advisory Group to guide the research process and to ensure that all ethical considerations were given appropriate oversight. Data sources Each case study was based on an examination of documentary evidence (such as performance reports and evaluations) and a series of focus groups and interviews with VET trainees (past and present), employers, trainers, training administrators, job service providers, members of associated service providers, remote community representatives and relevant government agency representatives. Focus groups and interviews were recorded and transcribed for analysis in an NVivo (qualitative analysis software) database. Participant numbers for each case study are detailed below. NCVER 5 Table 1 Research respondents Aboriginal Ranger Indigenous Yes, I can Aged care and health worker training, WA mental health literacy home community training, NT (IMH), Qld campaign, NSW care training, SA Trainees 10 11 3 6 6 Trainers/providers 3 3 5 3 1 Employers, job 1 6 3 5 2 services, community organisations and cultural advisors Total participants 14 20 11 14 9 6 Case studies of training advantage for remote Aboriginal and Torres Strait Island learners Case study one On-the-job training for Anangu workers engaged in aged, and home and community care on the Anangu Pitjantjatjara Yankunytjatjara Lands. Background Since 2006, TAFE SA has been involved in delivering training to those working in the community services and health sector on the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands. The case study for the research project focuses on the Anangu employees in aged, and home and community care with the Nganampa Health Council and the Department of Community and Social Inclusion (DCSI). Nganampa Health Council operates the nursing home, Tjilpiku Pampaku Ngura Aged Care Service, and it is also contracted to provide home and community care (HACC) services for those eligible at Ernabella and has been doing so since 2009. Since 2009 the Department of Community and Social Inclusion has provided home and community care services for those eligible at Amata, Fregon, Mimili, Indulkana, Kalka and Pipalyatjara. Over the past 10 years the delivery of training has involved a team with one lecturer having been involved from the outset. Initially units from the Certificate II in Community Services and the Certificate III in Aged Care were delivered and over time additional qualifications have been added; in 2015 the qualifications with registrations and included in the research project were:  CHC20112 Certificate II in Community Services  CHC30312 Certificate III in Home and Community Care  CHC30212 Certificate III in Aged Care  CHC30408 Certificate III in Disability. Funding since 2011 has predominantly been via various iterations of the Commonwealth Aboriginal and Torres Strait Islander Health Workforce Development funds and the focus of this funding is the development of workers engaged in aged and community care. The funding covered the delivery of a training program, with the lecturer travelling to the APY Lands on four trips per year and spending up to three weeks visiting each of the six communities to deliver short intensive workshops and catch up with students and supervisors. Ongoing conversations between the lecturer and the workplaces were held to discuss coordination and the availability of students, training needs and student progress. The case study has a focus on 2015 and interviews were conducted with a management representative and Anangu employees from the Nganampa Health Council, the Department of Community and Social Inclusion and the TAFE SA principal lecturer. Interviews with the Anangu employees involved two of the five from Nganampa Health Council’s nursing home at Ernabella and the team of four employed by the Department of Community and Social Inclusion at Mimili. At both sites service delivery includes the provision of home and community care services in their respective community, and at Ernabella the additional service of residential care is provided in the 13-bed nursing home. NCVER 7 Quantitative data In 2015 there were 50 Anangu registrations against the qualifications listed above, which led to 44 part-time students enrolling, and seven completions. Most students are women in their mid-30s registered in the Certificate II in Community Services. Anangu employees Recruitment of Anangu to positions is based on interest and ability to gain a police clearance; there is no requirement to hold a qualification or to have undertaken previous training and this practice is the norm for the Nganampa Health Council and the Department of Community and Social Inclusion. Once employed, and the employment status is as a casual, the employee is expected to register in a part- time study program, which is supported by the employer, with employees paid for the hours of training attended. Anangu employees are registered in units to either cover training as requested by the employer and/or units where the student demonstrates competency. At each workplace there are three to five Anangu employees and when training is taking place the employees have reduced work tasks to enable them to attend. An underlying intent of the training program is the completion of qualifications, and the continuity of the principal lecturer facilitates the immediate workforce development need, along with the ability over time to extend students and support their skill development and increased competency. Most the six employees interviewed were regarded as long-term employees, of three or four years. Each employee is regarded as a successful worker and learner. They spoke positively about working and learning and both groups mentioned how they want to learn more, with comments such as: ‘Makes us feel good to come to work every day to learn more’. A number had graduated with at least one qualification and had clear memories of the event held in their honour at the workplace and with family and other invited guests: ‘getting the Certificate made us feel happy, excited and strong’. Students spoke of how they enjoyed the training: ‘We would always be happy when Sue [principal lecturer] comes’. At times the principal lecturer would bring another lecturer with her to deliver specialised training such as manual handling and the students spoke about this, as it was seen to be a positive contribution to their learning: ‘The visitors, they could’ve felt a little bit shy but they kind of just joined in … They weren’t scared, we weren’t scared of them, all of us just worked as a good team’. Course content was referred to by the students and they commented on the link between the training completed and day-to-day work tasks, for example: occupational health and safety — from the use of fire extinguishers and fire exits to cleanliness; how to complete incident reports; working with clients and emotional care; and code of conduct. At times the principal lecturer took the group to the TAFE SA Learning Centre to utilise the available online resources and this was mentioned with the example of learning about body parts. The students commented on how they could attend most training sessions but acknowledged that they had missed a few, with funerals cited as the reason. During the interviews references to the value of the training were made; for example, at times in the community when a family member is sick they may be approached for advice and how they ‘talk to them about going to the clinic to get their blood pressure checked’. The other context given was in relation to work where they know they make a difference to service provision; for example, ‘sometimes the patients tell us about the food and we interpret and let the nurses know what that 8 Case studies of training advantage for remote Aboriginal and Torres Strait Island learners person needs like what sort of food the person likes’. Their confidence in their knowledge and skills and knowing they make a difference to their elders and families was a clear message. There was an understanding of the need for the certificate III and its portability within the aged care industry on and off the APY Lands. A couple of the aged care workers, one with the certificate III and another close to finishing, commented on how in the future they may leave the APY Lands to work in another aged care facility. The employers In the interviews with the employer representatives the importance of the training and as it pertains to the requirements of working in aged and community care were discussed. Nganampa Health Council relies ‘heavily on local Anangu staff who come to work without qualifications and for a permanent position the certificate III is required’. The Department of Community and Social Inclusion cited the importance of the training program in meeting workplace health and safety requirements — with both understanding the requirements and being able to put these into practice. Both employers regarded training as part of work. Funding through Commonwealth Aboriginal and Torres Strait Islander Workforce Development funding has been via one contract after another and the employers were concerned about the future funding of the program and ‘if the program does not continue not sure how we can continue to support Anangu employees’. The success of this program is viewed in terms of student achievement and the ability of the employers to develop the workforce for working in a regulated industry context. Comments regarding the training program covered the ability of the lecturer to tailor the program and accommodate changing circumstances: ‘Flexibility has enabled employees to continue with their study even if they have had to leave the workplace for periods of time or are unable to attend the training when the lecturer is in the community’. The continuity of the principal lecturer facilitating student outcomes was acknowledged; also mentioned was the value of the training model, whereby the ‘combination of training and employment works as it makes the training meaningful’. The link between the training done on the job and having this recognised against accredited units was valued. Appropriate trainers are essential as the ‘trainer needs to understand how to work with Anangu, be practical, use relevant examples, and can style the program to suit people with different abilities’. In addition, the ‘trainer needs to be able to deliver a program with a group of varying literacy and numeracy levels’. One employer gave the example of how they normally ‘employ older people who don’t have the computer skills and study skills for online learning, so need hands-on learning’ and having a trainer who can support these learners over time enables their confidence as learners to increase. The integral link between training and employment is evident and, for example, ‘they [the employees] need this training for completing the paperwork and Sue was very good on teaching them how to complete the paperwork. This is not something I could do. I relied on TAFE to do this’. Employers recognised the time involved to gain a qualification: it ‘takes a couple of years, and personal circumstances means that they are not always available — cultural and family pressures’. The work patterns of the employees are accepted and worked around, which enables workers to take time off work and then return, and this pattern of work is accommodated by the training program as well. The following comment was made in relation to a query concerning students who have left the program: ‘those who have dropped out are not working or have moved on’. Data to understand why Anangu did not continue with employment and training have not been collected. NCVER 9 The interest in the training program was acknowledged, as ‘it’s easy for people not to turn up if they do not want to attend’. In addition, the training is perceived to have supported staff to remain at work, with the comment on how the ‘retention of Anangu staff has improved in the past couple of years’. ‘Employees on completion ask about other work that they can do’ to further their qualifications, and at Nganampa Health several Anangu staff have the certificate III and are working towards the Certificate IV in Disability. There were several comments concerning student success and the completion of qualifications: how the ‘employees are wanting the qualification and are very proud when they complete’ and ‘a couple of the staff who have been working here and have the training and very employable and could be employable anywhere out of the APY Lands’. Lecturer and what makes the program work The principal lecturer has spent her career living in remote locations and in Aboriginal communities, and her practice draws on this experience and knowledge. She took on the role in 2009 and over the years the program has evolved in conjunction with the employers and the students. In the interview she talked about delivery and the importance of relevance. I talk to the workplace about what their needs are so that I can address those needs while we’re training … like when we are doing care plans … we can actually go through the plans in the workplace so that everything I focused on is linked to their workplace. Its accredited training and we can actually look at what the workplace is doing and put it into practice as we’re doing it. Changes to workplace practice have resulted in the workplaces changing their ways of doing things because we actually have a discussion around it. The students can actually see why we’re doing it. They get the theory behind the practical. She works closely with industry and responds to their training needs and, in addition, she explains ‘to industry what training you’re actually doing and why, and asks them how they do it in the workplace’. Gaining the information from the workplace and incorporating this into the training program supports the students as learners and employees. For the lecturer, ‘the measures of success are students accessing Moodle on their own as independent learners, students moving onto higher level qualifications, retention and staying in the industry area’. Managing the coordination of the delivery of the training program is challenging, as there is ‘lots of travel’. At times ‘combining students from one community with another will work, but is dependent upon understanding which community teams will travel’. However, for most of the training, combining work teams is not possible as there is a need to consider the workplace, as the ‘students still need to look after the aged’. There was the mention of being ‘organised and keeping records as vital for being flexible and knowing exactly what a student covered in class and what they achieved’. Summary of the success factors Training provides the employer and employees with a strategy to meet industry requirements and, over time, qualifications are completed. The importance of workplace health and safety training, and this remembered by all, is a reflection on the emphasis given to industry standards. There appears to be a shared understanding of why the training is conducted. The training program and methodology are connected to day-to-day operations and all acknowledge how the training is supporting the employees with workplace tasks: ‘doing TAFE gives people confidence and a sense of achievement’. Increased confidence in the Anangu employees was 10 Case studies of training advantage for remote Aboriginal and Torres Strait Island learners