Community VCAL (CVCAL) was born from identifying the need of a large number of young people who didn’t fit the mainstream education system but who still needed to be engaged in meaningful learning. This idea took shape through community consultation and partnership that began in September 2004, with the program being implemented in February 2005.

Our CVCAL is delivered at foundation and intermediate level. We cover the Literacy and Numeracy through project and classroom based learning, the Personal Development through a number of projects both class based and community based, Work Related Skills through online OH&S, workbooks and for some, work experience and Industry Skills through the delivery of Nationally Accredited Training.Participants originate from a range of backgrounds and schools. They come to us with a range of interests, learning levels and histories. They all have a story to tell and a broad range of experiences, some good, and some bad.

One of the major issues with these young people is they don’t feel they ‘fit’ anywhere – not in education, society or for some of them, not even in their own homes. We needed to do something to help re-engage them and make them feel they belonged somewhere. The key with our CVCAL has been ‘ownership’ by both the participants and those involved with the delivery of the program. They have been able to take ownership of their learning, they are treated as young adults who are valued and involved in the decision making process. At the end of each term we discuss what they liked, what they didn’t like, what they found most useful and what was useless. This information is then used to determine what will and won’t be used in the next terms timetable. They have direct input into their projects, they have direct input into how it is delivered and they have absolute ownership over how the projects are completed. Our role in all of this is to ensure we are meeting their needs and are able to match their skills and learning to the outcomes required for VCAL.

The other issue we face is how to deal with, on both an attendance level and a professional level, personal issues that may arise during the year. A number of our young people are dealing with major and sometimes multiple personal issues. Due to these factors, these young people have not been ready or encouraged to engage in society or community at any level. We acknowledge these barriers and assist them to work through these issues, utilising appropriate resources. Through this facilitated approach, participants feel they are understood, they are safe and they more readily commit to curriculum and other infrastructure associated with the program. Due to our model we are able to utilise both the school structure and resources and the Department of Education and Training. Again, working with these young people and their issues, these resources and the ability to access them quickly is vital.

Substantial discussion and evidence from participants has been their inability to be able to achieve within a mainstream learning environment including VCAL. Participants have realised that they would benefit from VCAL but in some cases were ‘punished’ by exclusion. ‘If you cannot behave yourself in other classes we will not let you do something you like’. Acknowledging the way these young people best learn is vital to VCAL and will ensure its success within your school/community. It may very well be the young people on the edge or in danger of dropping out of your school that will be the best fit to VCAL and make your program a huge success.

How do we engage these young people in meaningful learning? I believe the answer comes from those delivering the learning and those that are able to think outside the square. We know for a fact that these young people don’t fit the ‘mainstream model’ of learning. We know they have trouble sitting in a room, we know they have trouble working through a work sheet and having to concentrate on ‘abstract’ things for more than a couple of minutes. We know all of this and yet we consistently try to fit them into the mould. We must, if we are to engage them in a meaningful way, think about how they learn and change our way of delivery to suit them.

The main issues that we have encountered came not from the VCAL structure but our ability to think outside of the square when gathering evidence. The outcomes, we have found, can be matched to just about anything you can dream of. The timetable can be as flexible and individual as needed; it all relies on how far you are willing to go to engage the young people. As we have shown over the past 12 months, we have been able to be creative with what we have delivered and match it over to the outcomes.

Nerrina Tree planting –PDS, helped Greencorp plant trees and grasses

High Challenge Camp – PDS, lived and worked as a team for three days with a group of new recruits from the police department. This camp is designed to help break down the barriers between the police and young people.

Sports at Major League – PDS, but was more important for the holistic look at their lives, trying to bring a balance between exercise, work and play.

Lunch every week at Harriers – PDS, Literacy, Numeracy. This activity turned out to be one of the most surprising. Someone from the group would decide on a menu, bring a recipe, write up a shopping list, put forward a budget, shop, cook and then everyone would share the meal.

Business and Retail modules – IND, Nationally accredited training