Learning Pathways to Independent Living an online education strategy to transform opportunities for social housing clients

Transcription

1 Learning Pathways to Independent Living an online education strategy to transform opportunities for social housing clients The challenge: Generally, the provision of support in Australia for social housing clients with complex needs has been inadequate, especially in regional and rural communities and specifically in terms of health and social services. The misfit between the historical and institutional structure from which the current social housing model in NSW has grown and the needs of the client group it serves has overtaken its original objective to provide housing for low-income working families. The situation has been exacerbated by the current needs and circumstances of the client group, with nearly 60% of the tenants in NSW being singles, not families. 1 More a welfare housing model the current system struggles because it is based on a bricks and mortar strategy rather than a more holistic, integrated model with wrap-around services to meet the complex social needs of clients which are often compounded by the co-location of clients in groups of dwellings. Policies that deliver social housing are increasingly being focused on addressing underlying causes of need instead of simply providing housing outcomes. Among key aims are efforts to reduce welfare dependency and improve the independence and prospects of social housing recipients. Significant barriers to addressing the causes of social housing needs include lower levels of educational achievement of current tenants. 2 Addressing this issue is a key piece of the puzzle in order to provide increased opportunity and pathways for client independence, connecting tenants with education, training and employment. 3 The innovation: Education is the beginning of transformation: the Online Education Pathways (OEP) strategy is an innovation which will enable Social Housing clients to manage their own housing situation and move towards independence. The OEP innovation hinges on an online learning platform allied with faceto-face strategies to support delivery to Social Housing clients with particular needs. This medium to long-term project is built upon a strategy to upgrade the skills and capabilities of those clients. A customised learning solution will improve opportunities and education/training pathways for client independence, especially for those clients most at-risk. This innovation reinforces Pillar 1 of the overall objective of the new NSW social housing system and is based on key principles for an innovative approach independence, fairness and sustainability. The OEP strategy is based on a Foundation Program consisting of modules of learning with links to particular skill qualifications and competencies through the University s comprehensive vocational training offerings. Developed in consultation with the community housing providers, the OEP offers a substantive approach. It can provide competencies and practical life skills to social housing clients to do more for themselves by linking them to learning opportunities and technology and breaking the cycle of dependence. 1 Family and Community Services, Social Housing in NSW: A discussion paper for input and comment, November 2014, p 5. 2 Ibid, p 6. 3 Ibid, p 7. 1

2 The OEP strategy includes modules which will assist social housing clients in understanding their rights as tenants, financial management skills, essential skills for independent living, including basic home maintenance. It includes a practicum/vocational placement through links to organisations with commensurate needs. The OEP has two essential steps, which are interlinked, in order to build educational opportunity: Step 1 i) by working to develop basic educational competencies and capabilities in defined areas for social housing clients; and ii) by creating linked pathways to practical skills enhancement for life-long learning and opportunities for growing individual independence and autonomy, viz., employment. Step 1 is the Foundation Program which involves a suite of short courses. The courses are specifically designed for adult social housing clients. 4 It is intended that the courses would be approximately 6 weeks in duration with courses taken sequentially. The aim is to enable clients to complete the Foundation Program in approximately 3-6 months. The purpose of the courses is to build critical skills to kick-start the process of ongoing skills enhancement and opportunities for independence and independent living (refer Pillar 1 of the 2014 FACS Discussion Paper). Foundation Program course themes: i. Rights and responsibilities in Australian society today ii. Basic financial management skills iii. The law and you iv. Taking charge: essential skills for individual independent living (eg home maintenance). Learning strategy The OEP utilises the latest online learning strategies, techniques and resources. It offers a unique facilitated on-line learning experience for social housing clients. The courses are web-based using the latest Moodle online learning platform (2.7) incorporating self-managed learning resources and exercise strategies as well as interactive learning tutorials using Google-based Zoom technology. Participants will attend a one-day workshop which involves practical scenarios and role plays for active student-centred learning and building problem-solving skills. In the context of enabling literacy and numeracy skills to begin learning and, after the Foundation Program is completed, to assist with furthering learning opportunities, there are a number of support units/programs which could be accessed. The preparation skills gained would also allow different entry and exit points along clients individual learning pathways and, for instance, enable uptake of practical vocational training programs. In this way, continued learning in the workplace could be supported. 4 Statistics reported in the FACS 2014 Discussion Paper and other official reports identify that the majority of social housing clients have attained an education to junior secondary school level. The OEP is specifically developed and tailored to the needs and challenges of learners within this education range. 2

3 On completion of a course the successful student receives a certificate of achievement and, following completion of the Foundation Program, an incentive to continue their learning. 5 Some financial incentive has been shown to be useful in keeping participants engaged over the longer term, although within a limited timeframe (eg., two years). Learning and teaching incentives can be embedded in the program. For example, electronic badges can be awarded upon course completion to assist students to move from the Foundation Program to VET (and potential degree) pathways to upskill clients into a particular trade/profession and gainful employment. The OEP innovation is a longer-term project given the difficulty in addressing the complex needs of many social housing clients and the often cross-generational disadvantage which pertains in this regard. To improve the way the broader social housing system operates by delivering outcomes to clients through an education/training service-delivery model is a way forward, especially given supporting evidence from the Department s own research: Approximately 85% of social housing tenants have completed junior secondary schooling and one in three tenants have completed Year 12 education or beyond. 6 Education and training opportunities intended to achieve employment outcomes should lower the average length of stay in a social housing property by providing sustainable pathways into affordable private accommodation. Research by a local community housing provider in Gladstone, Queensland suggests that raising rents for a significant majority of clients would support efforts to better maintain housing stock whilst enabling more at-risk clients (10%) to be placed in emergency housing on a needs basis. These clients would most likely benefit from compulsory attendance in a program designed to enhance their life skills and aptitude for work-related outcomes. The provider: CQUniversity Australia is a national university with a metropolitan presence in four states and a very large regional footprint. As a dual sector institution, training and education from Certificate I through to PhD is offered. With a wealth of vocational expertise, CQUniversity staff can provide a framework for the creation of pathways from school to college, college to employment and employment to college. CQUniversity is thus well-placed to link students to employment outcomes and contribute to their work pathways, especially given our engagement with regional communities and the capability to meet regional needs. The merger with Central Queensland TAFE saw the establishment of Queensland s first comprehensive (dual sector) university, providing a more comprehensive approach to education, training, research and engagement in the central Queensland region and beyond. It is this diversity and commitment to a totally comprehensive educational experience that will attract people from across the country and beyond to train, study research and work at CQUniversity. 5 This strategy is already being developed and implemented in innovative programs within the Higher Education Division of CQUniversity. 6 Ibid, p 60. See also the table of educational competencies on that page. 3

4 CQUniversity strives to understand its students environment and situation, as well as their circumstances and goals in order to help them achieve what they want to achieve and be who and what they want to be, one person at a time. CQUniversity aims to create value through people, and in return, our stakeholders and partners play a crucial role in our development by helping us deliver education and research services that are matched to the requirements of our students, our graduates and their potential employers, our partners and our communities. Step 2 Developing links for clients to other CQUniversity VET courses and programs in order to continue on their learning pathway can be summarised in Diagram 1: Pathway options for individuals seeking ongoing pathways from entry level to vocational, employment and higher education outcomes. Foundation Program for SH clients Entry Level VET Pathways Cert II and III Qualifications Employment Pathway Advanced VET Pathways Cert IV and Diploma Qualifications Employment Pathway option STEPS/TEP prep for tertiary studies Undergraduate Programs Associate Degree Undergraduate Degree 4

5 The purpose is to build on the skills and individual strengths of each client incrementally, so that step by step clients can consolidate their learning and adopt new attitudes to work and achieving independence. Some criteria for measuring innovation: Providing Social Housing clients with educational pathways is the best means to provide support to increase or improve their life chances. A comprehensive approach to education like CQUniversity s can improve their opportunities through the extension of seamless pathways to vocational training and further education. Evaluation measures would include (i) benchmarks of success in the Foundation Program (refer Step 1 and electronic badges), and (ii) basic skills and capabilities to be achieved at the completion of the Foundation Program. Regarding the latter, those take-away skillsets would be measured by other evaluation criteria including: i) Number of clients engaged by employers; ii) Number of clients undertaking further study/training; and iii) Benchmarking client satisfaction at the beginning and the end of the program. Funding mechanisms: A funding mechanism which looks to a consortia approach through community and industry partnerships could mean a new income-saving model for the Department. To ensure a funding mechanism that generates revenue for the NSW Government, courses are designed and funded in such a way to be HECS-free by linking to sponsorships through Government including, for example, Centrelink or State Government contributions. Other funding sources could include: NSW Government Social Benefit Bonds (SBBs) initiative potential for uptake by NSW Government or investment by Social Ventures Australia, eg., the Newpin Social Impact Bonds initiative The SIBs model would ensure this criteria is met although there are some concerns re the sustainability of SIBs when policy shifts occur. Regardless of whether the policy change itself is positive, this sort of uncertainty could limit the appetite of potential SIB investors. Other lessons include the importance of defining the outcomes correctly, pricing those outcomes appropriately, and considering whether the (typically high) development costs of establishing a SIB are justified by its transformative potential. Incorporating other philanthropic source funding partners, eg Social Ventures Australia Other grant funding, for example, through an Ian Potter Foundation grant The new model has the potential for increasing cost-savings for the Department. 5

6 Perceived benefits: Offering Foundation program participants the opportunity for education and employment pathways is of clear benefit to the NSW Government. The capability of the University to offer seamless pathways to further education, especially with our developing dual sector capacity, offers value for money propositions. i. Whole-of-life costs and revenues: with training outcomes and employment connections clients will have improved life chances to take up options for independently resourced accommodation including the potential to purchase their public housing dwelling. This would give the Government potential to increase revenue through more effective management of housing stock, currently at 150,000 dwellings. ii. Quality of services offered: as an education strategy which has been proven in similar contexts, viz., the federal Skills for Education and Employment (SEE) Program and CQUniversity s long-standing STEPS and TEPS programs (Indigenous), the value of our significant experience in this area is a key factor in ensuring a quality service. iii. Financial and non-financial benefits: The OEP strategy is designed to strengthen partnerships with other government agencies, non-government organisations and the private sector to improve employment, education and training opportunities for social housing tenants. iv. Whole-of-Government outcomes: focused on including education/training as part of an integrated/wrap-around service model, the OEP offers a tool for engaging the services of other Government departments. One example might be involvement or linking with the Financial Counselling Association of NSW. Financial or debt management is a clear focus in the Foundation Program and would have the potential to further enhance independence for clients. The pathways approach: The link between the Foundation Program and the potential VET courses can provide social housing clients with a valuable entry point into tertiary education pathways. As a dual sector provider CQUniversity can offer seamless pathways, with individualised entry and exit points to gain qualifications/accreditation, as well as a high level of regional empathy complemented by our metro presence and understanding. In addressing the needs of social housing clients with programs, curricula and qualifications which correspond with the NSW and Australian economy and the need for competency-based delivery, CQUniversity offers an understanding of training issues in the sector which can improve performance through a student-centred approach. This includes: increasing the currency of teachers in being able to deliver and assess practical skills for clients with specific needs; curricula adaptation and quality improvement to enhance the employability of graduates; and, at a macro level, mechanisms to ensure quicker response to changes in the labour market and establish linkages with the market (eg., Industry Advisory Committees). 6

7 The proof required here is the longer-term strategic approach and measured success made in our dual sector merger in 2014, especially given the historical context of CQUniversity s understanding of the VET sector, particularly in Queensland. The benefits are two-fold: (i) expertise in linking economic agendas with training/education objectives and (ii) an enhanced status of the sector among employers, policy-makers and students alike. In sum, CQUniversity s capacity for government collaboration in linking a Foundation Program with VET pathways lies within our Division of Industry, Vocational Training and Access Education and its industry engagement strategy and the integrated expertise of our personnel who have influenced policy-makers and strengthened government planning and implementation, internationally as well as at both state and federal levels. The value of collaboration and partnership: Overall, this innovation points to a strategy for holistic services an integrated approach rather than providing just bricks and mortar or income support for clients in order to move FACS away from an asset management approach, dealing mostly in the supply and management of public housing stock, towards nurturing clients into higher levels of independence. Although TAFE programs are currently available through FACS-supported scholarships for clients, as identified in the Discussion Paper (s , p 19), CQUniversity s complementary approach offers a critical difference with its Foundation Program enabling clients to develop a set of life-skills. Other organisations with potential interest in education strategies for social housing clients include: a. NSW Federation of Housing Associations Inc. in their sector-based education initiatives; b. Australian Housing and Urban Research Institute as a research think tank engaging in crossuniversity policy research, with a view to forming a research collaboration; and c. Community Housing Ltd in relation to its long-term management of tenants; d. Australian Red Cross with a strong base of its clientele from Social Housing backgrounds or current living arrangements; e. Anglicare/Smith Family. We perceive that there may be synergies for partnering with one of more of these organisations to build more focused and practical programs for social housing clients within their areas of identified need and/or by contributing to higher level, strategic outcomes for the Department, thereby creating collective impact. The potential client cohort is not necessarily naturally inclined to view or access education or training sites, read printed media or other traditional marketing strategies. Thus, a traditional and strategic emphasis on community and individual engagement provides the ideal platform to build early and positive client relationships on a person-to-person level. When there is capacity to provide seamless and long-term pathways for individuals, clients will be able to achieve the highest level or standard of education which they wish to achieve. 7

8 By undertaking training in foundational life skills, social housing clients will have easy access to VET qualifications and further opportunities to access a higher education outcome via bridging or enabling programs. This ensures seamless pathways from VET qualifications into higher education programs. In effect, a partnership between the NSW Government and an educational institution like CQUniversity would reduce barriers to learning and educational pathways. It significantly assists individuals to overcome historical barriers to learning, not least those relating to language, literacy and numeracy. Concluding remarks: We recognise that not all learners will seek an educational pathway to a VET or higher education qualification. For many clients, initial employment will be a primary goal so that a base level of economic stability can be developed in the individual s life. Each of the courses target identified critical skills, aptitudes and knowledge essential for growing independence and autonomy beyond supported housing and income-dependent contexts. A potential element of reform could be a commitment to VET research as part of this education strategy and the NSW Government s implementation of change in the sector. Undertaking appropriate research within this identified group will contribute to a body of knowledge on the barriers, opportunities and outcomes of funding such activities. Improving individuals social and economic circumstances through education and training is underpinned by the NSW Government s commitment to enhancing outcomes for jobseekers. To offer a customised strategic approach which can improve opportunities and education or training pathways will strengthen client independence and enhance their autonomy and capacity for life-long learning. 8