Networkaccreditation Guidelines Handbook

Ticket to Work

NetworkAccreditation Guidelines Handbook

Contents

1.Ticket to Work Background

1.1Scoping Research

1.2Partnership Model

1.3National Ticket to Work Network and Network Governance

1.4National Ticket to Work Funding

2.Ticket to Work Goals / Objectives

3.Accreditation

3.1Accreditation Process

3.2Accreditation Cost

3.3Accreditation Support

4.Ticket to Work Model Criteria

4.1Accreditation Criteria

Criteria 1: Students must have a recognised disability

Criteria 2: Ticket to Work must be managed by a local partnership

Criteria 3: Network reporting and communication is required

5.Branding and Marketing

5.2 Branding Collateral

5.3 Marketing Collateral

5.4 Future Collateral Development

6.Network Materials

7.More information

Ticket to Work (Local Network) - Application and Agreement

Ticket to Work (Local Network) – Monthly Network Report

1.Ticket to Work Background

Ticket to Work was piloted in 2012 as a School Based Apprenticeship and Traineeship (SBAT) initiative for students with diagnosed intellectual disabilities attending two Melbourne special schools (Berendale School and Montague Continuing Education Centre). An SBAT allows students to attend paid work one-day per week, undertake vocational training (eg. Certificate II in Hospitality) and complete their senior school studies.

Ticket to Work recognises that many students with disabilities struggle to successfully make the transition from school to employment. Ticket to Work also recognises that every young person (whether they have a disability or not) is entitled to participate in their community, source appropriate employment, and have an active social life.

The 2011 PriceWaterhouseCoopers report ‘Disability expectations: Investing in a better life, a stronger Australia’ (p. 9) highlights the poor employment access and relative poverty statistics for Australians with a disability:

• Only 50% of Australians with a disability are likely to be employed; compared to 60% for the OECD, and 70% for the top eight OECD countries.
• 45% of Australians with a disability live in/near poverty, more than double the OECD average.

The Australian Bureau of Statistics ‘Disability and Work Report’ (2012) showed that

• only 38% of young people aged 18 – 24 years with disability completed Year 12 or its equivalent.

The poor labour-market statistics for persons with a disability suggest a critical need for more work-based learning opportunities (SBATs) during their secondary schooling. Ticket to Work aims to redress the poor employment, social and economic inclusion rates currently experienced by young people with disabilities.

Ticket to Work was also predicated on scoping research which suggested that an SBAT initiative for students with disabilities would have a greater chance of success if it was built around a partnership of organisations sharing common initiative goals, a willingness to share their differing core competencies and a willingness to collaborate (potentially with organisations that under other circumstances would be competitors for funding or clients etc).

The NationalTicket to Work Networkhave worked collaboratively to undertake research, develop branding and marketing materials, conduct research with network stakeholders, establish employer networks, present at relevant conferences and forums, and apply for awards. Most importantly the partnership have assisted students to commence in SBATs and in doing so begin to break down some of the barriers to labour force participation put up by employers, parents and students themselves.

Please note, the term ‘School Based Apprenticeship and Traineeship (SBAT)’ used throughout this document is referred to by different names in different states and jurisdictions. Some of these other terms include ‘Australian School based Apprenticeship and Traineeship (ASBA)’, ‘School Based Apprenticeship (SBA)’ or ‘Australian School based Apprenticeship and Traineeship (ASBAT)’.

1.1Scoping Research

In building the National Ticket to Work Networkand developing the Ticket to Work model, research was undertaken which led to the development of the ‘Ticket to Work - A best practice SBAT model for students with a disability’report. This report consisted of a literature review of approaches to apprenticeships and traineeships for people with a disability and recommendations for developing a best practice support model that would assist young people with a disability make an effective transition to SBAT employment. Key findings were:

• The correlation between undertaking work experience during schooling and higher post-school employment for young people with disabilities is well documented. However the poor labour market statistics for persons with a disability suggest a critical need for more work-based learning opportunities (be that an apprenticeship, traineeship or part-time work) during the secondary schooling years.
• While apprenticeship and traineeship completion rates for persons with a disability remain low, those without a disability also register low levels of completion; evidencing that a young person’s disability does not necessarily affect their capacity to complete an apprenticeship or traineeship. Indeed, research would suggest that completion rates are more greatly affected by other individual characteristics than by the disability itself.
• Research has shown that young people with a disability who are enrolled in an apprenticeship or traineeship have better employment outcomes, when comparedagainst other types of VET courses, largely because of the employment relationship embedded in the arrangement.
• Research shows that a student’s chance of successfully completing their VET studies or SBAT may be improved if theyhave additional support such as career counselling; a supportive training environment; natural supports; disability diversity recognition; self efficacy development; and, travel confidence.
• A number of stakeholders must be involved when students with a disability are pursuing an SBAT pathway, including: state training service/s; Australian Apprenticeship Centre; education department regions; parents and carers; school staff; employers and their staff; TAFE Institutes /Registered Training Organisations (RTOs); Disability Employment Services (DES); Workplace Learning Coordinators; significant others; and, LLENs (Victoria) or Partnership Brokers (Australia-wide). The sheer number of SBAT stakeholders with key roles means that a clearly articulated strategy to implement and coordinate any pilot disability SBAT initiative is required.
• Research has identified that the greatest obstacle confronting people with disability when seeking to secure an apprenticeship of their choice is in the sourcing a suitable agency willing and able to provide the necessary placement and post-placement assistance. There are obvious synergies in Disability Employment Services and the Apprenticeship / Traineeship sectors collaborating to pool their expertise and resources for mutual advantage.
• In an effort to maximise employment sourcing success and minimise potential workplace negativity, disability employment best practice have adopted a ‘case management’ approach to marketing people with disabilities and, more recently, a ‘customised employment’ approach.
• More than for other workers, addressing employer concerns, the correct matching of skills to the job and the effective use of access technology is critical in contributing to the productivity of people with disabilities in the workplace.
• The most significant systemic deficit is the lack of a clearly articulated model to implement best practice strategies, minimise barriers, and identify processes that will efficiently and effectively coordinate arrangements. On that basis it became clear that a holistic and collaborative partnership approach with a range of regional stakeholders was required if an SBAT initiative for students with a disability was to succeed.

A short video about the initiative made in 2012, prepared by Sandringham College Year 11 students, can be accessed on YouTube -

1.2Partnership Model

The pilot Ticket to Work initiativewas borne out of a partnership of organisations all sharing a common desire to increase employability options for young people with a disability, and in doing so improve their social inclusion in the future.

A range of organisations can work in partnership to establish Ticket to Work these may include

• Specialist Secondary Schools
• Secondary Colleges
• Local Learning Employment Networks (LLEN)
• Partnership Brokers
• Registered Training Organisation (RTO)
• Australian Apprenticeship Centre (AAC)
• Workplace Learning Coordination (WLC)
• National Disability Coordination Officer (NDCO)
• Government Departments
• Group Training Organisation (GTO)
• Disability Employment Service (DES)
• Local Employment Coordinators (LEC)

Each state will vary in the different state funded programs and organisations that can contribute to the network. The partnership will share goodwill, expertise and resources.

1.3National Ticket to Work Network and Network Governance

The National Ticket to Work NetworkCommittee is the strategic partnership body responsible to maintaining, growing and governing the Ticket to Work model. It is comprised of representatives from a range of sectors who share their expertise to ensure Ticket to Work remains current and relevant into the future.

The Bayside Glen Eira Kingston Local Learning and Employment Network (BGK LLEN) manages the National Ticket to Work Network.

1.4National Ticket to Work Funding

The National Ticket to Work recently received funding from the Australian Government, though the National Disability Employment Initiative (NDEI), until June 2014. The funding gave Ticket to Work the ability to employ a Manager to support and encourage communities nation wide to work together and establish local Ticket to Work Network. The aim of the network is to redress the poor employment and transition outcomes experienced by young people with disability, by bringing local communities together to create opportunities for students with disability to move into positive social, emotional and employment lives beyond school.

2.Ticket to Work Goals / Objectives

The Ticket to Work network goals and objectives are:

• Develop a partnership of organisations all committed to supporting and contributing to the Ticket to Work goals and objectives
• Place students in sustainable SBATs, employment opportunities or work place experiences
• Place students into SBATs, employmentor work experience that most closely align with their career goals / industry interest area
• Provide a smooth transition from school to an employment pathway.
• Provide students with transferable employability skills
• Break down the barriers that often prevent young people with disabilities from transitioning into employment
• Provide support to all key stakeholders (student, parent, employer) in a Ticket to Work SBAT or work experience arrangement

3.Accreditation

In order to maintain the integrity of Ticket to Work and ensure that the underpinning philosophy and rationale is maintained, the National Ticket to Work Network is offering accreditation to any partnership who also propose to launch a similar network in their region and wish to operate it under the banner of Ticket to Work.

Accreditation applicants need to meet Ticket to Work network criteria (see Criteria Section) in order to receive accreditation.

Any accredited Ticket to Work network(known as Local Ticket to Work Network)will be able to:

• Use the Ticket to Work brand
• Use Ticket to Work branding and marketing collateral
• Access other network materials (provided in the ‘Ticket to Work Model Support Kit’)
• Receive mentoring and assistance from the National Ticket to Work Network
• Have one representative sit on the National Ticket to Work Network
• Participate in collaborative research and related activities
• Participate in collaborative recognition (eg. award) applications
• Participate in a national advocacy approach to improving outcomes for young people with disability

3.1Accreditation Process

Partnerships wishing to be accredited under the Ticket to Work banner need to go through an accreditation process. The accreditation process consists of the following steps:

Stage One: Commencement

1. Build Ticket to Work partnership and commence planning for a Ticket to Work network in local region

NB. Applying to commence as a Ticket to Work network will enable a region / lead partner to advise other organisations and potential partner that you are seeking to implement a Ticket to Work network. In addition, the commencement applicant will gain access to support from the National Ticket to Work Network.

Stage Two: Formal Application

1. Complete an Application and Agreement Form
2. Application assessed by the NationalTicket to Work Network

NB. Once formally accredited, the Local Ticket to Work Network will receive their Ticket to Work Model Kit and can formally identify as a Ticket to Work network

3.2Accreditation Cost

There is no accreditation cost while the National Ticket to Work Network is funded. The current NDEI funding finishes in June 2014.

Pilot cost (first year of operation) = $100 (plus GST) per Local Network

Ongoing cost (from June 2014) = $500 (plus GST) per Local Network per annum

This fee will assist the National Ticket to Work Network to offset coordination, administration, marketing, research, meetings and Support Kit development costs.

3.3Accreditation Support

All accreditation applicants will have access to one of the NationalTicket to Work Network members to assist during the set up process.

4.Ticket to Work Model Criteria

In order to be called a Ticket to Work network, and utilise the existing branding and marketing collateral, applicants must meet a set of criteria aimed at protecting the integrity of Ticket to Work. These criterion are also designed to ensure that the Ticket to Work brand remains a partnership driven network providing SBAT opportunities to students with disabilities.

Once accredited, the Local Ticket to Work Networkwill have access to the array of resources, support, documentation and learnings that the National Ticket to Work Network can offer.

4.1Accreditation Criteria

In order to be formally accredited as a Ticket to Work network, the applicant must share the Ticket to Work philosophy and meet / seek to meet the following criterion:

Criteria 1: Students must have a recognised disability

Ticket to Work students should be those with an assessed disability. Some exceptions can be made at the discretion of the Local Ticket to Work Network.

It is important to ensure that Ticket to Work is offered to students with a recognised disability, as this will help to ensure that local networks aren’t inundated with requests for assistance with students who do not have a disability and may be eligible for assistance elsewhere.

Criteria 2: Ticket to Work must be managed by a local partnership

At the local level, Ticket to Work must be managed by a partnership of organisations. Ticket to Work partnership members must be committed to increasing employability options for young people with a disability and increasing their social and economic participation post-school. Ticket to Work partnership members should include those organisations that share the underpinning philosophy and can contribute to the provision of a holistic and best practice SBAT model for students with disabilities in the local area.

Such agencies may include: schools, Disability Employment Services (DES), Local Learning and Employment Networks, youth transitions support services, Department of Education, Department of Human Services, Department of Health, parent support services, Workplace Learning Coordinators, National Disability Coordination Officers, Partnership Brokers, Registered Training Providers.

Criteria 3: Network reporting and communication is required

The Local Ticket to Work Networkmust:

• Complete a Network Report at the end of each calendar year. This Network Report seeks some quantitative information (eg. number of SBAT students) and qualitative information, success stories and recommendations for network improvements. This report is not designed to be onerous but an opportunity to review the network and share those learnings with the National Ticket to Work Network.
• Attend at least twoNational Ticket to Work Networkmeetings annually (these may be physical meetings, online meetings or teleconference meetings – these will be determined according to needs and capacity of members). Attending these meetings provides an opportunity to discuss the network, learn from other Local Ticket to Work Networks,share any challenges and share ideas for network improvements.NB. A member of theNational Ticket to Work Network will aim to be available to attend your local meeting/s.

The purpose of regular reporting is to ensure that networks are:being adequately supported by the National Ticket to Work Network; continue to meet the network criteria; and, to facilitate continuous quality improvement.

5.Branding and Marketing

Once accredited theLocal Ticket to Work Networkwill receive Ticket to Work branding and marketing collateral. This collateral can be used to produce documents specific to the local network (eg. letters) or collateral (such as the generic brochure) can be used in its own right.

As new material is developed the Local Ticket to Work Networkwill be invited to make comment. If new collateral is designed which Local Ticket to Work Networkswould like to use, they must contribute to the design costs. These will be negotiated with networks prior to any design arrangements being made.

5.2 Branding Collateral

The Ticket to Work logo is the key piece of branding collateral for this network. This logo is available in electronic format. The logo cannot be changed or modified in any way, as it is the intellectual capital belonging to the National Ticket to Work Networkand has been trademarked accordingly.

Much discussion was held before the name Ticket to Work was selected. Ticket to Work was selected for a number of symbolic, philosophical and historical reasons:

• ‘Ticket’ – infers permission to commence a journey. With regards to this network, the students who will participate are about to embark on a new journey, a significant and important journey into the labour market.
• ‘Ticket’ - has historical connotations. Many of the parents and employers who will be part of this initiative will remember the phrase ‘getting my ticket’ which meant finishing an apprenticeship. With regards to this initiative, the students will be participating in an apprenticeship or traineeship and it is hoped they will ‘get their ticket’.
• ‘Ticket’ – infers an investment in a journey, in the same way we pay for any travel. With regards to this initiative, students and employers will also be investing in their journey as they will be ‘paying’ in terms of time, energy, enthusiasm and commitment.
• ‘Ticket’ – is inexorably linked to transport. In relation to this initiative, many of the participating students will have to take transport to their place of work. For many young people with a disability, taking transport can be a somewhat daunting activity - making transport independence a significant learning milestone for many students who will participate in this initiative.
• ‘Work’ – speaks for itself as meaning participation in the labour market. In terms of this initiative, work speaks strongly to all stakeholders and particularly employers.
• ‘Work’ – in terms of the initiative, a key goal is to lift the profile of young people with a disability being able to actively and equally participate in the labour-force and be active citizens.

5.3 Marketing Collateral

A range of marketing collateral will be made available to accredited networks including: