A Learning Journey
Here at Allambi Care we have always believed strongly in the opportunity to learn.
Over the last 40 years, we have experienced and observed ongoing challenges in the public education system, and how they fail to adequately accommodate the often unsettled children and young people that we support. Whilst we understand the strains involved in integrating a child with complex developmental and behavioural needs into the traditional school classroom, we also believe that those we care for have a fundamental right to be at school and be provided with an education.
We understand the issues from both the child’s point of view and the public education system but the truth is that not enough is being done. For our kids, we can only imagine the difficulty they have in fitting in, understanding, and participating when they are experiencing such high levels of loss, confusion, pain and, often, a gross lack of previous education meaning that they are not on par with their same aged peers in many areas, let alone the relational challenges with peers and teachers. For the schools and staff tasked with teaching them, those we care for often present with complicated and intense learning and behavioural needs that the standard school classroom cannot accommodate, and where a lack of immediate supports is not available.
The public education system is simply not up to speed with the resources and support needed to include some of the children and young people we care for. We see time and time again children and young people being excluded from the school setting due to their behaviour, which often presents because their underlying needs aren't being understood in this environment.
Over time, repeated cases of student exclusion have been experienced across our organisation and whilst there were programs and schools available to support these young people, they often had strict entry criteria, there was a waiting list for enrolment or they had excluded some young people. We saw a need to provide quality education to those we care for whom the public system could not accommodate. This was when our Learning Centre was born.
The Learning Centre operates from our main office at Charlestown, and several education-based programs are run from this site. The main program, Learning Without Walls, was established in 2015 in response to an increasing number of children and young people in our care who were expelled or suspended from both mainstream and alternative education options. The Learning Without Walls model is based on research in the areas of human development, special education, and developmental trauma. We have qualified teachers and educators who have a passion for teaching excluded children and young people and getting them back on their learning journey.
We recently completed an evaluation of the Learning Without Walls model. The evaluation found strong evidence that the goals are being achieved in supporting vulnerable and challenging young people. Improvements in literacy, numeracy, attendance, behaviour, and emotional and social adjustment were noted as key outcomes from this very successful program.
Over the past few years, we have worked hard to get Learning Without Walls recognised by the government to obtain funding to maintain and grow this important initiative. This remains a priority and we will continue to voice our position that all children should be able to access quality education regardless of the challenges they are facing. This was reiterated in a recent meeting with the Department of Education.
Children and young people, however, are not the only ones who struggle in their learning journey. All through adulthood there are opportunities and expectations to continue education and participate in training and upskilling. For those employed, there is a constant need to stay on top of new approaches, standards, and evidence.
I had my own challenges with education. Personally, I could not wait to finish my formal pathway of learning, although I did enjoy the social side of education. A lot of my learning came from experience as I found formal education difficult. I believe I am not alone here, and that there is a lot to learn from hands-on experience. Although there seems to be wide agreement with this position, I believe the system is still struggling to mobilise.
The ability to connect and care for children and young people with complex behaviours and experiences comes naturally for some. I have recognised this in our staff and carers who may not come to the job through formal education, but rather from a desire to care for someone in need. This level of quality care often comes from staff or carers who have had no formal ‘on paper’ qualifications.
Over time we have recognised that such experience could be applied to training and learning. Born out of this was our Diploma program, that provides an internal training pathway for staff. By partnering with an accredited Registered Training Organisation, we were able to recognise the work and current experience of staff and apply this as credit for a Diploma in Community Services. Supported by our skilled Training and Development Team, staff can use current work-related tasks to evidence their knowledge and skills as they move through the coursework. Those staff who may have felt that they were incapable of higher education are supported by a committed team every step of the way through the program.
Our Diploma program was such a success that we identified a growth need and in 2018 our Bachelor of Human Services degree was launched at Allambi Care. Through a partnership with the Australian Catholic University, we were able to recognise current experience and skills and apply this as credit toward a Degree, with the last few years of study supported by Allambi Care and the University. Through this journey staff have been able to show their passion and vision for issues in the sector and have been a voice for shining a light on key issues we must consider as we grow and develop. To date we have had a 100% graduation success rate and are now onto our fourth cohort moving through this program.
These internal training pathways take into consideration experiences in the workplace alongside the personal challenges students face when combining study with working full-time. I thank Mark Said, Parker Jackson, Ben Jones, and their teams for developing and operating solid and reputable programs that have been able to evolve and create a depth of knowledge in our organisation.
We understand that knowledge and confidence can only lead to better outcomes for children and young people. I am proud of how our learning journey here at Allambi has evolved and the initiatives we have started to, not only provide accessible education for the children and young people we support, but also for the staff who care for them.
