the parent community, they need to be aware of the Out of School Hours Learning Support Programs: culturally sensitive issues and diverse understandings about the world-of-work in Australia. This can be VicTESOL: achieved through engagement with the MEAs, community organisations and cultural organisations that work closely EAL Career Development with migrant and newly arrived communities. Careers Resource Guidelines for ESL and CALD The need to move away from the traditional view of Young People: having a for life” to the contemporary notion of having “job a may need to be explicitly addressed. This could “career” DEECD Parents Work Experience Guide (including be achieved by unpacking the breadth of occupations in transitions): each industry. For example, studying medicine may not always result in becoming a doctor, as there is a range of DEECD Transition Support for Refugee Students: different occupations drawing on the same set of transferrable skills. The concept of between “pathways” Community Involvement VET and higher education could be discussed in this context. The Multicultural Education Aides (MEAs) Handbook: Additional Resources In (located under the heading and ‘Publications resources available for download’): General EAL Opening the School Gate: DEECD English as an Additional Language: Newly Arrived Young People with Disrupted DEECD ESL Handbook (located under the heading Education (likely refugee experience) and advice’): ‘Support DEECD Support for Refugees: VCAA ESL Companion to VELS: Eastern Refugees Pathways Project: VCAA Senior Secondary translated publications: Building Pathways Resources to support transitions – for young people from refugee backgrounds: Languages and Multicultural Education Resource Western English Language School (PowerPoints for Centre use with CALD parents and their children):
the parent community, they need to be aware of the culturally sensitive issues and diverse understandings about the world-of-work in Australia. This can be achieved through engagement with the MEAs, community organisations and cultural organisations that work closely with migrant and newly arrived communities. The need to move away from the traditional view of having a “job for life” to the contemporary notion of having a “career” may need to be explicitly addressed. This could be achieved by unpacking the breadth of occupations in each industry. For example, studying medicine may not always result in becoming a doctor, as there is a range of different occupations drawing on the same set of transferrable skills. The concept of “pathways” between VET and higher education could be discussed in this context. Additional Resources General EAL DEECD English as an Additional Language: DEECD ESL Handbook (located under the heading ‘Support and advice’): VCAA ESL Companion to VELS: VCAA Senior Secondary translated publications: Languages and Multicultural Education Resource Centre Out of School Hours Learning Support Programs: VicTESOL: EAL Career Development Careers Resource Guidelines for ESL and CALD Young People: DEECD Parents Work Experience Guide (including transitions): DEECD Transition Support for Refugee Students: Community Involvement The Multicultural Education Aides (MEAs) Handbook: In (located under the heading ‘Publications and resources available for download’): Opening the School Gate: Newly Arrived Young People with Disrupted Education (likely refugee experience) DEECD Support for Refugees: Eastern Refugees Pathways Project: Building Pathways – Resources to support transitions for young people from refugee backgrounds: Western English Language School (PowerPoints for use with CALD parents and their children):