New Arrivals State-wide Provides Lack of flexibility, access Program programs of English and transportability of (NAP) including: language between AMEP teaching and NAP lead to a loss programs for of entitlements in English and students certain situations. Language newly [1,3,5] Schools enrolled in and Relations Victorian If IHSS settlement Centres: (DEEWR) government officers are not aware Blackburn schools and of and resourced to ELS by Catholic address the multiple the schools who and competing barriers ELS Victorian need to learn or needs, it is difficult Noble Park English. to provide quality ES of transition advice on Western These programs entry [3,4] ELS and aim to support Springvale Early the settlement Maximum 12 months of ELC needs of NAP English tuition is CALD often not sufficient for ELC students and those with disrupted Brunswick to teach these education. [1,2,3,5] ELC (DEECD) students the Glen and the English Funding to schools in Eira Catholic language ESL and New Arrival ELC Education skills they places is distributed on Office need in order a per capita basis, and ELC to not on a language study in needs basis. [5] Geelong primary or English secondary Lack of coordinated and Language schools integrated Program response to settlement needs Shepparton including education New issues. [3,4,5] Arrivals Programs
New Arrivals Program (NAP) State-wide programs including: English Language Schools and Centres: Blackburn ELS ELS Noble Park ES Western ELS Springvale ELC ELC Brunswick ELC Glen Eira ELC ELC Geelong English Language Program Shepparton New Arrivals Programs of and Relations (DEEWR) by the Victorian of and Early (DEECD) and the Catholic Education Office Provides English language teaching programs for students newly enrolled in Victorian government schools and Catholic schools who need to learn English. These programs aim to support the settlement needs of CALD students and to teach these students the English language skills they need in order to study in primary or secondary schools Lack of flexibility, access and transportability of between AMEP and NAP lead to a loss of entitlements in certain situations. [1,3,5] If IHSS settlement officers are not aware of and resourced to address the multiple and competing barriers or needs, it is difficult to provide quality transition advice on entry [3,4] Maximum 12 months of NAP English tuition is often not sufficient for those with disrupted education. [1,2,3,5] Funding to schools in ESL and New Arrival places is distributed on a per capita basis, and not on a language needs basis. [5] Lack of coordinated and integrated response to settlement needs including education issues. [3,4,5]
pathways-transitions-2008_accessd.docx