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ENGAGE . EDUCATE . EMPOWER
ANNUAL
REPORT
2014
MESSAGE
FROM THE CEO
ABOUT SEDA
SEDA Group (SEDA) exists to engage, educate
and empower young people as they transition from
school to employment or further study. The program was
established in 2006 to meet the needs of young people whose
education preference is for an applied and context relevant
learning experience.
I am pleased to report that 2014 has been a successful year
for students who completed their education with SEDA. During
the year, SEDA delivered programs to more than 2000 students
across three states, linked to over 30 industry partners in sport, arts and
community settings.
As in previous years, we have continued to see strong Year 12 and Vocational
Education and Training (VET) completions, as well as positive pathway outcomes
for our students. For our 2014 diploma graduates, 61% are continuing onto further
education, while 28% have gained employment or have commenced an apprenticeship.
We are also particularly proud of the 706 Year 12 students who completed their Senior
Secondary Certificate this year: 630 in Victoria, 17 in NT and 59 in WA.
We expect these positive outcomes for our students to continue to grow as we establish new
partnerships and consolidate existing arrangements with industry partners and higher education
providers. SEDA values our partners for the opportunities they provide our students, providing engaging
learning experiences and guaranteed access to higher education courses.
The last twelve months has been a period of consolidation and improvement for SEDA. We have taken steps
identified in our strategic plan to realise our vision of becoming a national organisation that is highly regarded
for delivering quality education and training for all of our students. Our actions during this time have been focused
on improving the educational experience for students, recognising that as more students seek to enrol at SEDA, we must
continue to strive to meet the individual needs of each young person and ensure that their experience is both engaging
and relevant. This is an ongoing process for SEDA, which we will utilise feedback from students, parents/carers and other
stakeholders to continue to improve the student experience.
SEDA engages students in their education by connecting their passion to a handson learning environment. Students have the opportunity to complete their Year 11 and
12 and gain nationally recognised Vocational Education and Training (VET) qualifications
through Registered Training Organisations (RTOs).
SEDA works with the strengths of each young person to develop their self-confidence
and self-worth through positive learning experiences. SEDA provides all students with the
opportunity to develop key life skills, including organisation, independence and teamwork,
which will see them prepared for the real world.
The result is mature, resilient and capable young men and women who, on successfully completing their
secondary education, are empowered with a range of pathway choices, be it further study or employment.
Over 2000 students are currently completing their education with SEDA in Victoria,
Western Australia and the Northern Territory.
There have been several highlights at SEDA during 2014:
INDUSTRY
•With funding support from the National Education and Employment Foundation, students were involved in powerful community-based
learning initiatives, with projects undertaken in India, Fiji, Alice Springs as well as many more closer to home. A highlight of these
community initiatives was an event organised and run by students in the lead up to the Special Olympics in Melbourne, which saw
children from primary schools and all-ability schools come together for a day and share their love of sport. It was fantastic that this day
was supported by many of our Industry partners.
Education linked to
real life industry experiences
LIFE EDUCATION
•The Simonds Building and Trade program, a joint initiative between SEDA, Builders Academy Australia and Simonds Group, was launched
with the aim of engaging students in their education through their passion for trade industries. The program is specifically designed to
support young people to complete Year 12 as well as prepare them for apprenticeships in the building and construction industry.
Development of key life skills
through practical experiences
•The pilot program for the Senior Boys at Tiwi College saw 14 young men engaged in the SEDA program. In 2015,they will continue
to work on completing VET Qualifications in the sport and recreation industry.
SELF-DEVELOPMENT
•The consistent growth of the Sports Development Programs in both Western Australia and the Northern Territory continued, with terrific
support from our partner schools and industry partners. The SEDA program in Western Australia has been a significant factor in an
increasing trend, which sees students moving from private schools to public education in WA.
Students develop self-confidence
and self-worth through positive
learning experiences
I would like to acknowledge and thank our industry partners for their ongoing involvement and support; together we are helping to prepare
the next generation for life beyond the classroom. The connection to, and influence of our industry partners keeps the SEDA program
engaging and relevant, setting our students on a journey through secondary school completion that presents a broad range of pathway
options ahead.
I would also like to thank the entire SEDA team, who are committed to providing a positive and engaging learning environment for our
students and collaborative partnerships with all of our stakeholders. When I see the SEDA team in action, I have confidence that we have
very skilled administrators and educators, who are flexible and prepared to take on every challenge, which allows us to improve the
experience for all.
We continue to operate in a dynamic environment, with the possibility of changes to government policy, funding and support always
present. The challenge therefore remains for SEDA to work in partnership with, but not be too reliant upon government. Our strategic plan
brings into focus how we can do this and, in turn, ensures our ongoing ability to empower young people with options for their future.
Dominic Cato
SEDA CEO
HANDS-ON LEARNING
Education delivered in an
applied learning environment
PATHWAYS
Opportunities for further
study and employment
MISSION:
SEDA exists to
engage, educate
and empower
young people.
CONNECTION
Connections with people,
education and industry
2014 ANNUAL REPORT |
3
EDUCATION PHILOSOPHY
SEDA’s educational philosophy is underpinned by the belief that every young
person has the capacity to engage with learning, to achieve their life ambitions
and make a significant and positive contribution to their community.
SEDA sees education as an essential component of an equitable world. SEDA has built
education programs to improve inclusion, to address disadvantage and to cater for
students with a preference for a hands-on learning environment.
STUDENT ENGAGEMENT
STUDENT ATTENDANCE
In 2014 student attendance has remained high.
These results continue to be a reflection of the
high levels of student engagement at SEDA.
NATIONAL STUDENT ATTENDANCE 2014
The programs are built on applied, skill-based curriculum models and are delivered in
industry, in the community and in the real world – not in classrooms. SEDA uses the
real world, real projects and real experiences as the classroom.
Different students have different learning styles and not all students excel
in the same educational environment. SEDA’s approach to education
is captured in one simple but powerful statement: To Engage,
Educate and Empower young people.
99.3%
STATE BASED STUDENT ATTENDANCE 2014
99.3%
98.4%
99.8%
99.5%
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2014 ANNUAL REPORT | 5
PROGRAM OUTLINES
In 2014 the program continued to engage students in their education through the delivery
of Senior Secondary and VET qualifications that meet their interests and career aspirations.
In 2014 SEDA built on their relationships with industry and community partners to provide students
with the opportunity to develop organisation, communication and leadership skills.
Students have the opportunity to complete curriculum combining VET
and Victorian Certificate of Applied Learning (VCAL) qualifications.
PROGRAM 2 (YEAR 12)
• VCALSEN001 Senior VCAL
• SIS40113 Certificate IV in
Community Recreation
Students have the opportunity to complete curriculum combining
VET and VCAL qualifications
PROGRAM 1 (YEAR 10)
• VCALINT001 Intermediate VCAL
• CUA30213 Certificate III in
Community Dance, Theatre
and Events
PROGRAM 2 (YEAR 11)
• VCALSEN001 Senior VCAL
• CUA40213 Certificate IV
in Community Culture
FURTHER STUDY
PROGRAM 3 (YEAR 12)
• CUF50107 Diploma
of Screen and Media
EMPLOYMENT
PROGRAM OUTLINE 2014 – SPORTS (VIC)
PROGRAM 1 (YEAR 11)
• SIS20113 Certificate III in
Community Activities Program
• VCALINT001 Intermediate
VCAL
PROGRAM OUTLINE 2014 – ARTS (VIC)
FURTHER STUDY
PROGRAM 3 (YEAR 12)
• SIS50612 Diploma in
Sport Development
EMPLOYMENT
PROGRAM OUTLINE 2014 - SPORTS (NT)
Students have the opportunity to complete VET qualifications and the
Northern Territory Certificate of Education and Training (NTCET).
PROGRAM 1 (YEAR 10)
• NTCET Units
• SIS20313 Certificate II
in Sport and Recreation
PROGRAM 2 (YEAR 11)
• NTCET Units
• SIS30513 Certificate III
in Sport and Recreation
FURTHER STUDY
PROGRAM 3 (YEAR 12)
• NTCET Completion
• CHC40708 Certificate IV
in Community Services Work
EMPLOYMENT
PROGRAM OUTLINE 2014 - SPORTS (WA)
Students have the opportunity to complete VET
qualifications and the Western Australian
Certificate of Education (WACE).
PROGRAM 1 (YEAR 11)
• WACE Units
• SIS20313 Certificate II
in Sport and Recreation
FURTHER STUDY
PROGRAM 2 (YEAR 12)
• WACE Completion
• SIS30513 Certificate III
in Sport and Recreation
EMPLOYMENT
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2014 ANNUAL REPORT |
7
STUDENT COMPLETION
Class sizes have remained small at an average of 23 students per
class, enabling staff to foster positive relationships with their students.
SEDA students continue to achieve exceptional completion rates for both their Senior Secondary Certificates and their VET certificates.
These results are particularly positive when compared with the state averages.
VICTORIA SPORT 2014
NT
WA
WA
WA
VIC
VIC
VICTORIA ARTS 2014
VCALINT001 – Victorian Certificate
VCALINT001
of
– Victorian Certificate of
Applied Learning (intermediate)
Applied
– 85.2%
Learning (intermediate) – 85.2%
NT
WA
VCALINT001 – Victorian Certificate
VCALINT001
of
– Victorian Certificate of
Applied Learning (intermediate)
Applied
– 76.5%
Learning (intermediate) – 76.5%
VCALSEN001 – Victorian Certificate
VCALSEN001
of
– Victorian Certificate of
Applied Learning (Senior) – 91.5%
Applied Learning (Senior) – 91.5%
VIC
2013
VIC
NT
NT
2013
CHC30213 – Certificate III in CHC30213
Education – Certificate III in Education
Support – 87.6%
Support – 87.6%
VCALSEN001 – Victorian Certificate
VCALSEN001
of
– Victorian Certificate o
Applied Learning (Senior) – 57.9%
Applied Learning (Senior) – 57.9%
22238VIC – Certificate III 22238VIC – Certificate III
in General Education – 78.3%
in General Education – 78.3%
CUA30213 – Certificate III in Community
CUA30213 –
Dance,
Certificate III in C
Theatre and Events – 66.6% Theatre and Events – 66.6%
SIS40113 – Certificate IV in Community
SIS40113 – Certificate IV in Community
Development – 87.2%
Development – 87.2%
22
23
23
24
S SIZE
CLASS SIZE
24
25
25
24
24
23
23
22
22
CUA40213 – Certificate IV in Community
CUA40213 –Culture
Certificate
– 47%
IV in Community Culture – 4
2014
2014
2
CLASS SIZE
SIS40113 – Certificate IV in SIS40113 – Certificate IV in
Community Development – 77.4%
Community Development – 77.4%
CUF50107 – Diploma of Screen
CUF50107
and Media
– Diploma
– 100% of Screen and Media – 100%
SIS50612 – Diploma of SportSIS50612
Development
– Diploma of Sport Development
– 84%
– 84%
CUE50303 – Diploma of Live Production,
CUE50303 –Theatre
Diploma of Live Production, Theatre
and Events (Technical Production)
and Events
– 81.8%
(Technical Production) – 81.8%
21
40%
2150%
60%40% 70%50% 80%60% 90%70% 100%80%
90%
100%
50%
60%40% 70%50% 80%60% 90%70% 100%80%
90%
AVERAGE CLASS SIZE
AVERAGE CLASS SIZE
WESTERN AUSTRALIA 2014
WACE Completion – 94%
NORTHERN TERRITORY 2014
WACE Completion – 94%
NTCET Completion – 100% NTCET Completion – 100%
SIS30510 – Certificate III in Sport
SIS30510
and Recreation
– Certificate III in Sport and Recreation
– 91.5%
– 91.5%
SIS40113 – Certificate IV in Community
SIS40113 –Recreation
Certificate IV
– 100%
in Community Recreation – 100%
SIS20513 – Certificate II in Sport
SIS20513
Coaching
– Certificate
– 91% II in Sport Coaching – 91%
SIS30510 – Certificate III in Sport
SIS30510
and Recreation
– Certificate III in Sport and Recreation
– 88%
– 88%
SIS20313 – Certificate II in Sport
SIS20313
and Recreation
– Certificate II in Sport and Recreation
– 89%
– 89%
SIS20313 – Certificate II in Sport
SIS20313
and Recreation
– Certificate II in Sport and Recreation
– 84%
– 84%
40%
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40%
50%
60%40% 70%50% 80%60% 90%70% 100%80%
90%
100%
40%
50%
60%40% 70%50% 80%60% 90%70% 100%80%
2014 ANNUAL REPORT | 9
90%
%
STUDENT
TRANSITION
25%
7%
Employed Part Time
Students who completed their SEDA program in
2014 have created positive pathways into further education,
training and employment in a variety of industries.
Unemployed/Seeking
University
TAFE/RTO
34%
Apprenticeship
19%
1.85%
4.6%
3%
Apprenticeships
1.85%
9.61%
4.6%
3.87%
63.7%
7%
Employed - Full Time
Apprenticeships
Employed
Destination
Unknown
3%
- Part Time
Employed
- Full Time
Government
School
7%
Employed - Part Time
1%
4.6%
63.7%
25%
SEDA (Program 3)
1.15%
0.3%
6.03%
2%
Destination Unknown
1.15%
0.3%
6.03%
Destination Unkown
WESTERN AUSTRALIA
PROGRAM 2 2014-2015
SEDA (Program 3)
9.61%
Non-Governement School
Government School
Non-Governement
School
TAFE/RTO
1%
3.87%
TAFE/RTO
Unemployed - Not Seeking
0.86%
34%
Unemployed - Not Seeking
0.86%
Unemployed
Unemployed
- Seeking
NORTHERN TERRITORY
PROGRAM 3 2014-2015
- Seeking
University
University
19%
3%
30%
VICTORIAN PROGRAM 3 2014-2015
2% Part Time
Employed
2%
5%
6%
Employed Full Time
Employed Part Time
14%
University
Employed Full Time
Unemployed/Not Seeking
40%
Unemployed/Seeking
7%
60%
Unemployed/Not Seeking
7%
VICTORIAN PROGRAM 2 2014-2015
4.6%
Employed Full Time
3%
5%
University
1%
30%
TAFE/RTO
Apprenticeship
Destination Unkown
Employed Part Time
30%
Employed Full Time
Unemployed/Not Seeking
Employed Part Time
Unemployed/Seeking
Employed Full Time
University
University
TAFE/RTO
Apprenticeship
40%
Destination Unkown
30%
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2014 ANNUAL REPORT | 11
OUR
GRADUATES
At SEDA, students are encouraged to realise their ambitions and goals through the
development of a focused education and career plan. Each student’s plan reflects their
individual interests and is designed around achieving positive long-term outcomes.
Students who completed their SEDA
program in 2014 have been offered
positions at the following universities
and TAFES:
•Australian Catholic University
•Australian College of Sports Therapy
•Ballarat Academy of Performing Arts
•Central Institute of Technology
•Charles Darwin University
•Deakin University
•Federation University
•Holmsglen Institute
•La Trobe University
•Murdoch University
•RMIT University
•Swinburne University
•University of Notre Dame
2014 SEDA graduates are now studying
and working in various industries including:
•Sport and Exercise Science
•Fan and Community Development
•Human Movement
•Health and Physical Education
•State Sporting Organisations
•Sport Management
•Sport and Recreation
•Teaching and Education
•Outdoor Recreation
•Sport Coaching
•Occupational Therapy
•Youth Work
•Technical Production
•Performance
•Live Production
•Business
•Paramedics
•Events Management
•Administration
•Psychology
•International Relations
UNIVERSITY
PATHWAYS
SEDA’s commitment to providing pathway opportunities to
students has seen the signing of multiple partnership and
articulation agreements with universities across Australia.
The following partners continued to enable students pathways into
university following completion of their program:
•Journalism
•Trade Apprenticeship
•Police Force
•Defence Force
Victoria University (VU) and SEDA announced the signing of a
pathways partnership agreement in 2013. The ground-breaking
partnership guarantees SEDA Diploma graduates a place at VU
in a choice of 11 courses.
•Victoria University
•Melbourne Polytechnic
•William Anglis
La Trobe University will offer 80 places into a Bachelor of
Teaching at La Trobe Bundoora and 60 places into a Bachelor
of Education at La Trobe Bendigo upon student’s successful
completion of their Diploma. Positions will be offered to students
with a minimum 60% GPA or offered to the highest achieving
students if quota is exceeded.
For students completing their Certificate II
and III in Sport and Recreation at SEDA,
CIT will offer 20 guaranteed places
into the Certificate IV in Sport
and Recreation.
In the Northern Territory, CDU will guarantee entry into any
Certificate IV level qualification for students who successfully
complete their Program Three with SEDA.
For further information regarding SEDA’s university pathway
agreements, visit sedagroup.com.au/benefits-outcomes
12 | sedagroup.com.au
In 2014, SEDA signed new articulation agreements with the
following universities, extending the opportunities available to
SEDA students following successful completion of their program.
Federation University is guaranteeing entry into the student’s choice
of one of two courses upon successful completion of their Diploma,
or guaranteed entry into the student’s choice of one of three courses
upon successful completion of their Diploma with
a minimum GPA of 60%.
Federation Training will guarantee entry into the Bachelor of Sports
Management (Gippsland campuses) for SEDA students completing
their Diploma.
SEDA students who successfully complete their Diploma will
be guaranteed an opportunity to interview for the Bachelor
of Sports Media.
In mid-2014 SEDA announced the signing of an
articulation agreement with Murdoch University
and Murdoch Institute of Technology (MIT).
The partnership agreement opens the door for
SEDA students to attend Murdoch University and
complete a range of Bachelor Degrees or Diploma courses.
SEDA students who have successfully completed their Certificate III in
Sport and Recreation have the opportunity to complete a six month
prep course at Murdoch Institute of Technology before articulating
into a range of courses at Murdoch University.
In 2014 SEDA announced the signing of a second
Memorandum of Understanding (MOU) in Western
Australia, with The University of Notre Dame.
This agreement gives SEDA students preferential
selection into the Foundation Year Program,
enabling students to enter a degree with maximum credits at the
University. This MOU is nationally recognised, with the University of
Notre Dame also having a campus in NSW.
2014 ANNUAL REPORT | 13
JACOB SPURR, 2014
RACHAEL MCLLHENEY, 2014
COMMUNITY CRICKET OFFICER, WESTERN AUSTRALIA
CRICKET ASSOCIATION (WACA)
FOUNDATION YEAR – UNIVERSITY OF NOTRE DAME
“One of my favourite things about SEDA was that you were able
to network with people in the industry you are passionate about.”
“SEDA has given me the experience and skills to be able to be confident
in the workforce”
Having always loved participating in her PE classes, Rachael saw SEDA as an opportunity
for her gain the skills to help her prepare her for a career as a Physical Education teacher.
The hands-on approach to learning and the large coaching focus of the SEDA program
ensured Rachael was able to develop her confidence and public speaking
skills as well as her independence and maturity.
When Jacob found out about the SEDA program he thought it would be an exciting
opportunity to complete his Year 11 and 12, while being able to focus on sport.
During his time at SEDA, Jacob was given the opportunity to work with
a number of SEDA’s sporting partners through volunteer work and
completion of his SWL.
Jacob’s knowledge in running cricket participation
programs to community groups became his
strength. Following completion of the
program, Jacob was employed in
the position of Community
Cricket Officer
at the WACA.
WHERE ARE
THEY NOW?
SHAILEE SMITH, 2014
PERSONAL TRAINER – FREEDOM FITNESS
WOMEN’S HEALTH AND FITNESS CENTRE
“The independence
and confidence I gained at SEDA
has helped me achieve success in my role.”
Shailee found out about the SEDA program
through a friend and, after researching the program,
she knew it would suit her passion for sport and fitness.
The highlight of the program for Shailee was the opportunity to
develop her independence and confidence.
After graduating, Shailee accepted a position as a Personal
Trainer at Freedom Fitness Women’s Health and Fitness Centre.
Her role involves running personal training sessions, conducting
group fitness classes and assisting with administration.
The opportunity to build her public speaking skills at SEDA means
that she can now talk confidently to clients and achieve success
in her role. In the future, Shailee hopes to own her own
successful personal training business.
MITCH WHELAN, 2014
BACHELOR OF ARTS (THEATRE) –
WESTERN AUSTRALIA ACADEMY
OF PERFORMING ARTS (WAAPA)
“I’ve always been an organised person; however,
SEDA put that to the test and gave me the chance
to become self-driven and self-motivated. I’ve
learned how to communicate with professionals
and the etiquettes and behaviours expected from
within the arts industry”
The opportunity to pursue his love of acting and complete school in an
environment dedicated to the arts made Mitch’s decision to move
from Traralgon to Melbourne to join the SEDA Arts program easy.
The highlight of the program for Mitch was the opportunity to develop and tour a
“theatre in education” show around Melbourne. This experience was further enhanced
following the raising of $2000 to tour the show in Alice Springs. It was an incredible
experience for Mitch and one of the projects he is most proud of from his time at SEDA.
14 | sedagroup.com.au
Through her work placement at Perth Modern School, Rachael was
able to gain an accurate insight into the working environment she
would one day like to be a part of.
Mitch was accepted into the Western Australia Academy of Performing Arts, where he
will be completing his Bachelor of Arts (Theatre). Following his studies, Mitch plans
on moving back to Melbourne and establishing himself as an artist with the hope
of one day owning an amateur theatre company.
Rachael has been accepted into The University
of Notre Dame, where she will be completing
her Foundation Year, before articulating
into a degree in physical education.
ELLE SABLOTNY, 2014
BACHELOR OF COMMUNICATIONS
(MEDIA) – RMIT
“SEDA gives you great insight into
all aspects of the entertainment industry
and teaches you how to put the right
amount of effort into achieving your dreams”
SEDA provided an opportunity for Elle to develop her
skills in the subjects and areas of study she already
enjoyed, including drama and literature, as well as surrounding
herself with like-minded people. Elle found SEDA was able to
teach her how to work in a professional environment as well as
the importance of using initiative in every situation. She found this
beneficial in having her skills recognised by others in the industry and
taking on new opportunities when they arose.
Highlights of SEDA included the industry placement opportunities Elle
was able to secure, which have enhanced her CV. Elle had the
opportunity to co-direct a theatre show that toured across
Melbourne and Alice Springs, as well as working
backstage on the State School Spectacular and
assisting with music video shoots.
Following SEDA, Elle was accepted
into a Bachelor of Communications
(Media) at RMIT, where she
then hopes to work in the
film industry as well
NATHAN COPEY, 2014
as performing her
EXERCISE AND SPORT SCIENCE/
own music.
BUSINESS (SPORTS MANAGEMENT) DEAKIN UNIVERSITY
“SEDA was a great foundation for me to
develop the right skills to succeed in my career.”
For Nathan, the highlights of the SEDA program were
having the opportunity to work with organisations in the
sporting industry and gain valuable work experience, as
well the opportunity to network with a range of contacts.
Nathan completed his SEDA work placement with the
Melbourne Stars and had the opportunity to be involved with
other programs run by Cricket Victoria.
After graduating from SEDA, Nathan was lucky enough to gain
a position as a Membership and Ticketing Coordinator at Cricket
Victoria. This was a 3 month position working for both the Melbourne
Stars and Melbourne Renegades in the membership and ticketing
area for the T20 Big Bash season. Nathan is now at university
studying a Double Degree in Exercise and Sport Science/Business
(Sports Management) at Deakin University.
2014 ANNUAL REPORT | 15
COMMUNITY
AND INDUSTRY
Through the development of SEDA’s five year strategic plan, industry and community
impact were two of the six objectives identified by SEDA’s executive team as areas of focus.
EDUCATION PARTNERS
HOST SCHOOLS
SEDA continually strives to provide positive results and outcomes for every student. The strong relationships
with the principals and staff of our host schools contribute significantly to the success of the program.
In 2014, SEDA partnered with the following host schools:
In 2014, SEDA continued to develop, maintain and grow relationship-focused partnerships with organisations
that contribute to positive outcomes for SEDA and our students. The key improvement strategies have been focused on
establishing and maintaining strong relationships with key industry stakeholders.
SEDA also looks to be recognised as an educator that develops community minded young adults, who are
capable of contributing to strong community outcomes and building community capacity. In 2014 SEDA continued
building an educational program that establishes community related work as a viable career pathway.
REGISTERED TRAINING ORGANISATIONS (RTOs)
SEDA’s ongoing relationship with highly regarded universities and RTOs ensures all students are
academically supported during their studies with SEDA.
In 2014, SEDA partnered with the following university and RTOs:
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2014 ANNUAL REPORT | 17
INDUSTRY PARTNERS
Connecting students’ education to industry is critical in continuing to engage each individual throughout their time at SEDA.
The sports and arts partners who co-brand the programs provide students with the opportunity to develop networks, learn
directly from industry experts, gain access to high profile venues and work in and around established organisations in the sport
and recreation, arts and trade industries.
WA SPORTING INDUSTRY PARTNERS:
ARTS INDUSTRY PARTNERS:
SEDA students engage with industry partners and their staff in a range of applied learning settings. Students have the opportunity to be
involved in participation programs, major events and productions, practical placement and other industry experience.
SPORTING PARTNERS
In 2014, SEDA partnered with the following national and state sporting organisations.
NATIONAL SPORTING INDUSTRY PARTNER:
NT SPORTING INDUSTRY PARTNERS:
VIC SPORTING INDUSTRY PARTNERS:
OUR STAFF
160 staff are employed nationally across teaching, operations
and administration positions.
Staff are qualified and experienced in areas including: physical education,
arts, literacy, numeracy, welfare and career pathways. All teachers are
registered with the relevant teaching authority in their state or territory.
Staff come to the program with a wealth of experience from a variety of education sectors
and with the common desire to make a difference in the lives of young adults. Staff develop
a close professional relationship with their students and a sense of responsibility for their future.
SEDA provides the best possible learning environment for students. With access to support services,
SEDA provides an environment where students can develop life skills integral to their self-development.
The educational support team consists of wellbeing, pathways and literacy staff, who ensure SEDA students
are well supported throughout their time at SEDA.
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2014 ANNUAL REPORT | 19
COMMUNITY
CONNECTION
Engagement with the community is a fundamental part
of the SEDA program. SEDA recognises that young people
can develop individually and socially from working within
the community.
An integral part of a young person’s maturity is developing
an understanding of the contribution they can make to their
community. Through involvement in community days and execution
of community projects, students develop core attributes of
compassion and citizenship. Students also develop a range of
project management skills essential for employment.
SEDA further encourages all students to undertake voluntary work
within their community to continue to develop their personal skills
and attributes, work skills, industry knowledge and experience.
SEDA IN THE COMMUNITY
COMMUNITY PROJECTS
In 2014, SEDA delivered community focused participation programs
to over 308,000 individuals nationwide.
Community Projects provide resources to local, national and international
communities to deliver a range of participation programs.
These programs and projects included working with a diverse range
of community groups including but not limited to:
Examples of community projects delivered in 2014:
•Disability
•Multicultural
•Indigenous
•Low SES
SEDA’s approach to working with the community is underpinned by a
desire to address inequality and promote social cohesion.
COMMUNITY FOCUSSED
We achieve this through the following principles:
PARTICIPATION PROGRAMS
•Connection
•Capacity
National Education and Employment Foundation
20 | sedagroup.com.au
308,000
•Equity
•Sustainability
NATION WIDE
SEDA has partnerships with the following community organisations:
NEEF Australia
•Scope Disability Volunteering Project
•Blind Swimming Project
•The Elderly
•Collaboration
•Special Olympics Volunteer Training Project
AMES
•Ballarat and District Aboriginal Cooperative
Healthy Living Project
•Wheelchair Sports Inclusion Project
•Refugee Connect – Life Without Barriers Project
•Blue Day – Beyond Blue Project
IN 2014 SEDA DELIVERED
COMMUNITY FOCUSED
PARTICIPATION PROGRAMS TO OVER
•Drug Awareness Education Project
•Special Olympics Gala Inclusion Day
•Child Safety Project
•Step Back Think Project
INDIVIDUALS NATIONWIDE
•Community Radio Project
In working with its partners, SEDA has been able to
engage the wider community, encouraging students to
develop their interpersonal and communication skills,
including respect, tolerance, compassion and confidence.
Through these relationships, SEDA students and their teachers
grow to become more rounded individuals, prepared for a range
of opportunities that are presented beyond the classroom walls.
2014 ANNUAL REPORT | 21
ENGAGE . EDUCATE . EMPOWER
sedagroup.com.au or call 1300 11 7332
425 Riversdale Road, Hawthorn East, VIC, 3123
Phone: 1300 11 7332 Fax: 03 9818 7549
Email: [email protected]
sedagroup.com.au