Leongatha Education Precinct

led by Central Gippsland Institute of TAFE

GippsTAFE, partnering with nine education providers and registered training organisations (RTOs) in the Leongatha Education Precinct of South Gippsland, provided a platform to enhance and grow community capacity building through effective skills development.
Glenda McPherson created this thoroughly engaging digital story (below), as an overview of the project's successes and challenges, for the ALA conference, November '05.


Its goal in the South Gippsland area was to reach under-represented and disadvantaged groups. The Leongatha Education Precinct (LEP) is a partnership formed in 2004, designed to collaboratively develop increased learning opportunities within the precinct and to the wider South Gippsland Community.
Partners included a campus of a TAFE College, a secondary College, a specialist school, a campus of a University College, the South Gippsland Shire, an ACE provider and regional ACFE Council and the Local Learning and Employment Network.
The LEP used the project to enhance its e-learning capabilities to offer vocational education and training programs to the wider south Gippsland community. In particular, the LEP used the increased accessibility and flexibility e-learning offers, to engage disadvantaged and disengaged learners to remain and/or return to formal education and training. Some students have special needs.
The project comprised fifteen examples of curriculum developed and implemented within the precinct partners and between precinct and other providers. These fifteen projects included ways of delivering vocational education and training within and across campuses and providers to enable classes with small student numbers to be viable. Innovative e-tools to motivate disengaged learners was another aspect of the project.
Amongst those who benefitted from the project were individuals who had become disengaged by traditional year 11 and 12 education programs, students with varied abilities, learning styles and interests, 15 -19 year-olds at risk of homelessness and unemployed adults wishing to return to the workforce.
The project's main success marker was when fifteen pilots were implemented and evaluated, and more teachers wanted to consider e-learning as an option, and also when teachers at ground level were able to report increased engagement from students who use e-learning.