Midland Indigenous Youth Project

The Midland Indigenous Youth Project (MIYP) is an innovative Beacon program aimed at improving the transition between school and further education, training or employment for Indigenous youth. 

MIYP provides Indigenous students with continuous one-on-one support from Grade 10 to post-employment, helping them prepare for work and identify potential career paths.

The program started in 2005 and is run in 3 schools in the midlands region of Perth, Western Australia.

MIYP is successful because it intervenes at a critical transition point in the lives of Indigenous youth, changing their direction from one of extreme risk of continuing economic and social exclusion to one of inclusion and opportunity.

The program was developed by the Swan Education District and the Beacon Foundation with the support of the WA and Australian governments, local employers and Beacon sponsors, Newmont, Readymix and Sinclair Knight Merz.

From right to left: Rose Moroz (Swan Education District Director), Bill Lawson (Beacon Chairman), Kellie Austin, Benny Woodley, Terence Howard, Tania Cavanagh (Program Coordinator) and Joshua Goddard

HOW IT WORKS:

YEAR 10

• Youths are engaged in thinking about post school options and make a commitment to further education or work rather than the dole when they leave school.
• The relationship with the Coordinator begins. 
• Less academically oriented students enter the Aboriginal School Based Traineeship program combining vocational education and training with schoolwork.
• More academically oriented students remain in mainstream classes or may already be in the Follow the Dream program which provides additional tutoring and other support aimed at maximising chances of success at university.
• Families are engaged and involved.

YEAR 11 

• A detailed individual profile is prepared for each student covering skills, personal interests and goals, personality and family to define an individual pathway.
• Some Indigenous students enter the Access Program which offers specialised support and others remain in mainstream classes.
• The coordinator’s time with each student, is increased, the relationship is strengthened, home visits occur and support is provided with personal and family issues.
• Work experience continues.
• Participants and parents attend an industry forum where they hear from ex students, industry and employer representatives, and tertiary education representatives.

YEAR 12

• The individual profile is reviewed.
• Discussion about post school options intensifies.
• Access Program continues.
• The Coordinator’s time with each student and parents, increases further.
• Preparation for job application and work readiness.
• Work experience continues.
• Participants and parents attend a second industry Forum.

POST SCHOOL AND POST EMPLOYMENT OPTIONS

• Potential employers are identified who have a special interest in Indigenous employment.
• Job focused support and assistance is provided for
  - job searching
  - applications and resumes
  - attending and presenting at interviews
  - clothes and transport planning
  - special requirements such as police clearances and colour blindness testing
• Personal support and assistance provided for social, family and self confidence issues.
• Liaison maintained with employers and workplace mentors.

RESULTS:

• 90% of MIYP participants went onto employment at the end of compulsory schooling, compared to 67% of Indigenous youth in the general population.
• 10% of MIYP participants are considered to be ‘at risk’ of continuing the cycle of Indigenous disadvantage compared to 33% of Indigenous youth in the general population.
• 72% of MIYP graduates remained in their desired destination compared to other students not in the program.
  Increase in school retention rates.
• Decrease in delinquent behaviour and illegal activity.
• Decrease in the number of young people who would be classified as ‘at risk’ of continuing generational disadvantage. 
• Increase in the youth’s sense of pride and purpose and helps overcome their sense of being excluded from mainstream Australian society because of their race.
• MIYP has a growing ripple effect on employment in the youths’ extended families, on younger student’s attitudes to staying at school and on the sense of hope in the local Indigenous community.
• Provides an excellent demonstration model of ‘what works’ in helping Indigenous youth succeed at study or work.