School to Work Program Support for vocational learning in schools

1. School to Work ProgramSupport for vocational learningin schools Presented by officers of the VET in Schools Directorate NSW Department of Education and Training 2003

2. The changing nature of workThe past … occupationson vacancy lists pre 1900 • Amen man • Back Washer • Bellowfarmer • Belly Builder • Caddie • Groover • Fishfag • Lungs • Mango • Punky

3. Amen Man - parish clerk Back Washer - wool cleaner Bellowfarmer - maintained church organ Belly Builder -fitted interiors of pianos Caddie - errand boy Groover - miner Fishfag - female fish monger Lungs - fanned fire for an alchemist Mango - slave dealer Punky - chimney sweep The changing nature of work

4. The changing nature of work The present… The nature of work has changed from: • continuous employment to continued employability • vertical careers to lateral careers • a single lifetime career to multiple careers • employer managed careers to employee managed careers

5. The changing nature of work The future… ANTA has identified the following: • globalisation • competitiveness • technology • new work structure • new jobs • different labour forces • increased demand for skills and learning

6. What resources have been developed by the School to Work Program to support vocational learning schools?

7. School to Work resources Industry

8. School to Work resources Employment Related Skills Logbook

9. Employment Related Skills LogbookPhysical appearance(2002 School to Work reports) 1 (low) – 5 (high)

10. Employment Related Skills LogbookStaff acceptance(2002 School to Work reports) 1 (low) – 5 (high)

11. Employment Related Skills LogbookStudent acceptance(2002 School to Work reports) 1 (low) – 5 (high)

12. “The Logbook was fantastic, students were motivated and the program was hugely successful. Hope to continue this into 2003.”–Tooleybuc Central “The STWP is a very useful program. The Logbooks have been a great resource for the school this year. The students are starting to develop useful action plans and great portfolios.”– Urana Central   “Much better than the lastLogbooks – easier to follow by students, parents and staff.” –Alstonville High School “This is the best thing the Education Department has given us as a freebie.” student –Morisset High School

13. Employment Related Skills LogbookLogbook Support Supplement

14. Employment Related Skills LogbookLogbook addition Students add this to the workplace learning section

15. keeping a record of their skills and qualifications articulating their skills and qualifications more clearly for job interviews and applications to further education/training better aware of how a resumé is constructed better aware of the value of all subjects/courses STUDIED at school better prepared/organised for the changing nature of employment education and training meeting the ‘vocational learning objectives’ listed in the BOS K-10 Curriculum Framework and New HSC syllabuses As a result of School to Work students are:

16. School to Work Planning across the curriculum – KLA booklets

17. “Traditional academic subjects can positively embody vocational learning principles without at all jeopardising intellectual rigour. Connections can be made with life, work and culture and with life long learning. This is known as good pedagogical practice.” Position paper, 2002 – Australian College of Educators

18. Vocational learning booklets - Section 1 Curriculum links to vocational learning • new HSC syllabuses • existing 7 – 10 curriculum • new 7 – 10 curriculum • questionnaire

19. Vocational learning booklets - Section 2 Employment related skills • examples of employment related skills in each KLA • topics and examples for each subject and course • (group) activity for teachers

20. Vocational learning booklets - Section 3 Enterprise education – definition – examples specific to each KLA

21. Vocational learning booklets - Section 3 Teachers in Business program “Teachers recognised as key factors in student learning, have to be professionally prepared and then professionally supported in an ongoing way to maintain the importance of vocational learning.” Position paper – Australian College of Educators

22. Vocational learning booklets - Section 3 Community partnerships “Effective learning requires effective collaboration among schools tertiary institutions, local training providers and community members. Leadership is required to coordinate the relationships in the community.“ Position paper – Australian College of Educators

23. Vocational learning booklets - Section 3 Traineeships and Apprenticeships –examples specific to each KLA – school based part-time traineeships

24. Over 50 traineeships are available for the school based traineeship program Industry areas include: • Retail (McDonalds, Big W, Coles) • Automotive (T3 – Vehicle Servicing, Parts & Accessories and Business) • Hospitality • Agriculture • Printing & Graphic Arts • Transport & Distribution • Community Services • Food Processing

25. Part-time Traineeships in NSW Schools Program Corporate Partnership Strategy 2001 2002 2003 Robyn Spurway Senior Coordinator, Part time Traineeships VET in Schools Directorate Work Ventures

26. Part-time Traineeships in NSW Schools Program T3 school based trainees 2001-2002 Where are they now? Two employed full-time at Sydney City Toyota as a Service Adviser plus training at Sydney Institute TAFE for Cert. III in Business Two employed full-time at TMCA onein Company Fleet and one as the T3 Admin Assistant both training at TAFE for Cert. III in Business

29. Vocational learning booklets -Section 3 • TAFE credit transfer • HSC to TAFE NSW • TAFE NSW to university • University: areas of study

30. Vocational learning booklets -Section 3 Pathway planning

31. English Student activities • applying in writing • preparing for an interview

32. Mathematics Student activities involve calculating vocational information e.g. average weekly earnings and Internet exploration

33. Languages Student activities include writing personal attributes in another language and Internet exploration

34. PDHPE Student activities • Interpersonal Relationships • values • qualities • characteristics • Personal awareness • Talents and skills • Vocational interests • Personal attributes

35. Creative Arts Student activities • Internet exploration • link visual arts ‘self portraiture’ to the logbooke.g.this is me now, this is me in the future • promote the use of resources in schools including • evolve CD Rom • art and design education

36. HSIE Student activities • Commerce world of work • survey of employers • card sort exercise • History of occupations • Internet exploration on all HSIE subjects/courses

37. TAS (Technology) All technology subjects/courses have a practical and vocational orientation. Student activities promote awareness of this through Internet exploration.

38. Science Student activities • research of the multiple career paths of Dr Karl Kruszelnicki, U.Syd.Physics (scientist, engineer, doctor, TV weatherman, roadie, mechanic, film-maker…) • Internet research on scientific occupations

39. “Vocational learning has to become a universal feature of education, embraced by all stakeholders. It should not impose extra workloads but place greater values on existing ones.” Position paper 2002 – Australian College of Educators