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Western Careers Alliance Inc LCP 165. “Breakfast of Champions” Planning for 2009. “ Breakfast of Champions” Planning for 2009. Jim Wakelam Executive Officer of Western Careers Alliance Inc Central Metropolitan LCP 165 - Perth WA. “ Breakfast of Champions” Planning for 2009 WELCOME.
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Western Careers Alliance IncLCP 165 “Breakfast of Champions” Planning for 2009
“Breakfast of Champions” Planning for 2009 • Jim Wakelam Executive Officer of Western Careers Alliance Inc Central Metropolitan LCP 165 - Perth WA
“Breakfast of Champions” Planning for 2009WELCOME • Ron Mell Chair, Western Careers Alliance CEO of the YMCA Perth WA And all the members of our Board
Failed Projects 2008 • Indigenous Careers Conference • Photo competition • Research program • Hospital School Services
Funding • Secure till end 2009 • Less than 2009 effectively • Can be used with other funding
Atelier Evaluation • CAA Commissioned • Exhaustive and broad based • Here it is
Key drivers Demand (industry) Increasing demand for skilled workers with more training and qualifications, including associate professionals with technical training Supply (education) Identified need to smooth transition pathways and engage more young people in gaining qualifications through school, training or other career pathways
National Data Early school leavers 25% leave school early Up to 70% of those leave for unskilled jobspart time work, low pay and/or unemployment The younger leavers fare worst School completers About 1/3 do uni with a high level of churn and often non-vocational courses About 1/3 do VET pathways About 1/3 go to unskilled jobs part time work, low pay and/or unemployment
Provider Reports Most importantly, they showed an established network of local organisations across Australia
Business data (targeted) Business suggested: LCPs take a more strategic role on behalf of business rather than mainly being a provider of SWL placements and information services LCPs work as a network (local, regional, national) to focus on emerging skill needs DEEWR build capacities of some providers to undertake a more strategic role LCPs identify creative and innovative ways to bring business to the agenda, especially small business
Business data (random) 61% had heard of the a national career initiative 22% knew the term CAA and 27% were aware of LCPs Businesses saw more benefit in the career agenda for young people than for themselves Businesses reported a decrease in short term productivity when they engaged in career support Business satisfaction with career support services for young people was positive but not outstanding There was more business satisfaction with career services that involve contact with young people for longer periods (including AsBAs).
School data The response rate was low VET coordinators and careers advisers were the main LCP contacts The general school rating of career support services from LCPs was 5/10 Schools saw a clear link between work placement and school engagement so wanted to be ‘in the area’ Promotion of VET was seen as a key feature in the school career agenda There was little indication of LCPs brokering changing business involvement with schools or helping business to influence the culture, curriculum, or practices of schools
Parents Parents indicate moderate satisfaction with career services They see career services as relevant only to older children 85% talk with their older children about careers Parents have limited career information, mainly from their children, friends and schools There is little direct impact by business or media 60% want university for their children They help them choose subjects for this purpose Only 15% have knowledge of a written career development plan 33% of those (5% overall) were involved in the development of the plan They rate the usefulness of the plan at 6.2/10 (choosing subjects to keep options open)
Students (Yr 11) 50% of Year 11 students intend university 14% want VET training They do not have a lot of knowledge about career development opportunities Those who work part time or undertake structured workplace learning have more knowledge Parents are the main source of career advice They rate 5.6/10 for having received sufficient info to make career decisions They feel marginally confident re careers
Non-school young people Work/uni/training Career understandings are an important guide to their decisions However, few had accessed career information since they left school Most lacked broad awareness of career possibilities They all indicated regret at not considering career ideas earlier in high school
Non-school young people Disengaged young people They had issues beyond careers Few had accessed career advice Many had accessed job support networks Having a significant adult (one-to-one coordinated case management) was a real need Industry placement and career pathway planning could become important motivating and guiding influences
Good Practice An emerging concept that included: having astrategic focuson outcomes facilitating demand (industry) side involvement by supporting a major rolefor industry in the career agenda facilitating stakeholder connections and working as a network ensuring quality in all career aspects forall13-19 year olds building power and influence in the community engaging and influencing parents to support career planning supporting and influencingschools into a new community space joining community engagement services and local/regional planning to be part of the careers agenda building new community infrastructureresourcesand capacity to facilitate the career agenda increasing the awareness ofneeds of and opportunities in industry for all students
Orientation of LCPs Many LCPs are: sponsored by the school agenda focus especially on VET undertake SWL and other school related activity are part of the process of schooling provide service deliveryfor schools garner industry resources for the school curriculum and processes keep school personnel engaged by providing services
Orientation of LCPs Other LCPs: are independent of any stakeholder space tend to have larger networks bring influence, synergy and leverage have stronger industry orientation understand supply and demand drivers focus on infrastructure and capacity use service delivery to engage and demonstrate but ensure there is capacity building and handover
The client group Churn and non vocational pathways Professional Career Pathways Huge growth but little knowledge Associate Professional Career Pathways Intergenerational Replacement Trade Career Pathways Often unsuccessful but a potential pool of workers Not trained or not yet work ready
The space of CAA work DEMAND SUPPLY Working in synergy, sharing resources, facilitating regional workforce planning, reengaging young people Infrastructure, systems and capacity building, training mentors, building associations, making investments Community Stakeholders Program silos Vet The 13 to 19 year client group Industry Stakeholders Education Stakeholders Visits Supporting movement to the community learning space, promoting partnerships in authentic learning, building a work orientation in all curricula Developing engagement, building information systems, promoting responsibility and aspiration, facilitating networks WE Parent Stakeholders
Outcome re education stakeholders The education sector actively participates with all stakeholders in community systems and structures that engage all young people in appropriate career and transition pathway planning and development
Outcome re business stakeholders Business and industry share a core responsibility with other stakeholders to engage with community structures and systems that provide all young people with opportunities to know and experience emerging careers, pathways and training opportunities
Outcome re parent stakeholders Parents partner with other stakeholders in community systems and structures to support all young people in pathway planning and career development
Outcome re community stakeholders Planning and support agencies partner with other stakeholders in community systems and structures to support transitions for all young people and link them to community workforce needs
Education Key infrastructure is in place for education providers to: ensure universal transition planning (e.g. support of trained mentors, procedures for regular revision, ensuring they are career rather than job or subject focused) take responsibility for development of enterprise attributes, employability skills and workplace understandings (e.g. training and assessment, creating extended opportunities and contexts) facilitate engagement in appropriate workplace and community learning (e.g. IT for contact networks, upskilling students and parents, recruiting businesses and community organisations, expanding to younger years) access, navigate and understand career advice, training and higher education networks (e.g. training of career advisers and parents, adding local, regional and national information, focussing from the viewpoint of the client)
Industry Key infrastructure is in place for industry to: facilitate exposure to career understandings and opportunities (e.g. structures and systems for young people, parents, community organisations, teachers) provide mentors and coaches (e.g. training and release, participation in programs for all 13-19 year olds) guide workplace learning (e.g. interview, recruit, train, supervise, assess, feedback for all 13-19 year olds) accept responsibility for career support (e.g. business or industry associations, education and understanding, networking, innovative participation, strategic input to school curriculum implementation, etc)
Parents Key infrastructure is in place for parents to: partner and support their children (e.g. associations, processes, tools, training, etc) access career and transition knowledge (e.g. access mechanisms at work and in the community, training on website use, opportunities for exposure to industry needs, etc) access and belong to community support mechanisms (e.g. online networks, meeting points, self and community help stations, etc) access and networks with industry (e.g. web-based networks, industry and community information and contacts, introductions, brokering facilities, etc)
Community Key infrastructure is in place for community agencies to : connect and engage with young people (e.g. networks, joint planning, joint projects, networking and links to services, etc) join stakeholders into regional workforce planning (e.g. linking school curriculum, parents and teachers to local and regional government workforce plans and opportunities, networks and joint planning, facilitating projects, etc) participate as stakeholders in the career agenda (e.g. developing interlinks and influence, harnessing and linking various projects; information sharing facilities, network development, etc) take part in career and transition mentoring and coaching (e.g. recruitment and training, facilitating programs and procedures, establishing protocols, etc)
New Guidelines • Cooperation between LCP’s • More empowerment of parents • More focus on industry partnerships • More focus on community partnerships • State and federal partnerships
AWIA Engagement Model • Free • Accessible • Fits with all timetable requirements • Transfers skills • Transfers relationships • Requires no specific expertise • Minimal work for teachers
