School to Work Program
Support for vocational learning in schools
Presented by officers of the
VET in Schools Directorate
NSW Department of Education and Training 2003
• Amen man• Back Washer• Bellowfarmer• Belly Builder• Caddie• Groover• Fishfag• Lungs• Mango• Punky
The changing nature of workThe past … occupations on vacancy lists pre 1900
• 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
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
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
What resources have been developed by the School to Work Program to support vocational learning schools?
School to Work resources Industry
School to Work resources
Employment Related Skills Logbook
Employment Related Skills Logbook
Physical appearance (2002 School to Work reports)
4 6
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Employment Related Skills Logbook
Staff acceptance (2002 School to Work reports)
1 (low) – 5 (high)
Employment Related Skills Logbook
Student acceptance (2002 School to Work
reports)
8
21
66
157
189
0
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40
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1 2 3 4 5
1 (low) – 5 (high)
“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 last Logbooks – 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
Employment Related Skills Logbook Logbook Support
Supplement
Employment Related Skills Logbook Logbook addition
Students add this to the workplace learning section
• 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:
School to Work Planning across the curriculum – KLA booklets
“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
Vocational learning booklets - Section 1
Curriculum links to vocational learning
• new HSC syllabuses• existing 7 – 10 curriculum• new 7 – 10 curriculum• questionnaire
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
Vocational learning booklets - Section 3
Enterprise education
– definition– examples
specific to each KLA
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
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
Vocational learning booklets - Section 3
Traineeships and Apprenticeships
– examples specific to each KLA
– school based part-time traineeships
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
Part-time Traineeships in NSW Schools Program
Robyn Spurway Senior Coordinator, Part time Traineeships VET in Schools Directorate
2001
Corporate Partnership Strategy
2002
2003
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 one in Company Fleet and one as the T3 Admin Assistant both training at TAFE for Cert. III in Business
Part-time Traineeships in NSW Schools Program
Vocational learning booklets -Section 3
• TAFE credit transfer• HSC to TAFE NSW• TAFE NSW to university• University: areas of study
Vocational learning booklets -Section 3
Pathway planning
English
Student activities • applying in writing• preparing for an
interview
Mathematics
Student activities involve calculating vocational information
e.g. average weekly earnings and Internet exploration
Languages
Student activities include writing personal attributes in another language and Internet exploration
PDHPE
Student activities• Interpersonal
Relationships– values– qualities – characteristics
• Personal awareness– Talents and skills– Vocational interests– Personal attributes
Creative Arts
Student activities• Internet exploration • link visual arts ‘self
portraiture’ to the logbook e.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
HSIE
Student activities • Commerce world of
work– survey of employers– card sort exercise
• History of occupations
• Internet exploration on all HSIE subjects/courses
TAS (Technology)
All technology subjects/courses have a practical and vocational orientation.
Student activities promote awareness of this through Internet exploration.
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
“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
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