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)

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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)

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“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