School to Work Planning Vocational Education and Training in Schools

1
School to Work PlanningVocational Education
and Training in Schools
2
What is VET in Schools?

• Vocational learning
• Career education
• School to work planning
• Workplace learning
• Community based learning
• Employment skills development
• Enterprise education
• Industry specific, dual accredited,
• entry level training as part of the HSC
• School based part-time traineeships

3
The past Vacancy in the early 1900

• Wanted Sheep catcher
• Description Grab sheep by the scruff of the
  neck, drag sheep by hindquarters out of pen, hand
  sheep over to Sticker.
• Age Young adult
• Gender Young male
• Requirements looking for a highly motivated,
  physically strong young man who will work in a
  team that includes Stickers and Shearers
• Pay 24 shillings per week

4
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 National Goals for Schooling
GOAL 1 Schooling should develop fully the
talents and capacities of all students. In
particular, when students leave school they
should

• 1.5 have employment related skills and an
  understanding of the work environment, career
  options and pathways as a foundation for, and
  positive attitudes towards,
• vocational education and training,
• further education,
• employment and
• life-long learning

6
The National Goals for Schooling
GOAL 2 In terms of curriculum, students should
have

• 2.4 participated in programs and activities which
  foster and develop enterprise skills, including
  those skills which will allow them maximum
  flexibility and adaptability into the future.

7
The National Goals for Schooling
GOAL 3 Schooling should be socially just, so
that

• 3.6 all students have access to the high
  quality education necessary to enable the
  completion of school education to Year 12 or its
  vocational equivalent and that provides clear and
  recognised pathways to employment and further
  education and training

8
A NATIONAL RESPONSE to the National Goals for
Schooling

• New framework for
• vocational education in
• schools
• - March 2000
• www.curriculum.edu.au/mctyapdf/policy.pdf

9
Policy Directions in NSW

• Board of Studies K -10 Curriculum Framework -
  March 2002
• 2.1 A purpose for learning
• 2.2 Broad learning outcomes
• www.boardofstudies.nsw.edu.au/writing_briefs/index
  .html
• BOS K -10 Cross-Curriculum
• Content Statements - July 2002
• ICT / Work, Employment Enterprise /Key
  Competencies / Literacy / Numeracy / Aboriginal
  and Indigenous / Civics and Citizenship
  /Difference and Diversity / Environment / Gender
  /Multicultural

10
Policy Directions in NSW

• New HSC
• Ready for Work Plan
• which incorporates the
• School to Work Program

11
Implementing the Employment Related Skills
Logbook
12
Introduction

• Why use the logbook?
• This is me now
• collage, drawing, words
• School to work
• action planning sheet
• Employment related skills
• Student Tracking Sheets
• (Yrs 9, 10, 11, 12)

13
School Community

• At home
• Participation
• Achievements
• Qualifications

14
Workplace Learning

• different types of workplace learning
• personal qualities
• responsibilities duties
• employment related skills

15
Summary

• List employment related skills under categories
• Working in Teams
• Problem Solving
• Planning Organising
• Communicating ideas

16
Classroom

• examples of employment related skills gained in
  the classroom
• brainstorming activities
• sheets to record skills
• different sections
• - year 910
• - Prelim. HSC

17
(No Transcript)
18
Models for CLASSROOM entries into the logbook ?
?

• TEACHER DIRECTED
• Teacher keeps blanks
• End of topic ? summary brainstorm
• Students identify skills developed record on
  sheets
• Teacher collects/initials all sheets
• Teacher gives sheets to facilitator
• Facilitator arranges clerical support to file

• STUDENT MANAGED
• 1) Student brings logbook
• 2) End of topic ? summary brainstorm
• 3) Students identify skills developed record
  on sheets
• Teacher initials sheets
• Student files into logbook

19
Who can manage the implementation of the logbooks?
In some schools it is

• the Careers Adviser
• the School to Work co-ordinator
• a faculty member
• (when there is faculty ownership)
• a working group - with a whole school approach

20
When?

• ongoing
• a School to Work week once/ twice a year
• for Year 10 ? subject selection
• for Years 9/10 ?end of the year
• for Year 11 ?Crossroads
• (mandatory 25 hr Personal Development and Health
  
• Education course for stage 6 students)
• Year 11 ?Study Skills day
• Year 12 ? applications to university/TAFE/employme
  nt/school references

21
Student Outcomes

• Students will
• keep a record of their skills and qualifications
• articulate their skills and qualifications more
  clearly for job interviews and applications to
  further education
• construct a resumé
• better understand the value of all subjects/
  courses STUDIED at school
• be better prepared/organised for the changing
  nature of employment education and training
• meet outcomes listed in the BOS K-10 Curriculum
  Framework and New HSC syllabuses

22
Mapping vocational learning across the curriculum

• Within Board of Studies curriculum, vocational
  learning can be

vocational learning is specifically acknowledged
in the curriculum.
explicit
curriculum can support vocational learning
implicit
23
Explicit vocational learning outcomes can be
found in

• PDHPE
• HSIE - Commerce,
• Work Education
• Languages
• Science
• TAS
• VET Framework Courses

24
(No Transcript)
25
Implicit vocational learning outcomes can be
found in

• English
• Computer Studies
• History
• Geography
• Maths
• Visual Arts
• Drama

26
(No Transcript)
27
Vocational Learning Across the Curriculum Stages
4/5/6
28
SUMMARY -SCHOOL RESPONSES to National
Directions and State Policy

• individual school to work transition planning
• diverse models of transition support programs
• students developing and identifying transferable
  employability skills

29
SUMMARY -SCHOOL RESPONSES to National Directions
and State Policy

• vocational learning in the compulsory years
• enterprise education programs and activities
• vocationally specific learning in the post
  compulsory years
• programs that include work related learning

30
SUMMARY -SCHOOL RESPONSES to National Directions
and State Policy

• curriculum programs and school structures which
  provide multiple pathways
• explicit preparation of students for future
  education, training and employment
• school-industry partnerships as a mainstream
  activity