RISK ASSESSMENT WORKSHOP

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(No Transcript)
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Stages 1-3 of the CAA Evaluation
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Career Advice Australia

• Findings from Stage 1of the Evaluation
• A Strategic Overview
• National data analysis
• Stakeholder interview data
• Provider report analysis

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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

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National Data

• Early school leavers
• 25 leave school early
• Up to 70 of those leave for unskilled jobs part
  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

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Interview Data

• Stakeholders in education see an important place
  for a national careers strategy
• All stakeholders are committed to the broad
  outcomes
• CAA is expected to bring the demand side
  (industry) strongly to the table
• CAA does not have the capacity to match supply
  side (school) provisions

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Provider Reports

• Provided evidence of
• Environmental scanning in terms of skill needs
• Supply side (especially school) connections
• Emerging demand side (business) networks
• Support for school career advisers/ VET
  coordinators
• A strong focus on providing services to schools
• Emerging approaches to involve parents
• Extensive involvement in information provision
• Most importantly, they showed an established
  network of local organisations across Australia

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Career Advice Australia

• Findings from Stage 2 of the Evaluation
• Client and Stakeholder Feedback
• Targeted business survey
• Random business survey
• School survey
• Parent survey
• Year 11 survey
• Non school young people focus groups
• Good practice interviews

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Business data (targeted)

• LCP contacts at the strategic (executive) level
• 60 of (targeted) respondents knew of CAA
• SWL was the most recognised element
• 80 satisfaction with LCP services
• However, facilitating industry involvement in the
  career agenda was the lowest rated LCP service

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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

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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).

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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

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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 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)

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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

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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

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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

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Good Practice

• An emerging concept that included
• having a strategic focus on outcomes
• facilitating demand (industry) side involvement
  by supporting a major role for industry in the
  career agenda
• facilitating stakeholder connections and working
  as a network
• ensuring quality in all career aspects for all
  13-19 year olds
• building power and influence in the community
• engaging and influencing parents to support
  career planning
• supporting and influencing schools into a new
  community space
• joining community engagement services and
  local/regional planning to be part of the careers
  agenda
• building new community infrastructure resources
  and capacity to facilitate the career agenda
• increasing the awareness of needs of and
  opportunities in industry for all students

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Career Advice Australia

• Findings from Stage 3 of the Evaluation
• The LCP Case Studies

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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 delivery for schools
• garner industry resources for the school
  curriculum and processes
• keep school personnel engaged by providing
  services

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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

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Structure of LCPs

• Scale and community of interest impact on
  influence, orientation and leverage. Getting it
  wrong can lead to
• inefficiencies
• large proportionate infrastructure costs
• small views of role and function
• capture by interest groups
• inequities and lack of involvement for some
• difficulties in achieving strategic position or
  influential capacity
• DEEWR requirements in terms of statistical
  districts and contracting arrangements have
  contributed to these issues

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Scope of LCPs

• Some LCPs have only the CAA contract while others
  have many contracts.
• Variations in focus occur in emphasis on
• governance or management
• outcome orientation or activity focus
• capacity development or service delivery
• infrastructure in a new space or activity in an
  old space
• leverage and synergy or displacement and lack of
  traction
• DEEWR guidelines and procedures did not
  distinguish between scope of the organisation and
  requirements of CAA.

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Governance of LCPs

• Some LCP boards operate as management committees.
  They tend to
• have a focus on their internal program operations
  
• be mainly led from a schools orientation
• see their purpose as complementing and enhancing
  school programs
• function as a service deliverer for schools
• DEEWR management and reporting tend to be in this
  space and encourage this orientation

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Governance of LCPs

• Other LCP Boards operate with independent
  directors
• They tend to
• have a broader focus on bringing stakeholders
  together to develop infrastructure
• support each stakeholder group to develop the
  career and transition space
• focus on capacity building in any service
  delivery
• ensure that capacity is being developed in all
  stakeholder groups
• focus on outcomes not on activities
• be frustrated at activity and input reporting

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The client group
Churn and non vocational pathways
Professional Career Pathways
Huge growth but little knowledge
Associate Professional Career Pathways
SWL for Yrs 11/12
Intergenerational Replacement
Trade Career Pathways
Often unsuccessful but a potential pool of workers
Not trained or not yet work ready
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Implications of the findings for the future
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The space of CAA work
Capture
DEMAND
SUPPLY
Disconnect
Lack of participation Complaints re inadequate
preparation
Community Stakeholders
Lack of involvement Little synergy
Program silos
Vet
The 13 to 19 year client group
SWL
Industry Stakeholders
Education Stakeholders
Jobs Placement
Visits
Service delivery Dependence
Lack of access or support Guided by myths
WE
Misinformation
Parent Stakeholders
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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
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Profiling the development of an LCP
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Profiling the development of an LCP
Purpose Structure Responsibilities Capacity Relationships Policy Frame
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Development
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Purpose

• 5. The purpose of the LCP is to develop
  infrastructure in a common space focussed on a
  holistic response to matching youth career and
  transition needs and the skills needs of
  industry.
• 4. The purpose of the LCP is to engage all key
  community stakeholders in a shared approach that
  is responsive to industry workforce planning data
  and needs and addresses the career and transition
  needs of young people.
• 3. The purpose of the LCP is to bring young
  people, parents, employers and other stakeholders
  into a range of school programs and initiatives
  that will support the transition of young people
  through and from school.
• 2. The purpose of the LCP is to support student
  engagement with industry as a resource for the
  school curriculum, including work awareness and
  readiness, work experience, structured workplace
  learning and visits to industry.
• 1. The purpose of the LCP is to manage the
  initiative contract to provide service delivery
  to schools, especially in relation to Structured
  Workplace Learning placements.

Development
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Structure

• 5. The structure of the LCP is broadly and
  independently based and strongly led including
  strategic partnerships with and a strong and
  balanced voice from industry community
  organisations, parents and schools as
  stakeholders.
• 4. The structure of the LCP consists of strongly
  influential people from industry and schools, and
  provides a voice for community organisations and
  parents.
• 3. The structure of the LCP consists of school
  personnel at strategic level, and provides a
  voice for industry, parents and community
  organisations.
• 2. The structure of the LCP consists of VET and
  school career and other related education
  personnel, along with members from industry at
  operational level.
• 1. The structure of the LCP consists mainly of
  school personnel in VET and careers areas.

Development
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Responsibilities

• 5. The LCP is the lead local agency in a
  common space shared by all stakeholders where
  responsibility is exercised for building the
  capacity to deliver a full suite of brokered,
  contracted and direct service programs and
  initiatives that respond to youth transition and
  industry needs.
• 4. The LCP exercises responsibility for
  gathering and disseminating industry-based
  information about local skills needs, and works
  with schools, industry, providers and other key
  stakeholders to develop targeted initiatives and
  infrastructure that will respond to these needs.
• 3. The LCP has responsibility for informing
  local youth, parents, employers and community
  members about the career and transition agenda
  and for supporting their access to appropriate
  programs and initiatives as provided by schools.
• 2. The LCP identifies its primary
  responsibility as the provision of direct and
  continuing services on behalf of schools to meet
  student participation targets in discrete
  programs and initiatives.
• 1. The LCP identifies its primary
  responsibility as the coordination of structured
  workplace learning for students in VET courses,
  and allocates resources accordingly.

Development
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Capacity

• 5. The LCP has capacity to mobilise a broad base
  of interest groups, leading associations and
  strategic stakeholders in the building of
  infrastructure and systems for a common space
  focussed on youth transition and industry needs.
• 4. The LCP has capacity to facilitate and broker
  programs and initiatives that enable young
  people, parents, employers, teachers, and other
  stakeholders to access and develop knowledge and
  skills in relation to the career and transition
  agenda.
• 3. The LCP has capacity to coordinate and
  deliver services that involve young people,
  parents, employers and other stakeholders in
  programs and initiatives that address the career
  and transition agenda.
• 2. The LCP has capacity to provide information
  and advice about the youth career and transition
  agenda, and provide services to support
  vocational aspects of the school curriculum.
• 1. The LCP has capacity to respond to school
  needs through direct provision of services,
  especially focussed on SWL placements.

Development
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Relationships

• 5. The LCP engages with and leads strategic
  stakeholders in creating and sustaining the
  common space within which they can act in
  shared endeavour that addresses youth transition
  and industry needs.
• 4. The LCP has linkages with leading
  associations, constituencies and community
  organisations in developing infrastructure,
  capacity and networks that address the career and
  transition needs of young people.
• 3. The LCP has access to stakeholders to garner
  resources to support career and transition
  programs and initiatives.
• 2. The LCP has cooperative arrangements with
  groups of schools and with employers to support
  career and transition programs and initiatives.
• 1. The LCP has largely self-contained
  relationships with schools and with individual
  employers.

Development
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Policy Frame

• 5. The LCP integrates and influences youth
  transition and industry workforce needs policies
  within and between local, state and national
  agencies.
• 4. The LCP operates within and leverages from a
  range of youth career and transition and industry
  policies.
• 3. The LCP meets policy requirements of
  education and industry stakeholders in the
  development of career and transition programs and
  initiatives.
• 2. The LCP ensures compliance with school and
  employer policy requirements and regulations for
  student contact with industry.
• 1. The LCP meets education authority policy
  requirements for structured workplace learning
  and DEEWR contract requirements.

Development
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Profiling the development of an LCP
Purpose Structure Responsibilities Capacity Relationships Policy Frame
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4
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1
Development
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Outcomes and Reporting
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The Outcomes and Reporting Process

• Overall, it is suggested that
• the outcomes need to be the same for all networks
  in CAA (LCPs, RICAs, NICS)
• the outcomes need to focus on strategic changes
  for each of the four stakeholder groups
• there be three parts to the reporting
• Acquittals reporting against the annual business
  plan
• KPI and evidence reporting against an outcomes
  frame
• Case studies of good practice and outcomes with
  advice to DEEWR

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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

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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

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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

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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

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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)

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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)

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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)

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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)

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Measurement

• KPIs built on (numerator/denominator)
• e.g. of workplaces contributing to
  community-based systems to foster and facilitate
  .
• Needs a data system to facilitate reporting
• KPIs built on a judgement scale based on evidence
• e.g. 7 on a 0 to 10 scale
• Needs moderation procedures to establish a
  benchmark

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Acquittals Reporting
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Outcomes Reporting
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Case Study Reporting