Careers/Pathway Team at Avila Pathways Leader | Jenny Dunn - - PowerPoint PPT Presentation

Careers/Pathway Team at Avila

Pathways Leader | Jenny Dunn jdunn@avilacollege.vic.edu.au Careers Educator | Madeleine Franken mfranken@avilacollege.vic.edu.au

• Specialist staff within the school
• Homeroom teachers
• Year Level Co-ordinator
• School Leadership Team
• Counselling Team

Pathways Aim

For students to leave the College with confidence, a realistic assessment of their current strengths and challenges and a sense of positive hope for future success. All students are encouraged to be fully informed regarding options and procedures for pursuing some form of formal tertiary education in an area of interest directly after completing Year 12 or after a GAP year.

• University studies
• TAFE/VET studies
• Apprenticeship studies
• Traineeship studies
• ‘On the job’ studies

Context

‘The pace of innovation and automation sweeping through our workplaces has prompted thought leaders and policy makers to argue that young people need more enterprise skills (often called “generic”, “21st century” or “transferable” skills) that can be used across multiple roles and occupations.’

Foundation for Young Australians (2016), The New Basics: Big data reveals the skills young people need for the New Work Order, p7

Careers Education

• Does not match a student to a job
• Aims to develop a process of

managing life, learning and work over the lifespan

• Is holistic and takes into account all

facets of a person, not just their skills and interests

• Does not occur only at school or in

classes

• Develops generic employability and

learning skills

Career Resilience

"Individuals who are career resilient contribute skills aligned with business needs, are dedicated to continuous learning and committed to personal excellence, have an attitude that is focused but flexible, and deliver solid performance in support of organizational goals for as long as they are part of the

• rganization" (Collard et al. 1996, p. 17).

Collard, B; Epperheimer, J. W.; and Saign, D. CAREER RESILIENCE IN A CHANGING WORKPLACE. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, 1996. (ED 396 191)

Resilience Factors

• Sense of purpose
• Personal responsibility
• Goal/achievement orientation
• High expectations for success,
• ptimism, hope
• Realistic appraisal of environment
• Active coping styles- impulse control,

positive self-talk, problem solving, ability to plan, teamwork, effective communication, active emotional expression.

• Flexibility

Young Adult Career Resilience Factors

• Family cohesion, involvement, stability

and communication

• Trusting relationships with teachers

and other significant adults

• Interpersonal supports, including peer,

family and significant adults

• Strong formal and informal networks
• Participation in diverse curricular,

extra curricular, community and work experiences

• Ability to disengage from home,

engage with the outside world and then re engage with home

How to Help

Research in the career development field, reinforces the critical role parents play in influencing career decision making and post secondary choice.

(Magnusson, K. & Bernes, K. Comprehensive Careers Needs Survey: An Overview. 2001 Unpublished.)

• Foster resilience in your daughters
• Set high but realistic expectations for them
• Have confidence in their ability to succeed
• Be aware of the range of tools, information and

supports that are available in careers education

• Remember they are ‘works in progress’
• Give honest feedback about their strengths and

challenges

• Encourage them to have a part-time job and

hobbies

• Have patience and be the voice of reason when

things get emotional

Tools, Information and Support

Victorian Tertiary Admissions Centre

A company that administers most tertiary education placements post school. The site provides information regarding entry requirements for courses. Students can search by interest area

• r enter their proposed subjects and search for

courses these subjects make them eligible

• for. This site also lists Open Day dates.

http://www.vtac.edu.au/

Youth Central

Government website for 15 to 25 year

• lds. Covers many aspects of life including

studying, moving out of home, getting a job, managing finances and health information. https://www.youthcentral.vic.gov.au/

Apprenticeships Australia

Designed to provide quick and easy access to information regarding Australian Apprenticeships. https://www.australianapprenticeships.gov.au/

Job Outlook

Provides up to date information on occupations, salaries and future employment predictions. Has a useful Careers quiz. https://joboutlook.gov.au/

Deakin Explore

Website by Deakin University. Can search via course or career. Offers related or alternate careers and courses to that searched. Has a useful Careers

• Quiz. https://explore.deakin.edu.au/

Bullseye Charts

The Bullseye posters can help students to identify

• ccupations that link with subjects they study at

school and the level of education and training these

• ccupations require.

https://myfuture.edu.au/bullseyes

Myfuture

Myfuture is Australia’s free, online career information service that assists career planning, career pathways and work transitions. Also has great parent information videos and information. https://myfuture.edu.au/

My Big tomorrow

Explores occupations and the skills they need. Includes tutorials to further develop these skills. This resource can also be used to enable students to find occupations they are better suited to. https://mybigtomorrow.com.au/

Avila College Career Guidance page on SIMON.

Information under year level link, mainly classroom activities, and the drop down menus.

Pre-requisites and Requirements

• Provide examples and evidence of

initiative, maturity and perseverance

• n resumes and in cover letters
• Community involvement
• Portfolios

letters, writing samples, design tasks

• Auditions
• Entry tests

design briefs, aptitude tests

• Volunteer work/work experience
• Leadership - coaching, school, club
• Part-time work

Pathways Resources

• Fortnightly newsletters
• Well resourced Careers Hub
• Website
• Careers Hub staffed most

recess and lunch times

• Email enquiries
• Interviews as requested
• Pathways staff at

Parent-Student-Teacher nights

• Information emailed

directly to students

• College newsletter
• Information evenings
• Subject selection evenings

Resources

• www.myfuture.edu.au - free career planning and pathways tools
• www.youthcentral.vic.gov.au - free ‘life skills’ information for 15 - 25 year olds
• www.vtac.edu.au - organisation that allocates people to approximately 95% of tertiary institutes
• www.vcaa.vic.edu.au- Victorian Curriculum and Assessment Authority
• http://www.jobguide.thegoodguides.com.au/ - occupation information and training pathways
• http://www.humanservices.gov.au/customer/dhs/centrelink

Youth Allowance, Medicare and social security information

• http://www.australianapprenticeships.gov.au/

diagnostic test and pathway information about apprenticeships and traineeships

• http://joboutlook.gov.au/ - labour market information
• http://explore.deakin.edu.au/ - occupation and pathway information
• https://www.spotjobs.com/ - entry level job site

Within the Family and Home

• Discuss your own career journey

positively with young people, your children and their friends.

• Encourage extended family

to do the same.

• Promote Work Experience, use your

contacts and offer a placement.

• Attend institute Open Days every year.
• Strongly encourage your daughter

to get a part-time job.

• Have a hobby, not shopping!
• Belong to a club of some kind.

Especially one that requires teamwork.

• Complete volunteer work.
• Encourage them to take on leadership
• pportunities.

Within the Family and Home

• Encourage them to read widely.
• Discuss current affairs with them.
• Ensure they can use public transport

independently.

• Assist them to get their Learner's Permit
• r Driver’s Licence.
• Set clear boundaries and expectations.
• Expect them to interact with guests and
• ther family members.
• Let them be accountable when they

make a poor choice.

• Model effective conflict resolution

strategies.

Beyond School

• It is normal for many students to be unsure
• f a definite career path to pursue after

completing school

• Data and research are indicating that a

significant number of young adults change tertiary courses or complete multiple courses before the age of 30. (NCVER)

• Many factors affect choices - strengths,

abilities, experiences, circumstances,

• pportunities, finances, location, interests,

attitude, etc...

• Try not to compare or judge
• Current students will study and retrain for

the rest of their lives

• There is no ‘correct pathway’
• Information/knowledge is power