Western Careers Alliance Inc LCP 165

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Western Careers Alliance IncLCP 165

• Breakfast of Champions
• Planning for 2009

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Breakfast of Champions Planning for 2009

• Jim Wakelam
• Executive Officer of Western Careers Alliance
  Inc
• Central Metropolitan LCP 165 - Perth WA

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Breakfast of Champions Planning for
2009WELCOME

• Ron Mell
• Chair, Western Careers Alliance
• CEO of the YMCA Perth WA
• And all the members of our Board

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2008 Programs
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2008 Programs
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2008 Programs
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Failed Projects 2008

• Indigenous Careers Conference
• Photo competition
• Research program
• Hospital School Services

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Funding

• Secure till end 2009
• Less than 2009 effectively
• Can be used with other funding

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Atelier Evaluation

• CAA Commissioned
• Exhaustive and broad based
• Here it is

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(No Transcript)
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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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Provider Reports

• Most importantly, they showed an established
  network of local organisations across Australia

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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 (5 overall) 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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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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The client group
Churn and non vocational pathways
Professional Career Pathways
Huge growth but little knowledge
Associate Professional Career Pathways
Intergenerational Replacement
Trade Career Pathways
Often unsuccessful but a potential pool of workers
Not trained or not yet work ready
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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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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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New Guidelines

• Cooperation between LCPs
• More empowerment of parents
• More focus on industry partnerships
• More focus on community partnerships
• State and federal partnerships

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2009 Projects
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2009 Projects
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2009 Projects
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2009 Projects
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2009 Projects
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2009 Projects
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2009 Projects
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AWIA Engagement Model

• Free
• Accessible
• Fits with all timetable requirements
• Transfers skills
• Transfers relationships
• Requires no specific expertise
• Minimal work for teachers

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AWIA Engagement Model
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AWIA Engagement Model
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AWIA Engagement Model
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AWIA Engagement Model
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AWIA Engagement Model
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Competition and reward
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Engineers Australia Model
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WALGA Engagement Model
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WALGA Engagement Model (2)
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KEY LINKS

• http//westerncareersalliance.typepad.com/weblog
• http//westerncareersalliance.typepad.com/perthsil
  f
• http//westerncareersalliance.typepad.com/blogques
  t
• http//westerncareersalliance.typepad.com/wct_blog
  _quest