Careers In Sciencestats
- 1. alternative pathways to careers in science
- 2. New and old view on “careers and employment” “ Standard employment (permanent-full time) accounts for only half the workforce (BVET 2001) Part-time work accounts for over 11% of workforce Casual employment comprises approx 27% of the workforce
- 3. Traditional career pathways are disappearing Young people less motivated by job security and more mobile Increased focus on general, generic, key and employability skills such as learning to learn
- 4. Demand for paraprofessionals Shelf life of some technical skills is decreasing Demand for workers with interpersonal, communication, problem solving and decision making skills, team work, project setting and program management
- 5. Definition of Vocational Learning/Career Development Vocational Learning is general learning that addresses broad understandings of the world of work and develops in young people a range of knowledge, skills, competencies and attributes relevant to a wide range of work environments. Report of the MCEETYA Taskforce on Vocational Education and Training (VET) in Schools, July 2000, p.112
- 6. Definition of Vocational Education & Training Vocational education and Training (VET) is “appropriately accredited and industry-specific entry level training programs that deliver competencies endorsed within the National Training Framework and certification of industry accredited training aligned to the Australian Qualifications Framework (AQF).
- 7. THE ACT Vocational Education and Training (VET) Environment
- 8. The ACT VET environment has well above the national average of people aged 25-64 with post school qualifications (65.5% (ACT); national average=55.3%). ACT Government statistics indicate that the number of apprenticeship and traineeship commencements in the ACT is increasing, and at a rate higher than the national average .
- 9. The ACT remains the only state or territory in which female participation in vocational education and training is higher than that of males. A significant area of growth in the ACT VET system is the VET-in-Schools”.
- 10. A 2.2% rise in overall VET student numbers compared to a national decline of 7.1%; A 5.8% rise in overall VET subject enrolments compared to a national decline of 4.9%; Certificate IV enrolments up from 2,300 to 3,300 ; A 14% rise in the number New Apprenticeships in training compared to a national decline of 3%.
- 11. Science related VET Courses in ACT Colleges Engineering & Mining - Lake Ginninderra & Marist Colleges , Science, Technical & Other ( Electrotechnology )- St Edmund’s College Community Services, Health & Education Erindale, Hawker, Lake Gininderra, Lake Tuggeranong, St Clare’s and the Canberra Colleges
- 12. Utilities ( Spatial Information Services ) Lake Tuggeranong & Hawker Colleges Automotive – Daramalan, Lake Tuggeranong, Dickson, Hawker, Lake Ginninderra, Copland, Colleges Building & Construction Copland, Daramalan, Dickson, Erindale, McKillop Catholic, Marist, St Edmund’s, Lake Ginninderra, Hawker Colleges
- 17. T % Participation F M Total General Biology (A&T) 28.1 15.1 22.2 Human Biology (T) 1.2 0.7 1.0 Biology (A) Mixed Biology (A&T) 4.0 0.8 2.5 Web of Life (T) .2 .0 .1 Earth Science (T) .5 .8 .6 Participation in Non VET Science Courses in ACT Colleges
- 18. F M Total Physics (T&A) 15.3 36.5 24.9 Electronics (T&A) .5 .2 Chemistry (T&A) 30.2 27.4 28.9 Horticulture (A) Physical Science (T) . 5 .9 .7 Forestry (T) . 1 .3 .2 Agriculture (A&T) .1 .5 .3 Physics/Electronics (T&A) .6 2.8 1.6 Horticulture Skills (A)
- 19. F M Total Oceanography (T) .2 .9 .5 Applied Science (A,T&R) . 5 1.1 .8 General Science (A,T&R) 1.8 1.7 1.8 Geography (T) 4.3 4.7 4.5 Behavioural Science (A&T) 10.6 1.9 6.6 Psychology (A&T) 21.9 5.8 14.6 Physical Education (A,T&R) Geology (T) .03 .08 .05
- 20. F M Total Human Movement (T) 9.5 10.6 10.0 Food Studies (A,R&T) 1.8 .5 1.2 Home Economics (T) .3 .0 .2 Technical Drawing (A&T) .1 1.8 .9 Engineering Science (A&T) .1 1.9 .9 Design & Technology (A&T) 1.4 2.6 2.0 Textiles (T&A) .4 .0 .2 Year 12 Study, 2004, Board of Senior Secondary Studies
- 23. How does this relate to Careers in Science? Students are looking for alternative entry points into careers/jobs of their choice Students recognising “benefits” of studying VET and or undertaking a SNAP. Subject Teachers as well as Careers Advisors need knowledge and information regarding opportunities and pathways for entry into fields of study or employment
- 24. How Can a Science Teacher access the information needed to help students? Talk to the VET co-ordinator and Careers Advisor Read the CIT handbook and Pathways Guide Invite the Careers Advisor and VET co-ordinator to talk to your class
- 25. Access Websites that provide holistic advice about working in the industry Organise speakers from CIT to talk about pathways from school Encourage students research about careers in science that do not “start” with a degree Encourage students to undertake work experience in a science related field
- 26. Resources available to subject teachers Websites of interest http://www.ruralskills.com.au/ animal http://www.ruralskills.com.au/ontrack/pages/jobs/animalcare.html http://www.ruralskills.com.au/ontrack/pages/Nextstep/NSanimalattend.htm http://www.newapprenticeships.gov.au/ http://agsci.eliz.tased.edu.au/wsh/ws_car2.htm http://agsci.eliz.tased.edu.au/wsh/ws_car1.htm
- 28. VET Nursing http://www.ruralskills.com.au/ontrack/pages/Nextstep/NSvetnurs.html Job / Qualification Possible job/career expectations Starting out in the industry. No Certificate I qualification at present Assisting in the veterinary clinic as part of secondary school work experience program or perhaps at weekends is, for many, the beginning of a career in veterinary nursing. Duties under direct supervision may include: clinic hygiene and animal care; minor reception duties; equipment operation. Student May be either Certificate II or Certificate III in Animal Studies A student may be involved in a wide range of veterinary clinic tasks with a decreasing level of supervision as experience is gained. Tasks could include:basic animal husbandry and care; carrying out clinic routines; clinic reception duties. Qualified Veterinary Nurse Certificate IV in Veterinary Nursing A qualified veterinary nurse will be called upon to perform a wide range of veterinarian support and animal care operations including: conduct of the total clinic operation; operation of a wide range of clinic equipment; assisting the veterinarian in the provision of a range of animal care procedures. Specialised Veterinary Nursing Extended Certificates IV in Veterinary Nursing (specialising in Dental/Surgical/ Critical Care and Emergency) Following the qualification as a veterinary nurse there are then options to specialise in one of three areas. These areas are veterinary dental nursing, veterinary surgical nursing or veterinary critical care and emergency. Activities may include:supervision of animal emergency activities; surgical procedure support; staff supervision; patient management. Nursing Manager Diploma in Veterinary Nursing The veterinary nursing manager is likely to have significant responsibilities in managing veterinary clinic activities including:management planning and implementation; clinic operations management; staff management and training; business planning and operations. Nursing Director No specified national qualification at present Next to the veterinarian, the veterinary nursing director has the primary responsibility to ensure that the veterinary enterprise and total clinic operation are successfully managed. Responsibilities may include:practice management, managing personnel and training; clinic operations management; clinic promotion and marketing; strategic planning.
- 29. AQUACULTURE Job / Qualification Possible job/career expectations Assistant to general hand & general hand Certificate I in the Seafood Industry (Aquaculture) General hand and assistant general hand jobs are usually the beginning of a career in aquaculture. In preparation for this work, an employee at this level will usually work under direct supervision and carry out tasks such as: using hand and power tools, filleting fish and shifting materials. General Hand or Field Hand Certificate II in the Seafood Industry (Aquaculture) A general hand or field hand may be involved in a variety of duties depending on the area of work. Duties may include feeding and harvesting stock, applying chemicals and operating marine vessels, vehicles and equipment. General hands can also be employed to carry out routine maintenance work, clerical tasks and marketing. Skilled worker or Leading Hand Certificate III in the Seafood Industry (Aquaculture) A skilled worker or leading hand is an experienced worker who is likely to be involved in some of the decision -making and coordinating of team activities. Tasks may include:handling and maintaining stock culture, overseeing emergency procedures, constructing farm structures and performing diving operations. Aquaculture specialist Certificate IV in the Seafood Industry (Aquaculture) An aquaculture specialist, supervisor or technical manager may supervise a stock health program, operate a hatchery, oversee harvest and post-harvest activities or maintain an office. Business management and training might also be part of his/her job. Aquaculture manager Diploma of the Seafood Industry (Aquaculture) An operations manager of an aquaculture farm or site will have a wide range of technical skills and/or managerial, co-ordination and planning responsibilities. Some of the following tasks may be performed by such a person: developing a stock nutrition program, establish an aquaculture enterprise, plan and design water supply and disposal systems.
- 34. Let’s take some examples A student comes to you and wants to work with animals. The student is good at biology, maths but at this stage does not want to go to university. What advice can you give? The student is in year 10. A student wants to be a Forensic investigator like on CSI, but does not want to go to university. How can they “do it”. The student is in year 11 (semester 1)
- 35. A student wants to be a nurse but won’t get the UAI needed. How can they achieve their goal? A student wants to study Chinese medicine but does not want to study medicine. A student is undertaking a SNAP in Building and Construction. Is fascinated by buildings and their structure. What sort of careers can I pursue in this industry?