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Bridge the Gap
Exploring school-to-work pathways for our salmon industry.
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Introduction – about me.
• Aquaculture Trainer since the late 1990’s.
• Aquaculture Coordinator at the Huon Valley Trade Training Centre since 2013.
• Deliver Certificate I and II in Aquaculture.
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Introduction – about the HVTTC
• Established 2013• Administered by Huonville
High School.• Training for Years 11/12,
adults and community.
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What we currently do - courses
• Three year aquaculture & maritime pathway, Years 10-12
• Partnering Agreements with RTO’s.
• Certificate I and II in Aquaculture, Certificate II in Maritime Operations (Coxswain NC Grade 1)
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What we currently do - pathways
• Site visits – Cert I• Work Placement – Certs II
(10 days)• Employment outcomes –
31 since 2014.• ASbA’s• BUT – not formalised.
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What we currently do - industry
• Technical support• Expert delivery – fish
health, quality systems• Supply fish• Donation of feed• Facilitate work-placements• Joint displays• BUT – not formalised.
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My Churchill Fellowship Project –investigating school-to-work apprenticeship pathways in the European salmon industry.
• Four weeks in Norway• Three weeks in Scotland• Nine schools and training
organisations• Six industry operations• Investigation• Findings• Recommendations
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Norwegian Model – “2 + 2”
• No TAFE sector at apprenticeship level
• VGS Upper Secondary Schools
• VG1 Naturbruk – 5 weeks work-placement
• VG2 Akvakultur – 9 weeks work-placement
• Apprenticeship – 2 years• VGS also provide adult
training
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Norway – school snapshotsSTRAND VGS • 500 students• 40 Aquaculture students• AUD$12M Marine Science
Centre• 600 t per annum salmon
farm –leased to Marine Harvest
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Norway – school snapshotsMALOY VGS• Smaller number of
students• Limited facilities.• Innovative use of industry• 2 days on-the-job per week• Partnership with Maritime
Centre• Recently granted a farm –
will lease to Marine Harvest
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Norway – school snapshotsVAL VGS• Private School - Lutheran• Specialises in primary
industries• 130 students in total, 25
VG2 Akvakultur• Operates its own salmon
farm• Visited Tasmania in April
2017
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VAL VGS – visit to Tasmania
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VAL VGS – visit to Tasmania
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Norway – issues with “2+2”TAF• Streaming – forcing
students to choose.• Breakdown in connection
between school and industry.
• TAF program – 4 year model
• Combines school & employment
• Allows progress to university.
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Norway – role of the Training Office
• Administers apprenticeships
• Organises training schedules
• Promotes the industry, school, training and employment opportunities
• “Talk to the mothers, convince them, as they are the biggest influence on the future of their children.”
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Norway – Froya: the “Blue Competence” Community
• 25% of Norway’s salmon production
• Blue Competence Centre• University and industry
partnership• Total community
engagement• Themes of collaboration
and cooperation
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Norway – Industry Perspective
• Works with school to determine workforce needs and student enrolment
• Dedicated staff to train apprentices
• Would rather employ young people than old
• Apprentices are excess to establishment
• Strongly supportive of 2+2 model
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The Scottish Model – NPA & SVQ
• Two separate systems• NPA in School (Years 9-10)• SVQ (Modern
Apprenticeships) ages 16-19
• No VET in Years 11-12• No direct credit from the
NPA to the Modern Apprenticeship
• NPA not delivered in schools
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Scotland – snapshot NAFC Shetland
• NPA program not running• Issues with transport of
students.• Issues with WHS• Issues with Child Protection• Issues with funding• MA’s highly successful in
contrast
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Scotland – the future: Foundation Apprenticeships
• Year 11-12 program• VET Training equivalent or
slightly higher than MA2• 2-year program• Combines school & part-
time employment• Allows progress to
university.
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Findings - Norway
• 2+2 model forces schools and industry into partnerships
• The “we”, not the “me”• Industry sees apprentices
as workforce & community development, not just cheap labour
• Separate vocational and general streams, defined pathways
• It’s a cultural thing
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Findings - Scotland
• Industry must be supported to participate, not hindered by WHS & WWC
• School programs must articulate to industry training
• Foundation Apprenticeships are promising
• FA’s actually reward students for staying at school
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Where Next?
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weetapoona Huon Aquaculture Pathways Program
• Indigenous work-preparation program
• Run by industry and community
• Hosted at HVTTC
• 16 students Yr 10-11 from south of the state
• Outcomes – ASbA’s and retention
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Australian Teaching Fellowship
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Australian Teaching Fellowship
• $30,000 school project
• Two-stream aquaculture industry partnership.
• Theme – blurring the lines between school and employment.
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Tassal Project Connect
• Formal partnership
• Industry employees at HVTTC
• HVTTC training on industry sites.
• Sea cage on marine farm
• Guaranteed employment outcomes
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Huon Urchin Alliance
• Industry development partnership
• Regional Jobs Investment Program
• Stream 1: Wild catch, processing, market development.
• Stream 2: Ranching• Stream 3: Hatchery proof of
concept and workforce development.
• Industry employees on HVTTC site.
• ASbA’s• Increased training & employment
opportunities.