Parents as Career and Parents as Career and Transition SupportTransition Support

PACTSPACTS

Buckley Park CollegeBuckley Park College

Presented by Tricia FidlerPresented by Tricia Fidler

Careers and Transitions Careers and Transitions

Project OfficerProject Officer

Western Local Community Western Local Community PartnershipPartnership

Week OneWeek One

IntroductionsIntroductions Career DevelopmentCareer Development Employment landscapeEmployment landscape Where to startWhere to start Occupational CategoriesOccupational Categories The Job GuideThe Job Guide What can you do?What can you do?

Parents as Career and Parents as Career and Transition SupportTransition Support

100% of parents think it is important to be 100% of parents think it is important to be involved in their child’s transitioninvolved in their child’s transition

80% of young people said they would 80% of young people said they would appreciate help from their parents in appreciate help from their parents in making decisionsmaking decisions

Only 20% of parents feel they have Only 20% of parents feel they have sufficient knowledge of the current options sufficient knowledge of the current options to be effective in supporting this type of to be effective in supporting this type of decision making decision making

Share something about youShare something about you

Something you remember about Something you remember about

your own career transition.your own career transition.

In what ways is it different now?In what ways is it different now?

Who or what was your main Who or what was your main

influence?influence?

The Complete CareerThe Complete Career

Sportand

Recreation

PaidWork

Individual

Education and

Training

VoluntaryActivities

HomeAnd

Family

Sourced from parents as career partners workshop manual (Department of Education & Training) Western Australia

Doing

Planning

Preparation

Exploration

Awareness

Sourced from parents as career partners workshop manual (Department of Education & Training) Western Australia

Career DevelopmentCareer DevelopmentA simple model of Career Development

Is this how you think about Is this how you think about Career Decision Making?Career Decision Making?

Gender

Health

Interests

Ability

Knowledge

Skills

Religion

Ethnicity

Career Decision

Maker

Sourced from parents as career partners workshop manual (Department of Education & Training) Western Australia

The emphasis is on the career decision

maker as an individual

What more would you add?

Social and Environmental impact Social and Environmental impact on Career Decision Making on Career Decision Making

Media

Gender

Health

Interests

Ability

Knowledge

Skills

Religion

Ethnicity

CareerDecision

Maker

School

Peers Family

Employers

Historical Factors

Geographical Factors

Career decision makers also live within a society or an environment where many factors need to be considered

Sourced from parents as career partners workshop manual (Department of Education & Training) Western Australia

Economic climate

What is happening in the What is happening in the employment market?employment market?

Do you need to update your understanding Do you need to update your understanding of the job market? What jobs that are in of the job market? What jobs that are in decline?decline?

You can use available information to make You can use available information to make predictions about the future workplace.predictions about the future workplace.

You might need to get an understanding of You might need to get an understanding of the current terminology and ideas about the current terminology and ideas about preparing for the workforce.preparing for the workforce.

Number of Number of people enteringpeople entering the the

workforce is workforce is decliningdeclining

Number of Number of people exitingpeople exiting the the

workforce is workforce is increasingincreasing

Workforce StrengthWorkforce Strength

DEWR National and State Skills Shortages Lists 2006

Ageing WorkforceAgeing Workforce

““Workforce TomorrowWorkforce Tomorrow” Report identified ” Report identified

a potential shortfall of 195,000 workers a potential shortfall of 195,000 workers

in 5 years as a result of population ageingin 5 years as a result of population ageing

The AgeThe Age Newspaper report indicated that in Newspaper report indicated that in 2002 – 185,000 people entered the 2002 – 185,000 people entered the workforce and by 2020 that number is workforce and by 2020 that number is expected to reduce to just 12,000expected to reduce to just 12,000

Valuable resourceValuable resource

www.workplace.gov.au/workplace/Publications/LabourMarketAnalysis/AustralianJobs.htm

Nationally over 50% of new employment Nationally over 50% of new employment to 2012-13 is expected to come from 3 to 2012-13 is expected to come from 3 main industries:main industries:

INDUSTRY JOBS

Health & Community Services159,600

Property & Business Services 157,000

Retail Trade 133,500

*Construction has seen the highest increase in new jobs in the last five years= 236,200, and is expected to show the 4th highest growth in the next

105,900

What are the skill shortage What are the skill shortage ProfessionalProfessional jobs? jobs?

Child Care Coordinators Child Care Coordinators

Accountants and AuditorsAccountants and Auditors

ICT Skills (selected ICT Skills (selected specialisationsspecialisations

Engineers (civil, mining, Engineers (civil, mining, petroleum, mechanical, petroleum, mechanical, elecetrial, electronics, elecetrial, electronics, chemical)chemical)

Registered nursesRegistered nurses

Health Specialists -Health Specialists -

1.1. Speech pathologistSpeech pathologist

2.2. DentistDentist

3.3. SonographerSonographer

4.4. PhysiotherapistPhysiotherapist

5.5. RadiographerRadiographer

DEEWR Australian Jobs 2008

What are the skill shortage What are the skill shortage TradeTrade jobs? jobs?

Auto Mechanic and Electrician, Panel beater, Auto Mechanic and Electrician, Panel beater, Vehicle painter.Vehicle painter.

Carpenter, Joiner, Plasterer, Bricklayer, Carpenter, Joiner, Plasterer, Bricklayer, Plumber, Cabinet maker. Plumber, Cabinet maker.

Metal fitter, Machinist, Fabricator, Sheet metal Metal fitter, Machinist, Fabricator, Sheet metal worker, Welder.worker, Welder.

Electrician, Refrigeration and air-conditioningElectrician, Refrigeration and air-conditioning

Furniture upholstererFurniture upholsterer

Chef & Cook, Pastry cookChef & Cook, Pastry cookDEWR National and State Skills Shortages Lists

2006

Qualifications for JobsQualifications for JobsPotential qualifications pathways for jobsPotential qualifications pathways for jobs % of % of

employmentemploymentJobs that currently and potentially haveJobs that currently and potentially havea university pathwaya university pathway 24.024.0

Jobs that currently and potentially haveJobs that currently and potentially havea VET pathwaya VET pathway 62.362.3

Jobs not requiring qualificationsJobs not requiring qualifications 13.713.7

Current qualifications profile of the populationCurrent qualifications profile of the population % of 15-% of 15-64 years pop.64 years pop.

University qualificationsUniversity qualifications 20.020.0

VET qualificationsVET qualifications 29.929.9

No qualificationsNo qualifications 50.150.1

Where to startWhere to start

Encourage your child to identify:Encourage your child to identify:

– What they are good atWhat they are good at

– What they enjoy doingWhat they enjoy doing

– Where their interests lieWhere their interests lie

– What is important to them in there What is important to them in there working lifeworking life

Read pages 8-12Read pages 8-12

Occupational CategoriesOccupational Categories Occupations are often categorised Occupations are often categorised

based on the skills required to based on the skills required to perform those jobs. perform those jobs. (Page 8 in workbook)(Page 8 in workbook)

What is your occupational category?What is your occupational category?

Matching interests and abilities to Matching interests and abilities to these categories can give direction to these categories can give direction to exploration of options exploration of options (page 11)(page 11)

Career AssessmentsCareer Assessments

What they are/are not – What they are/are not – Page 13Page 13

Careers Quiz Careers Quiz www.jobsearch.gov.auwww.jobsearch.gov.au

My Future – My Profile My Future – My Profile www.myfuture.edu.auwww.myfuture.edu.au

Health and CommunityHealth and Community www.hcscareers.vic.edu.au/careerquiz.phpwww.hcscareers.vic.edu.au/careerquiz.php

Career QuizCareer Quiz http://jobsearch.gov.au/Careers/cq_home.aspx

My My resultsresults

General General CareersCareers

My Future – My Profile My Future – My Profile www.myfuture.edu.au/services/default.asp?FunctionID=2010www.myfuture.edu.au/services/default.asp?FunctionID=2010

My Results in H&C ServicesMy Results in H&C Serviceswww.hcscareers.vic.edu.au/careerquiz.phpwww.hcscareers.vic.edu.au/careerquiz.php

The Job GuideThe Job Guide

The Job guide is given to all The Job guide is given to all year 10 students.year 10 students.

It provides information about job It provides information about job prospects, personal requirements, prospects, personal requirements, skills and training requiredskills and training required

You can also investigate employment You can also investigate employment opportunities and related jobsopportunities and related jobs

Available online: www.jobguide.dest.gov.au/

Basic SkillsBasic Skills

Employers say they would like new Employers say they would like new entrants into the workforce to have entrants into the workforce to have certain basic skills. certain basic skills.

These have been summarised into These have been summarised into eight categories and go by the eight categories and go by the name of Employability Skills. name of Employability Skills.

What are the Employability Skills?What are the Employability Skills?

Team work – understanding one’s own Team work – understanding one’s own role in a team, capacity to work role in a team, capacity to work harmoniously and productively with harmoniously and productively with others.others.

Communication – displaying effective Communication – displaying effective listening and understanding, speaking listening and understanding, speaking clearly and directly, being assertive clearly and directly, being assertive and persuasive.and persuasive.

Problem-solving –ability to apply a Problem-solving –ability to apply a range of strategies to solve problems.range of strategies to solve problems.

Technology – able to master various Technology – able to master various forms of technology in the workplace. forms of technology in the workplace. Have a basic understanding of word Have a basic understanding of word processing, and Internet/email usage processing, and Internet/email usage etc.etc.

Employability SkillsEmployability Skills

Employability SkillsEmployability Skills Planning and organisation –managing Planning and organisation –managing

priorities by setting time lines, priorities by setting time lines, coordinating tasks and working coordinating tasks and working systematicallysystematically..

Self-management – having clear goals, Self-management – having clear goals, evaluating one’s own performance and evaluating one’s own performance and taking responsibility for allocated tasks.taking responsibility for allocated tasks.

Learning – proactive involvement in Learning – proactive involvement in training and learning opportunities in training and learning opportunities in the workplace as well educational the workplace as well educational settings. settings.

Initiative/enterprise – ability to adapt Initiative/enterprise – ability to adapt to change and translate ideas into to change and translate ideas into action.action.

Employability SkillsEmployability Skills..

..

What can you do?What can you do? Take notice of your child’s activities Take notice of your child’s activities

both in and out of school and support both in and out of school and support your child’s interests and skill your child’s interests and skill development. development.

Encourage your child to participate in Encourage your child to participate in voluntary, casual or part time work voluntary, casual or part time work so skills and work practices can be so skills and work practices can be learned.learned.

What can you do?What can you do?

Assist in the development of their self Assist in the development of their self esteem by asking them to share how they esteem by asking them to share how they achieved something. This will help them to achieved something. This will help them to see their own strengths.see their own strengths.

Expose you child to resources and advice Expose you child to resources and advice to enable them to collect information to enable them to collect information about education and the world of workabout education and the world of work

Encourage your child to keep their options Encourage your child to keep their options open – the broader the range they open – the broader the range they consider the more likely they are to find consider the more likely they are to find one that works for them.one that works for them.

What can you do?What can you do?

What can you do?What can you do? Go with them to Career Expos and Go with them to Career Expos and

Open DaysOpen Days

Be realistic when discussing career Be realistic when discussing career options with your child and be sure to options with your child and be sure to listenlisten to what they have to say. to what they have to say. (Listen with your body as well as your (Listen with your body as well as your mind)mind)

Changing careers is perfectly acceptable – Changing careers is perfectly acceptable – don’t make your child feel they are don’t make your child feel they are making a life long decision now.making a life long decision now.

Sourced from parents as career partners workshop manual (Department of Education & Training) Western Australia

End of Week OneEnd of Week One

Week 2Week 2Career and TransitionCareer and Transition

School study options VET, VCAL and VCESchool study options VET, VCAL and VCE

Try before you buy –Work Experience and Try before you buy –Work Experience and Structure Workplace learning Structure Workplace learning

School based Apprenticeships and School based Apprenticeships and TraineeshipsTraineeships

Career services at your school /Pathways Career services at your school /Pathways plansplans

Surf the WebSurf the Web Value of ongoing learningValue of ongoing learning

Doing

Planning

Preparation

Exploration

Awareness

Sourced from parents as career partners workshop manual (Department of Education & Training) Western Australia

Career DevelopmentCareer DevelopmentA model of Career Development

AwarenessAwarenessNeed to spend some time identifying:Need to spend some time identifying:

interestsinterests

valuesvalues

skills skills

abilities, and thenabilities, and then

Explore possible matchesExplore possible matches

ExplorationExplorationA time to take what you know about yourself and look A time to take what you know about yourself and look

for matches in the world of workfor matches in the world of work

Some ways to do this: Some ways to do this: Look at occupational categories to see which jobs Look at occupational categories to see which jobs

might need the qualities and attributes you already might need the qualities and attributes you already havehave

Look at your qualities and attributes and see how Look at your qualities and attributes and see how they might transfer to a they might transfer to a rangerange of occupational of occupational categories. categories.

Investigate what a job needs so that you can direct Investigate what a job needs so that you can direct your learning or develop your attributes to expand your learning or develop your attributes to expand your options. (skill or training)your options. (skill or training)

Senior school optionsSenior school options

Victorian Certificate of Education –VCEVictorian Certificate of Education –VCE

Victorian Certificate of Applied LearningVictorian Certificate of Applied Learning

- VCAL- VCAL

Vocational Education and Training – VETVocational Education and Training – VET

Summary on page 19 in the workbookSummary on page 19 in the workbook

VCEVCE Senior Certificate that provides a Senior Certificate that provides a

pathway to further study at University pathway to further study at University or TAFE or to workor TAFE or to work

Generally undertaken by students in Generally undertaken by students in Years 11 and 12 although some Years 11 and 12 although some schools allow students to do one or schools allow students to do one or two subjects in year 10.two subjects in year 10.

Minimum 16 units over the two years. Minimum 16 units over the two years. English must be part of the selection.English must be part of the selection.

What subjects to choose?What subjects to choose?

Subjects that:Subjects that:

You enjoyYou enjoy

You are good at You are good at

Reflect what you are interested in studying Reflect what you are interested in studying at tertiary level, if you know. at tertiary level, if you know. (see VTAC and (see VTAC and TAFE guides)TAFE guides)

Help provide you with more career options Help provide you with more career options if you are uncertainif you are uncertain

Look at Choice! VTAC print out, especially from page 12-19 Look at Choice! VTAC print out, especially from page 12-19 with particular attention to Kris on page 18.with particular attention to Kris on page 18.

What is VCAL?What is VCAL?

Senior Certificate for Students in years 11 Senior Certificate for Students in years 11 and 12 that offers hands on practical and 12 that offers hands on practical learning. learning.

Offers wider range of curriculum choices for Offers wider range of curriculum choices for young peopleyoung people who in the past might not who in the past might not have continued at schoolhave continued at school

Designed to develop skills and knowledge Designed to develop skills and knowledge for personal and social development and for personal and social development and enhance students’ employment chancesenhance students’ employment chances

Victorian Certificate of Applied LearningVictorian Certificate of Applied Learning

VCALVCAL

Three award levelsThree award levels

FOUNDATIONFOUNDATION

INTERMEDIATEINTERMEDIATE

SENIORSENIOR

The VCAL The VCAL Curriculum StrandsCurriculum Strands

Literacy & Numeracy Skills (LNS)Literacy & Numeracy Skills (LNS)

Industry Specific Skills (ISS)Industry Specific Skills (ISS)

Work Related Skills (WRS)Work Related Skills (WRS)

Personal Development Skills (PDS)Personal Development Skills (PDS)

VCAL CourseVCAL CourseA VCAL course may contain curriculum A VCAL course may contain curriculum

components drawn from:components drawn from:

VCAL units from the curriculum VCAL units from the curriculum strands strands (LNS, ISS, WRS and PDS)(LNS, ISS, WRS and PDS)

VCE units VCE units (including VET in the VCE programs)(including VET in the VCE programs)

Other VET curriculum or Training Other VET curriculum or Training Packages Packages

Further Education accredited Further Education accredited curriculumcurriculum

VET in schoolsVET in schools It allows a student to complete a vocational It allows a student to complete a vocational

certificate whilst doing either their VCE or certificate whilst doing either their VCE or VCAL. VCAL.

VET in Schools programs are typically VET in Schools programs are typically delivered through partnership between delivered through partnership between schools, industry and training providersschools, industry and training providers

Often include opportunities for students to Often include opportunities for students to participate in workplace learning. participate in workplace learning.

Each school decides on the VET subjects they Each school decides on the VET subjects they will offer their studentswill offer their students

Why do VCAL?Why do VCAL?

Interest in staying at schoolInterest in staying at school

VCAL PathwaysVCAL Pathways

VCAL

Employment Certificates, Diploma or Advanced Diploma

VCEApprenticeship/

Traineeship

Degrees

VCAL and VETVCAL and VET

Work Experience and Work Work Experience and Work PlacementPlacement

Year 10 Work experience. Student is Year 10 Work experience. Student is the observer, doing a limited range the observer, doing a limited range of tasks.of tasks.

Work placement or Structured Work placement or Structured Workplace Learning places the Workplace Learning places the student in the workplace as a worker. student in the workplace as a worker. Part of VCAL or VET and is related to Part of VCAL or VET and is related to practicing what they have learnt in practicing what they have learnt in class in the workplace.class in the workplace.

Workplace learningWorkplace learning

An opportunity to try on a new An opportunity to try on a new identity. No longer a student but a identity. No longer a student but a young adult worker. Need to be young adult worker. Need to be supported and encouraged by supported and encouraged by parentsparents..

Take time to read page 28 and discussTake time to read page 28 and discuss

Opportunities to encourageOpportunities to encourage

- Travel outside our comfort zone - Travel outside our comfort zone

School based Apprenticeships School based Apprenticeships and Traineeshipsand Traineeships

Nationally recognised qualification overseen by a Nationally recognised qualification overseen by a Registered Training Organisation. (RTO)Registered Training Organisation. (RTO)

Option to start while still at school – Option to start while still at school – School based Apprenticeship- doing one day per School based Apprenticeship- doing one day per week for 18months+week for 18months+

Group Training Organisations (GTO) employ the Group Training Organisations (GTO) employ the apprentice/trainee and oversee their training and apprentice/trainee and oversee their training and lease them out to businesses.lease them out to businesses.

You can find an employer independently of a GTO.You can find an employer independently of a GTO.

Refer to the apprenticeship information bookletsRefer to the apprenticeship information booklets

Careers services at Careers services at Buckley Park SecondaryBuckley Park Secondary

Presented by Careers TeacherPresented by Careers Teacher

Available staffAvailable staff

Managed Individual Pathways (MIPS)Managed Individual Pathways (MIPS)

ActivitiesActivities

Careers resourcesCareers resources

Research and Resources Research and Resources Printed Printed

I have brought a number of resources that I have brought a number of resources that you are free to look at during the breakyou are free to look at during the break

CD Rom and other electronic mediaCD Rom and other electronic media

I have brought a number of resources that I have brought a number of resources that you can play or view.you can play or view.

InternetInternet

At the back of your booklets there is a list of At the back of your booklets there is a list of sites that may be of interestsites that may be of interest

Internet resourcesInternet resources

Do a Quiz!Do a Quiz!

My resultsMy results

Watch a VideoWatch a Video

Internet ResourcesInternet Resources Pair up with another parent if you likePair up with another parent if you like Take time to scan the online activity sheetsTake time to scan the online activity sheets You can choose from:You can choose from:

Job pathwaysJob pathwaysAce Day JobsAce Day JobsVictoria UniversityVictoria UniversityGoing to UniGoing to Uni La Trobe UniLa Trobe UniBig Plans – Building industryBig Plans – Building industryPlumbing careerPlumbing career Job Juice - Youth focused Job Juice - Youth focused Job Search – Government websiteJob Search – Government website

Search the sites and see if you can answer Search the sites and see if you can answer the questionsthe questions

Unemployment and Unemployment and QualificationsQualifications

9.6

6.6

6.3

3.6

2.9

9.6

5.1

5.9

3.7

2.7

0 2 4 6 8 10 12

School Year 10 andbelow

School Year 12

Cert I or II

Cert III or IV

Bachelor degree

2004 2005

Source: Department of Employment and Workplace Relations, Australian Jobs 2006(ABS Education and Work, Cat No 6227.0)

Youth at risk of being unemployed Youth at risk of being unemployed have one or more of these factors have one or more of these factors

in their lifein their life

Leave school earlyLeave school early Low levels of literacy and numeracyLow levels of literacy and numeracy Live with one or more unemployed Live with one or more unemployed

personperson Are from a low socio-economic Are from a low socio-economic

backgroundbackground Are from a non English speaking or Are from a non English speaking or

indigenous backgroundindigenous backgroundSource: A report for the Smith Family for the AMP Foundation Nov 2003. Youth Unemployment in Australia by Kristy Muir, Anne Maguire, Daniel, Slack-Smith and Maree Murray.

Consequences on the individual of Consequences on the individual of youth unemploymentyouth unemployment

Young males not in the labour force Young males not in the labour force have a mortality rate 8.6 times have a mortality rate 8.6 times higher than their working or studying higher than their working or studying peers.peers.

Being unemployed as a youth may Being unemployed as a youth may result in future low wages, long term result in future low wages, long term underemployment and underemployment and unemployment.unemployment.

Source: A report for the Smith Family for the AMP Foundation Nov 2003. Youth Unemployment in Australia by Kristy Muir, Anne Maguire, Daniel, Slack-Smith and Maree Murray.

End week twoEnd week two

Week ThreeWeek ThreeThe World of WorkThe World of Work

University and TAFE optionsUniversity and TAFE options

Communicating with Young People Communicating with Young People about Careersabout Careers

Internet Resources Internet Resources

Transition to Work and supporting Transition to Work and supporting agenciesagencies

Quick review of last week and a look at the Handbook Quick review of last week and a look at the Handbook contents.contents.

Start page 20Start page 20

Communicating with young people Communicating with young people about careers about careers read page 28read page 28

Break into 3 groups and answer - Break into 3 groups and answer -

What skills are needed of us as What skills are needed of us as parents to encourage responsibility parents to encourage responsibility in our teenager for making in our teenager for making decisions?decisions?

How can you let your teenager know How can you let your teenager know you are interested in their goals and you are interested in their goals and dreams without imposing your own dreams without imposing your own views upon them?views upon them?

Transition to WorkTransition to Work

Stages of Job HuntingStages of Job Hunting Page 35Page 35 Find jobsFind jobs Researching a jobResearching a job Cover LetterCover Letter ResumeResume Preparing for interviewPreparing for interview Interview questions Interview questions page 45page 45

Agencies and service that help Agencies and service that help page 39page 39

CentrelinkCentrelink Job Network Job Network Local Community PartnershipLocal Community Partnership Youth Pathways Youth Pathways Youth Transition Support InitiativeYouth Transition Support Initiative Job Placement, Employment and Job Placement, Employment and

TrainingTraining New Enterprise Incentive SchemeNew Enterprise Incentive Scheme

How would you help?How would you help? Form teams of 3 or 4Form teams of 3 or 4

From the team call for a volunteer to report your From the team call for a volunteer to report your discussion back to the main groupdiscussion back to the main group

Discuss the scenarios and decide how you would Discuss the scenarios and decide how you would help the young person. Record you suggestions.help the young person. Record you suggestions.

What resources or strategies would you use?What resources or strategies would you use?

Report back to the main groupReport back to the main group

Career DevelopmentCareer Development

A lifelong process of growth through life, A lifelong process of growth through life, learning and work.learning and work.

It can happen unintentionally, or it can be It can happen unintentionally, or it can be about actively creating the work one about actively creating the work one wants to do within the context of the life wants to do within the context of the life one wants to live. one wants to live.

It is both complex and unique to the It is both complex and unique to the individual. individual.

Congratulations!Congratulations!

You have reached the end of theYou have reached the end of the

PACTS workshop……but really it isPACTS workshop……but really it is

just the beginning.just the beginning.

Extra SlidesExtra Slides

Outer Western MelbourneOuter Western Melbourne Employment by Occupation(‘000) Employment by Occupation(‘000)

February 2008February 2008

                                                                                                                                                                        

                                                  

Outer Western MelbourneOuter Western MelbourneEmployment by IndustryEmployment by Industry February 2008('000) February 2008('000)

Choose a holiday destinationChoose a holiday destination

Paris Paris

HawaiiHawaii

LorneLorne

Play the Holiday GamePlay the Holiday Game

DecisionsDecisions We make the best decision we can at We make the best decision we can at

the time based on the information we the time based on the information we are given.are given.

Preconceptions can hamper good Preconceptions can hamper good decision making.decision making.

Give yourself the best chance to Give yourself the best chance to make the best fit. Know what you’re make the best fit. Know what you’re getting into. getting into.

University and TAFEUniversity and TAFE

Introduce Kathryn Moloney from RMITIntroduce Kathryn Moloney from RMITKathryn will be speaking about the difference between Kathryn will be speaking about the difference between

University and TAFE, pathways and RMITUniversity and TAFE, pathways and RMIT

Refer toRefer to TAFE Course DirectoryTAFE Course Directory University and TAFE course guidesUniversity and TAFE course guides

Play TAFE – way to go Play TAFE – way to go Start at Chapter-courses-profilesStart at Chapter-courses-profiles

Uni Grads turn to TAFE for Job Skills – The Uni Grads turn to TAFE for Job Skills – The Australian.Australian.

Apprenticeship /Traineeship Apprenticeship /Traineeship resourcesresources

Industry booklets – show the range of roles Industry booklets – show the range of roles and samples of what is covered in the and samples of what is covered in the course, duration of training, employer course, duration of training, employer incentives the roles and responsibilities.incentives the roles and responsibilities.

Take time to look at Take time to look at

The range of qualifications in each The range of qualifications in each industry industry

The range of subjects or topics in the The range of subjects or topics in the training planstraining plans