CEAV Journal E · Summer 16 December (published 2016) CEAV OFFICE: Career Education Association of Victoria ABN 80 549 485 560 NFP A0013239A Unit 3 / 192 B Burwood Road, Hawthorn,

CEAV JournalWinterVolume 42, Number 2, July 2015

Save the date

EAUSTRALIAN CENTRE FORCAREER EDUCATION

http://conference.ceav.vic.edu.auEarly Bird Bookings now open.Check ACCE/CEAV website for details

2015 ACCE Conference December 8 and 9

Career Development for a Changing World – global mobility and STEM careers

http://conference.ceav.vic.edu.au

Volume 42, Number 2, July 2015 |

CEAV Journal – Winter 2015

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ACCE EXECUTIVE 2015

President: Frank Thompson Life MemberVice President: Mae Batrouney Highvale Secondary CollegeTreasurer: Donald Warren Business ConsultantSecretary: Enza Sgroi Mt Scopus College

ACCE COMMITTEE MEMBERS 2015

Jacky Burton The Knox School Cheryl Kennedy Phoenix P-12 Community CollegePhil Newnham Wantirna Secondary College Ellen Fleming Life Member

ACCE STAFF:

Chief Executive Officer: Bernadette GigliottiBusiness Manager: Lee PonsioenTraining Manager: Joan PerroneSenior Project Officer: Naomi Corlett Project Officer: Leah PappasProject Officer: Briony Penrose Trainer and Assessor: Anne Wood RTO Administration Officer: Terri Montalto Office Administration: Rachel Dodson

2015 FEES:

Refer to CEAV website for current Membership levels and fees. Members wishing to apply for Professional Standing under the CICA Professional Standards for Australian Career Development Practitioners can go online and download the application forms.

http://www.ceav.vic.edu.au

Payment by Cheque or EFT.Credit card payments available online. Contact CEAV

PAYMENTS CAN BE MADE ELECTRONICALLY:

Bank Name: Victorian Teachers Credit UnionBSB No: 704-191Account No: 94897Account Name: Career Education Association of VictoriaReference: Invoice Number/Organisation Name

2015 EDITIONS DEADLINES:

Spring 30 October Summer 16 December (published 2016)

CEAV OFFICE:Career Education Association of VictoriaABN 80 549 485 560NFP A0013239AUnit 3 / 192 B Burwood Road, Hawthorn, Vic 3122Telephone: (03) 9810 6400Fax: (03) 9815 2490Email: [email protected]: www.ceav.vic.edu.au

PRODUCTION

Editor 2015: Naomi CorlettAdvertising Sales: Lee PonsioenDesktop Publishing: Greg Loveder GraphicsPrinting: CEAV

CEAV Journal

ISSN 1322-4115

© CEAV 2015 Career Education Association of Victoria

DISCLAIMER:

This publication has been prepared for the members of the Career Education Association of Victoria Inc. The opinions expressed in this publication are those of the authors and do not necessarily reflect the view of the CEAV or the Editorial Committee. No responsibility for any loss occasioned to any person acting or refraining from actions as a result of the material in the publication is accepted by the authors, CEAV or the Editor. The CEAV does not necessarily endorse any product that may be advertised in the journal.

The CEAV gratefully acknowledges the support of the Department of Education and Training in providing funding to this association.


mailto:[email protected]




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Editorial 4

Updates 5CEO Report 5

Training Update 7

Reports 9ACU Careers Days 2015 9

University of Melbourne 2015 Career Practitioners Seminar 10

RMIT Careers Practitioners Seminar 12

The IAEVG International Conference in Guidance and Career Development 13Monash University Career Practitioners Seminar 17

La Trobe Career Practitioners’ Day 21

Professional Practice 22Social Media: do I have to? 22

Managing Your Reputation 23

Ideas for the Career Classroom – Using Word Clouds 24

Labour Market 26Vice-Chancellor, Deakin University Addressto 2015 Careers Practitioners’ Seminar 26Preparing young people for work: do we really have a crisis? 30

Reviews and Notices 32

ACCE/CEAV Conference 2015:Career Development for a Changing World 32

Upcoming events 32



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EDITORIAL

While for many winter is a time to hibernate and wait for the warmer weather; this is not the case for career practitioners in schools. This time of the year brings on the busiest term of the school year, so the promise of digital technology making tasks more efficient is appealing. The focus for a number of articles in this edition is the digital world and the impact it is making on career professionals and their clients. Deakin University Vice Chancellor Professor Jane den Hollander highlighted the changes that digital technology is making to higher education and graduate employment in her address to career practitioners; which we have been given permission to reprint.

The term digital technology has a broad definition with many of the elements providing challenges and opportunities for career practitioners, such as social networking, digital resumes, online counselling and more. It is important that practitioners are not only aware of the resources but know how to use the tools effectively to assist clients with their career management.

The article ‘Social Media: do I have to?’ discusses the influence of these platforms on changing the way in which people seek and find employment. One of the challenges in the digital world is the increase in privacy issues and the conflict that arises between the personal and the public life as increasingly employers are scanning potential employees’ online presence. Jessica Merritt from ReputationManagement.com discusses the importance of managing your online presence and provides links to tools that can assist in “repairing” online blunders.

While making our clients aware of the benefits and problems that using social media can bring, it is also important that practitioners have the skills to use these tools in their practice. For example, have you created an infographic to highlight career tips for your clients or used word clouds in self-awareness activities. ‘Ideas for the Classroom’ offers some suggestions not only on existing resources but also in using the digital tools creatively in career education.

There are two follow up articles from the autumn edition; a discussion of the ICT courses at RMIT and part two of the report on the 2014 IAEVG conference. There are reports on careers advisors seminars at ACU, Monash, Melbourne and Latrobe universities. Finally, the common claim that young people are not being sufficiently prepared to enter the workforce is discussed in the article ‘Preparing young people for work: do we really have a crisis?

My thanks to Li Richardson from Bacchus Marsh Grammar and Phil Newman from Wantirna College for their contributions in this edition. A reminder that articles from members are always welcome and submission details are on the website.

http://www.ceav.vic.edu.au/publications

Naomi Corlett – ACCE Senior Project Manager

http://www.ceav.vic.edu.au/publications



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Welcome to Mr. Frank Thompson, President CEAV Inc Email: [email protected]

In this our 40th year of operations, the CEAV Inc. has welcomed in a new Committee of Management under the leadership of Mr Frank Thompson. Frank has been a long standing Life Member of the CEAV and brings with him over 30 years of careers education experience. Recently, Frank retired from his position as Head of the Careers Department at Melbourne Grammar School and we were fortunate that he has been able to give time to this leadership role. Frank over many years has held the position of Treasurer and Vice President to the CEAV. His association with the CEAV provides him with excellent understanding of our work as career practitioners and his empathy for the members and the work they do with young people provides a sound basis for his presidency. He takes over from our immediate Past President Ms. Judith Clarke, who so admirably led the association into a new era for members. Judith was the driving force behind our new trading name The Australian Centre for Career Education (ACCE) that now brings together the three divisions of CEAV Inc., CEAV Training and CEAV Career Counselling Services Australia. Judith advised me in late 2014 of her intent to stand down as President, as she reflected on the huge commitment that this new role now requires. As a full time Manager of her Careers Department with three staff, along with a leadership role in her school at St Monica’s College Epping, Judith found that there would be less time for her role as President and as a committed careers practitioner her work with her students was paramount in her career at this time. We thank her for her dedication, enthusiasm and consistent approach to management that guided our Committee of Management, members and Staff for more than four years.

Welcome to the 2015 /16 Committee of Management

After a strongly contested election we welcome new Committee of Management Members for 2015/16. Phil Newnham Wantirna College and Ellen Fleming Life Member have been long standing members of the CEAV and we thank them for volunteering their time and expertise to assist in the management of the association. This year our committee has an extensive range of representation from government and non-government schools. Each committee member brings with them a strong understanding of the issues impacting on careers practitioners in schools as well as a dedicated and empathic approach to finding solutions to these issues. For your reference, you can contact your Committee Management members at any time by sending an email to [email protected] with the representative you would like to contact in the title of the email. A full list of the Committee of Management members are available on the inside cover The Journal and on the CEAV website.

As well as volunteering their time to be part of the CEAV Committee of Management (COM) the COM members also chair our sub committees and we are seeking additional CEAV members to join our sub committees over the coming year. If you are interested in finding out about the work of the Sub Committees or to join one send an email with your contact details to the Chair of the relevant subcommittee. Serving as a member of a CEAV subcommittee is a great way to understand the work of your association and learn about positions on the committee as well as improve your own career development in advancing your leadership capabilities. New members to sub committees undertake an induction program that can be counted towards their CPD. Sub committees can work remotely with access to teleconference calls and Skype at the CEAV office; therefore, we encourage our rural and regional members to join a subcommittee, as distance is not an issue.

• Research and Advocacy – Chair Mae Batrouney Vice President CEAV – 3 vacancies

• Professional Learning – Chair Frank Thompson President CEAV – 3 vacancies

• Marketing and Development – Chair Bernadette Gigliotti CEO, ACCE – 1 vacancy

• Policy and Quality – Chair Enza Sgroi Secretary CEAV – 2 vacancies

UPDATES

CEO Report Bernadette Gigliotti – CEO, ACCE

…continues on next page



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professional career development practitioners since it began developing the Professional Standards. The CICA registration is part of the ongoing quality assurance role that CICA plays as the national peak body for the careers industry. CEAV members with Professional recognition are eligible to apply. CEAV Associate members are eligible to apply for Associate recognition with CICA if they are undertaking formal qualifications to enter the industry. CEAV members were encouraged to apply to seek national registration as this provides members with another level of professional recognition for the work they do in a wide range of educational settings.

CICA Professional Registration Commences

On the first of January 2015, the Career Industry Council of Australia began the process of developing a national register of career practitioners. The CICA President Martin Smith sent correspondence to all member associations of CICA to outline the rationale and the process to registration of professional members. CEAV advised all members that registration via CICA was available as a voluntary process to all CEAV professionals. CICA has been working towards a national register of

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The Advanced Careers Counselling workshop was delivered in June for experienced practitioners. Participants commented that the greatest value of this 2-day intensive workshop was learning about a new practical strategy for dealing with difficult clients in a career counselling session. They particularly enjoyed the practical aspect of the program and it inspired confidence in the participants. Some comments were:

“The ability to develop a deeper understanding of underpinning theory and its relationship to the ‘careers’ counselling process”

“I will use the skills I’ve learnt during interviews with my students on a regular basis/every day.”

“I have developed a greater level of confidence in my counselling abilities.”

“A really wonderful 2 days – so much learning to be had…”

It is likely that both programs will be conducted in 2016.

Accredited trainingCEAV Training saw further growth in student enrolments for 2015. Currently we have 43 students enrolled in the Certificate IV in Career Development with a further 23 enrolled in the Graduate Certificate in Career Development Practice. Students in these courses are in a career related work role from a range of work contexts. For example, Learn Local organisations, youth agencies, community services settings but most commonly they are employed in secondary schools.

Graduate Feedback on 2014 coursesAs part of the RTO accountability process, students complete a standard questionnaire on their learning experiences. Recent evaluations and feedback for last year’s students showed that they responded very positively to the face to face component of the courses and valued the excellent balance between thoery and practice. There was also a recognition of the excellent support/assistance provided by trainers, which is vital when studying in a largely online learning environment

The feedback overwhelmingly demonstrated that CEAV Training uses skilled trainers who perform very well in the face to face training workshops and learners feel supported. The feedback also indicated that the training courses, developed competencies that were current and highly relevant, to the industry.

CEAV Training is pleased to welcome Briony Penrose our new trainer and assessor. Briony joined CEAV at the beginning of the year, after working as Event Manager for the National Career Development Week and ‘Get the life you love’ campaigns. Her recent work at the CEAV has included developing a Career Interest Tool for vocational pathway exploration, conducting research for the development of career resources, and involvement with varying career professional learning programs. In her previous roles she organised and managed National Forums designed to motivate high school students to actively start planning their careers, consulted hundreds of students and adults at Career Expo’s across Australia, and developed her own seminar series – ‘It’s your life – go for it!’.

Pre-accredited professional learningThe Boot Camp for 21st Century Career Development Practitioners was again delivered in May, this year. The program is designed for the experienced practitioner wanting to develop a Career Development Strategy Plan. This time there was a change of venue to the University of Melbourne, Hawthorn Campus, which proved to be convenient and comfortable with easy parking.

Participants reflected on the value of the workshop as follows:

The workshop…”provided a framework to plan, organise and coordinate a more strategic approach to our careers practice”.

“I found the organisational aspects of the workshop done to a high standard, well-resourced and informative with guest speakers all engaging and relevant.”

“How to put together a Strategic Plan… It was explained simply in a non-threatening manner. It is a way of getting further resourcing for Career Development in our school”.

UPDATES

Training Update Joan Perrone – CEAV Training Manager

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Key informationAndrea Turley Director/ Marketing and External Relations spoke about the strengths at ACU, which are the work experience and placements embedded in degrees (viewed video of student working in a community homework club), strong graduate employment rate (93% in first 4 months upon graduation), warm welcome, and overseas opportunities

There was a decline in TAC’s nationally. VTAC (Victoria 1.6%). ACU had increase of 1.7% applications and increase of 4.7% in offers. Health, Education, Management, Commerce, Humanities and Religion were fields of interests for students and international experiences increased by 22%.

This is a reflection of career practitioner days at ACU at both the Melbourne and Ballarat campuses. Please note that all information should be verified with ACU via their website or relevant staff.

http://www.acu.edu.au/study_at_acu/future_students/undergraduate/career_advisers

Important Dates discussed• Open days for 2015 – 9th August Melbourne and 30th

August Ballarat

• ACU to celebrate 25th year anniversary in 2015

• Early Achievers Program opens on the 10th of August 2015

2016 New Initiatives• At Ballarat Physiotherapy in 2017 will have a 50 to 60 student

intake each year approx. 200-250 students. New building currently being built. On agenda for the university is how to make this course a regional facility for physiotherapy. Anticipated ATAR in 80’s but only a “guess”

• Bachelor of Digital Media in Melbourne

• Biomedicine Dual degrees in Melbourne

• 2016 New double degrees (deferment option of 2 years) Biomedicine/Law 5 years in duration, Biomedicine/Business Administration 4 years in duration, Biomedicine/Applied Public Health 4 years in duration

• Bachelor of Teaching/Bachelor of Exercise Science (new)- now presents an option to qualify as a teacher of secondary Physical Education.

Research Intensification

• ACUcom (com meaning community) New for 2016(pending approval) Cert III and Diploma of Early Childhood Education and Care – a 2 year diploma and can exit after 12 months with Cert III qualification

• New campus in Rome

REPORTS

ACU Careers Days 2015Melbourne (29th May) and Ballarat (4th June) Li Richardson – Careers & Course Counselling Counsellor, Bacchus Marsh Grammar



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for students to consider career paths beyond private practice. For those of us in schools, the student aspiring to become a veterinary surgeon is a familiar story and this session highlighted the need for them to be open to a broader range of options. The session concluded with a very insightful presentation from a graduate who is both employed and continuing study in a masters program. We had a student’s perspective on what a graduate might do with a Bachelor of Agriculture, challenges facing a female in the industry, and the value of undertaking undergraduate study.

The second session that I attended was Business and Economics, with updates on Science and the VCA/MCM on offer. This presentation focused on labour market trends and the predicted future effects of technology. We were painted a picture of another industrial revolution that will continue to make more shifts that are dramatic in the way in which people will work, or in fact no longer work. Robots can cook gourmet meals to a recipe, driverless commercial vehicles are on already on some US roads and algorithms can write newspaper articles. I am waiting for a robotic AFL umpire but I suspect it will be a complete flop because it will always be right. No fun in abusing a machine. In all seriousness however, it did occur to me that a Bachelor of Commerce might equip students to adapt to this future labour market, and that it might have been useful to hear about some examples.

If I could offer any constructive feedback to the organisers for 2016, it would be to suggest some pairing back of the detail in the plenary session. This might open up more opportunities to hear about courses and pathways, particularly as the Melbourne Model continues to rollout across the years. For further information, keep checking the University of Melbourne website where presentations will be made available.

The University of Melbourne held their Careers Practitioners Seminar on Wednesday 10th June, at the Melbourne School of Design, Parkville Campus. Registration for the day was straightforward and showbags included an all-important coffee voucher for use at nearby cafes. The morning plenary was comprised of an admissions update and a range of keynote speakers. After morning tea, participants were able to attend a choice of two sessions. Lunch was followed by optional campus tours.

A recurring theme that I am noticing at many of the seminars is the changing nature of student engagement with learning and support services. During the plenary, we heard a comprehensive explanation of Student Connect and the various forms of guidance and assistance available from the university. Support is available to whatever extent the student requires. In a large institution, having a one-stop-shop approach to student help certainly removes one layer of complexity from what can be a very daunting process. The highlight of the morning session for me was a demonstration of how students can create very sophisticated alumni searches and connections to assist with their career planning.

The first optional session that I attended was Veterinary and Agricultural Sciences. Architecture, Humanities and Health Sciences were also on offer. Agriculture is a growing program (pardon the pun!), with undergraduate numbers increasing several fold over the last few years. The key message was the increasing numbers of career opportunities available and the lack of suitable graduates to fill positions. The degree provides a pathway into Veterinary Science but many graduates are choosing to move into the increasing number of positions in the agriculture sector. Opportunities in the Doctor of Veterinary Medicine program were presented, with a focus on the need

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University of Melbourne 2015 Career Practitioners Seminar Phil Newnham – Careers Advisor, Wantirna College

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As a result, RMIT is tailoring what they teach to new specialisations, such as mobile and ubiquities computing, Big data, cloud architecture, the internet of things, data analytics and artificial intelligence. IT is a very fast moving industry. This site provides good information about pay scales, career paths, jobs, skills, and related jobs http://www.payscale.com/index/AU/Job/S

What are considered some of the personal traits of someone interested in IT?

Maths, think logically and analytically, good communication skills, can work independently or in a team and have a passion for technology i.e. love new technological gadgets

Current students at RMIT are expected to know:

• different pathways to success• structured problem solving• fundamental skills• how to challenge themselves• seek out and take every opportunity to progress• take time to discover who they are and where they want

to go• data mining – Ask a question and then sort through all the

available data to find answers

The Bachelor of Computer Science requires an 80 ATAR as students need to be able to hit the ground round running and be more theoretical. For students who have ambitions to do a PHD then this is the best pathway.

The Bachelor of IT requires a 60.45 ATAR. This degree shares many similarities with the Bachelor of Computer Science but is more practical than theoretical. It is a good pathway into Computer science if students don’t have maths. It has more help with programming as it has two units and computer science only has one unit in programming.

The Bachelor of Software Engineering is similar to Computer science but with a one-year placement at the end.

The Bachelor of IT (Games and Graphic programming) requires at least an 80 ATAR. Graduates can become software developers; however, students usually do not want to move from gaming. The industry in Australia is quite young therefore jobs will be easier to find overseas and in the US.

The Bachelor of Technology (Computing studies) gives students a solid foundation in programming and IT. It has a minimum of 50% computer science than commerce and business.

The Associate Degree provides pathways into IT Bachelor degrees.

WorkshopCSIT – Computer Science & ITAssociate professor John Thangarajah conducted the workshop. He discussed the new choices and more flexibility that RMIT degrees were offering.

The growth areas in ICT that have been identified are

1. Computing everywhere – using any device: in any location, and in any format

2. The internet of things (IoT) – everything is connected to the internet

3. 3D Printing4. Advanced, pervasive, invisible analytics or How best to filter

huge amounts of data coming from the Internet of things (IoT) e.g. social media and wearable things. Being able to deliver exactly the right information to the right person, at the right time

5. Context-rich systems – systems that will become alert and responsive to their surroundings

6. Smart machines – machines that can do things for you, learn from themselves and act accordingly

7. Cloud/client architecture – Centrally coordinated applications that can be delivered to any device.

8. Software – defined infrastructure applications9. Web-scale IT10. Risk based security & self-protection

The theme of these new directions is – “How do you create these smart things? Program a dumb thing to do smart things.”

RMIT Careers Practitioners SeminarFriday March 13, 2015 – Part 2Leah Pappas – CEAV Project Officer

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• Security: Being able to provide evidence of success increases ability to obtain and keep funding for services and secure jobs for CDPs/Employment Counsellors

They challenged participants with the following questions about the delivery and evaluation of programs they deliver?

• What evidence do you currently collect?• What is done with the evidence currently collected?

The first project focused on the Impact of Labour Market Information (LMI) and Assessment. A “guided” LMI packages (take-home booklets and Resource Centre binders) was developed for the clients that included:

• Career Decision Making:o Know yourselfo Know the Labour Marketo Put it all Together

• Job Search:o Check for “Fit”o Get Readyo Search for Worko Get a Job

The participants in the study were measured using the following:

• General ability to use LMI• Knowledge

o Clear vision of what I want in my career futureo Knowledge of print and online resources

• Skillo Have effective strategies for keeping myself motivatedo Have a realistic action plan

• Personal Attributeso Optimism about what lies ahead re meeting my career goalso Confidence in my ability to manage future career transitions

The outcomes from the project indicated that when tailored LMI is embedded in a learning process results in the clients knowledge and skill acquisition as well as the capacity for self-

The Career Development: What’s our proof? session was extremely well attended and raised some thought provoking issues that could be utilized in Australia. This session was jointly presented by Lynne Bezanson and Sareena Hopkins, Co-Executive Directors of the Canadian Career Development Foundation.

The presenters introduced the issue as to how looking at evidenced based practice in careers can demonstrate that clients actually learn new skills as a result of career practitioners work; that their confidence and optimism improves; and that these changes influence employability outcomes?

Over the last five years, the Canadian Research Working Group on Evidence Based Practice in Career Development (CRWG) and the Canadian Career Development Foundation (CCDF) has conducted three major research projects addressing these questions. The key findings across research studies and implications for practice were presented, and new (and free) resources and evidence based tools that have demonstrated positive client change were provided to participants (and can be downloaded from the website – www.crwg-gdrc.ca)The premises behind the evidence based research were based on the following three themes:

• Ethics: Clients deserve interventions that have demonstrated success

• Confidence: Practitioners should know that a given intervention will result in a predictable outcome

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Lynne Bezanson Sareena Hopkins



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The participants began with the Needs Assessment that was expanded to include:

• Career decision making• Skills Enhancement• Work Search• Job Maintenance (and pre-employability)

The clients received a tailored resource package, far beyond LMI one that included coaching activities to help them to reflect and personalize. The client’s were randomly assigned to one of two treatment conditions where practitioners assessed:

• For the needs assessed, were oriented to the appropriate Guide and then worked independently with their Resource Guide for four weeks)

• Were supported (in which they also worked with their Career Consultant for four weeks).

It examined the differential impact across:

• treatment conditions (independent/supported)• labour market attachment & self-help ability

(two new variables)

Data from the 227 clients who provided work status information indicated that 61 were working part time or full time before the intervention, and 166 were not working, 27% of the sample, therefore, was working. By the end of the intervention, 103, or 45% of the original 227 were working – a 69% increase.

management; that LMI appropriate to a client’s specific need (opposed to general LMI) appears to support engagement and action; for many clients, little (or no) professional support is enough; structure and timelines appear to motivate action and a sense of progress and giving clients hands-on tools appears to motivate more than money.

The tools used in the evaluation support the use of gathering evidence in the practice. However it became apparent that those still unemployed at four months felt the program had not helped them.

Career Practitioners indicated that it required the client to be more responsible for their career/job search.

The second research project – Assessing the Impact of Career Development Resources and Practitioner Support Across the Employability Dimensions built on the learning’s from the LMI Project. It studied the impacts of specific resources and interventions on client employability. In both studies the client’s needs were assessed and interventions consistent with needs provided. This required 50% of clients to work independently while the remaining 50% had the support of a career practitioner.

The Project posed the question – If clients are given a comprehensive needs assessment to determine their employability need(s), what is the differential effect of independent and consultant-supported career resources on clients who are weakly attached to the labour market versus those who are strongly attached to the labour market?



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The Reflective Tools for Practice for clients and practitioners covering issues such as:

• Assessing the impact of labour market information• Checklist for employability assessment interview• Checklist of advice and information • Employment Goal and Action Plan• Career Decision Making Tracking sheet• Job Search tracking sheet• Additional Life circumstances• Identification of personal attributes needs• Progress/Change Indicators:- Employability, career decision

making, work search, skills enhancement and employment maintenance

• Labour Market outcomes• Surveys• Evidence Based Reflective Questions for the Practitioner and

work colleagues

Key findings from the study about service effectiveness by tracking common indicators of inputs, processes and outcomes included:

• the robustness and practicality of the CRWG model in career and employment services settings.

• that “common indicators” included in the online tool accurately reflected scope of practice and made sense across divergent service settings.

• demonstrated a pathway to connecting interventions to client change (skill, knowledge and personal attributes) and to connecting these with successful labour market outcomes.

Both Lyn and Sareena strongly believe that the potential for such an online tool to contribute to quality service and to a transformation of evaluation in career and employment services is significant.

The Projects resources and evidence-based tools useful across settings and supporting reflective practice can be downloaded from the following websites

www.ccdf.cawww.crwg-gdrc.ca.

The overall evaluation results indicated that

• Statistically and clinically significant positive impact of career interventions across ALL sub-scores and across ALL employability dimensions – compelling evidence of positive changes in clients as a result of career interventions

• Although see more positive trends for supported group, differences are not statistically significant

• Career practitioners care very much about their clients, so much so that they were reluctant to ask clients who might need support to join the study— “in case” they were randomly assigned to the independent group

• Therefore the sample was too homogeneous to test properly the Self-help and Labour Market attachment indices

• Career practitioners care very much about their clients…BUT…in the next study, they CANNOT!

The overall findings from the Project confirmed that Career Development Interventions Works. It was able to show that:

• Clients demonstrated substantial positive changes in skills, knowledge, personal attributes, employment and fit of employment.

• Many clients can benefit significantly from self-help resources when they are matched to their need and they are “launched” – more so than was anticipated!

• This is especially noteworthy given the short intervention period of four weeks and the “real-life” setting in which the changes occurred.

Project 3 was looking at the Common Indicators Project across a range of settings to track the effectiveness of tracking common indicators. There were several unanswered question that need to be looked at> There is data/evidence of positive impacts from specific interventions for certain kinds of clients, however there is no data/evidence of positive impacts from employment services overall or evidence of data gathering tool that can be used to gather common data across divergent employment service settings.

The practitioner’s role was to recruit clients into the study (NO criteria) and work with them over a six week period using all the research protocols.

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Once again, Monash organised an engaging, relevant and informative day for Career Practitioners. Although there was no tea/ coffee upon arrival and career practitioners were bagless this year, Tamara Barth should be congratulated for the wonderful organisation of the day.

Jodie Altan – Director Channel Management extended a warm welcome and opened with, Zoe Wall, who clarified issues recently raised in the media regarding the state of play at Monash Berwick. Zoe explained that the Berwick campus was moving toward a Heath and Education precinct in the future. The word is that it is business as usual for the campus in 2016, though there is the intention to strengthen Education and Health in outer east. Zoe explained that there were limitations to what the Berwick campus could do across disciplines like engineering, law, art and design etc due to the need for high resourcing in such courses and that Berwick/Peninsula campuses were acutely aware of their aim to respond to the needs of local students. Consequently, there has been a rationalisation of what these campuses can offer. Zoe handed over to Professor Leon Piterman – Pro Vice-Chancellor (Berwick and Peninsula) who talked about possible future arrangements with other universities and Chisholm to share the outer east campuses – but no firm decisions have been made to date.

Nursing is currently offered at 4 campuses, which has stretched resources and so this program will be consolidated and offered at only 2 campuses, so Berwick will only have a 2nd year intake in 2016. He assured the audience that whatever course students start at Berwick, they will be able to finish at Berwick. Further assurance was made that the DOTs access pathway program would continue as usual but DOTs for the nursing pathway will shift to Peninsula.

Keynote – Youth FuturesAssociate Professor Lucas Walsh, Associate Dean, Berwick, Faculty of Education gave a global perspective on the impact of the forces of change for young people today. Lucas was very engaging as usual, despite suffering the dreaded lurgy.

He said that the current climate for young people was very much driven by young people’s relationship with technology, demographics and connection with Asia.

Citing the global economy as a the driver of change, Lucas spoke about how the CFC ripple effect had a long tail for young people, who were most adversely affected. They face unprecedented levels of uncertainty and insecurity post school. In fact, 290 million worldwide 15 – 24 year olds are not participating in the labour market. He said that persistent unemployment was part

of the long tail effect because it takes time to regain confidence and re engagement in the labour force. In Greece and Spain, youth unemployment exceeds 50%.

The data Associate Professor Walsh presented revealed that there are improved employment outcomes for those in the 25 plus age brackets but there was persistent marginalisation for young people who leave school early, live regionally, are indigenous or have a disability even after 25, when the rest of the population have improved employment outcomes.

Associate Professor Lucas Walsh recommended reading ‘The Global Option – the promise of education.’ Democracies link education with employment, but this book makes a case that these dynamics will change.

The most troubling aspect of employment stakes is the creation of the ‘Dutch ‘option. This is when the employer takes the recruitment approach that the person with the highest qualification, who goes for the lowest paid position, gets the job.

Features of the Australian current labour climates that were highlighted:

Full time, secure employment is decliningGreater uptake of part time, casual jobs.Underemployment (want to work more but can’t – particularly young women according to the data).Young working holidaymakers from overseas compete with young local workers.Over 55s are staying in the workforce. 1 in 3 unemployed Australians are aged between 15 – 24 years old (Source: Brotherhood of St Lawrence). Unemployment for youth is 3 times higher than the adult population.

According to LSAY data, young people who are engaged in work or study have a sense of satisfaction with their life as a whole.

It was also pointed out the clear, trackable sociological impact of the employment uncertainty for delayed family making, holding off on home purchases etc.

The very pertinent question was then raised:

So how do we prepare young people for the new work paradigm?

In answer to this, the audience was treated to further rich and relevant data as Associate Professor Walsh cited a survey of 300 Australian finance bosses that was conducted by Robert Half, suggesting that staff under the age of 30 “have an inflated and often delusionary perception of the value they add to an organisation”.

REPORTS

Monash University Career Practitioners Seminar18th June, 2015 Joan Parrone – CEAV Training Manager



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Review of Admission and Scholarships for 2014-15 – Mr James Marshall, Director, AdmissionsVTAC Admissions showed demand was maintained and 1st preferences increased 3.5%. There was a surge in Monash guarantee applications and SEAS applications, which were better supported with evidence. There were offer increases across faculties.

In VTAC 2016 course data will reflect Specialist and Comprehensive courses.

Specialist: where students would like to apply for specialist studies at point of entry.

Double degrees will be listed twice for each specialisation in the double so that students easily find them.

Comprehensive courses will list the pathway options for these courses.

Scholarships include merit and equity categories:

MeritMerit and equityEquityAccommodationIndigenousInternational

All were increased last year and 2 million dollars’ worth of payments were made.

Key issues pertaining to young people:Attitude of young people in a post material societyHigh expectation of career expectations and remunerationDemands around work/life balanceInsecure workers reject loyalty to employers.

Issues related to preparing young people for jobs that we don’t know will exist?

Young people are digitally competent but not digitally literateBoundaries between virtual and real world are intersecting more and becoming blurredFertility rate is lower for Australia than our Asian neighbours, and for every three people of working age, 2 are over 64. The implication of this imbalance is compounded when you consider that 3.6 billion of the world’s 7.1 billion, live in south and east Asia.We are not really preparing young people for this fact for example language education, high levels of racism across cultures indicating that we do not embrace diversity very well.

Associate Professor Lucas Walsh’s advice for engaging the 21st century labour forceDevelop foundation skills and competencies that foster creativity, problem solving, cultural competency and digital literacy (amongst others) which are vital to young people who must adapt to a changing labour market and a changing world.

Students should be exposed to possible future pathways at an earlier age and develop soft skills and competencies to increase their success.

Introducing a new Monash Service: Career Connect – Ms Carolyn Vark, Manager, Career Connect (paperless office)Ms Vark said there was a disconnects between employer needs and student goals. Career Connect provides student experiences through Careers, Leadership and Volunteering opportunities. Career Connect is located at Clayton campus. Their website is now revamped and resources are now accessible to all. Some of the innovations launched – JAC (Job App Check) Service, Interview Stream (live and virtual simulations), Career Gateway – online jobs board and jobs for students program (internal Monash paid jobs for students). Career Connect are using flyers to give students a clear overview of graduate outcomes for each degree.Career Track is a pilot program to survey graduates about their graduate outcomes and the service they received from the careers service.



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Beyond imagination: the amazing careers of engineers This presentation demonstrated the diverse range of opportunities for Monash engineering graduates. An amazing list was presented: of achievements, we owe to engineering; and challenges requiring engineering solutions. The point was made that artificial intelligence will automate knowledge just as machines automated manual labour in the industrial era. Engineering was claimed to be the liberal arts degree of the 21st century with a wide range of employers across sectors and strong figures on full time employment outcomes for graduates.

Experience the new Monash Science precinct (tour over session 1 & 2) was a highlight.The science precinct is a cluster of eight or nine state of the art buildings. The purpose designed chemistry space invites self-discovery teaching methodologies that emphasises collaborative, problem solving. This collaborative learning model is based on extensive research on the multi faceted way in which we learn: by observation, trial and error, curiosity-driven, exploration, communication, problem solving in teams, by active engagement and dynamic class interaction. The spaces in the science precincts reflect this approach. Monash Science has responded to Industry demand for the skills this engenders and has engaged with industry to engage students in mini projects, assigned to real problems to create real solutions.




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REPORTS

La Trobe Career Practitioners’ Day1st May 2015Li Richardson – Careers & Course Counselling Counsellor, Bacchus Marsh Grammar

This is a reflection of the career practitioner day at La Trobe University. Please note that all information should be verified with La Trobe University via their website or staff.

Keynotes speakers – Heads from the two college structures at La Trobe University.

Graham Schaffer, College of Science, Health and Engineering made the following points. The model of online lectures has increased. Exploring the option for a paid 6 months in industry experience for students. There are currently 21 disciplines in Health area.

Anthony McCrew, College of Arts, Social Science and Commerce provided information that included the introduction of New Juris Doctor in city campus for 2016. He stated that over 40% of students in Accounting have gained full time employment and have been involved in WIL (work integrated learning).

Vice Chancellor Professor John Dewar spoke about the highlights of the increase for the university in the international rankings. La Trobe University is ranked 75th in the world for Universities under 50 years old.

Making students a priority is being delivered through the new student Support Model titled ASK La Trobe. There will now be the single point for support platforms available through a phone call or help point at library and students will be able track their enquiry.

Student focused infrastructure in planning of new facilities including the old physical science building to become a Learning Commons for students with four floors dedicated to student learning with study areas.

In addition, developments are being planned in the Alfred Hospital Postgrad area and at the Northern Hospital in Epping.

Aspire Early Admissions program presenter Melanie EdgarLaunched in 2014 and received 2247 applications with 1820 offers to 1114 students. 47% of whom would not have been made that offer in the first VTAC round. In 2015, the university is extending placements from 1100 to 2000. There are new partnerships on board including CFA, Duke of Edinburgh and St John of God Ambulance. A Year 12 presentation for ASPIRE is available for promotion to students this can be accessed by making a booking for the student liaison staff to visit your school.

Statistics for the Aspire program include 50% of applicants from Melbourne and 42% from Regional places, Average ATAR

from successful Aspire applicants was 73.13, 86% of successful applicants enrolled in their courses while 7% deferred and 7% declined their offer.

There will be an alteration to the application interface for 2015. There will be more time for Principal’s recommendation this year, which plays a large role in determining successful applicants. Try to get students to apply early! Can apply for three courses and the change is that they are preference order. Students need to be clear of order this year. Offers will come out early September.

Examples of community experience can be community service, participation in social justice groups, leadership in sport or performing arts and school leadership roles. The capped fee details will not appear this year- due to uncertainty.

Finally, VCE revision notes are sent out to successful regional students who can’t attend the lectures.

Workshop 2 Postgraduate Opportunities La Trobe is in the World’s top 200 postgraduate programs in Linguistics, Agriculture, Psychology, Accounting and Finance, Education, Law, Politics and International studies and Business. Postgraduate studies in city campus 360 Collins Street and 2016 will see the addition Juris Doctor. Another new course will be the Master of Journalism.

Fields requiring postgrad are:

• Physiotherapy• Psychology• OT

There is a definite upward trend of postgraduate studies though not all postgraduate courses are Commonwealth Supported Places.

As a guide median wages on completion :

• Bachelor $55,000• Grad Cert/Diploma $72,000• Masters $80,000 Some Masters will have a research

component that allows students to apply for PhD level studies.

Members are reminded that for further information please contact the Latrobe student recruitment team.

http://www.latrobe.edu.au/study/resources/career-practitioners



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Social media platforms have been around for many years now and it can be difficult to keep up-to-date with all the changes and new developments in this constantly evolving medium of communication. However, the most utilised, most influential, and most popular platform in Australia is still Facebook, with the latest statistics indicating that as of March 2015 there are 14 million Facebook users in Australia alone (http://www.socialmedianews.com.au/social-media-statistics-australia-march-2015/).

The inclusion of social media platforms in our daily lives is in part due to the introduction of the mobile internet; in 2015 it is rare to see individuals without a smart phone either attached to their hand or in their pocket, with data showing that 67.4% of the population has mobile internet and this is expected to grow to 71.5% of the population in Australia by 2018; in contrast this figure was as low as 44.5% in 2012 (http://www.statista.com/statistics/309012/australia-mobile-phone-internet-user-penetration/). With social media being utilised as not only a networking tool but also as a job search platform (think LinkedIn) it is imperative that we as Career Practitioners are aware of the impact of these mediums on our students, clients, and the general population, and have the ability and open-mindedness to utilise them ourselves. As an example, for anyone over the age of 50, my mother has had her Facebook account for many years only because I set it up for her, however has never really utilised it (I think she updated her status once in the space of 3 years), until she recently obtained her first, fully functioning smart phone. In the past week she has posted more status updates, ‘liked’ more posts, and commented more on my personal page than she has ever done in the entire 5 years she has had Facebook! Prior to her new phone she never really ‘understood’ the social media phenomenon, however suddenly she is now a fully active participant of the social media, smart phone revolution. I use this as an example of how the smart phone has completely redefined the ease of social media. Any owner of a smart phone or tablet has no excuse to avoid the online communication world, because the reality is that the smart phone/tablet apps make social media communication easy!

Now I know many people who avoid social media platforms, especially Facebook, like the plague, and yes all platforms do have their own particular downfalls. One of the biggest ‘gripes’ I hear is the “I am sick of reading what my husbands, sisters, boyfriend ate for breakfast” scenarios. Yes there are many individuals out there who literally post their every thought, their every move, their every emotion, and their every meal, and I personally have

no time for reading a constant newsfeed surrounding people’s personal emotions and eating habits; however the reality is it is up to the individual who they choose to follow on their social media pages. If you want a Facebook page that only shows you posts regarding your personal friends then you can control that by deciding who to be friends with, the same applies if you only want to use your page for work information then you can follow Facebook pages that are purely related to your work interests.

The reality is that social media platforms are here to stay, and in fact are only going to increase in popularity. Babies born today are learning to use smart phones and tablets at an alarmingly early age, and the reality is that as educators we need to keep up-to-date on these platforms if we are going to have meaningful career conversations with our students and clients. It is imperative that we not only understand the positives and negatives of social media platforms, but are also fluent in the ‘social media language’ that has evolved, and this language cannot be successfully developed and understood without a working basic knowledge of how to utilise the varying platforms.

So I encourage everyone who would like to learn more about social media to attend one of the tech labs at the 2015 CEAV Conference! Remember you are not going to learn everything you need to in one day, so be patient with yourself and if in doubt ask for help. And don’t forget to visit our new Facebook page whilst you are exploring!

https://www.facebook.com/australiancentreforcareereducation

PROFESSIONAL PRACTICE PROFESSIONAL PRACTICE

Social Media: do I have to?Briony Penrose – MEd (Career Development), B.Ed., BCI, Project Officer, CEAV



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guide, you’ll learn what professionals can do to remove negative reputation information and replace it with positive results. Plus, there’s information on specific items each group should work on, such as highlighting volunteer work for students, or developing an online portfolio for job seekers. The website offers guides for:

• high school students • college graduates • job seekers • professionals • small business owners, including Realtors and restaurant

managers.

These resources offer the ultimate guide to reputation management for each targeted career stage, including statistics, actionable advice, and links to tools and other resources that can be used to improve online reputation -- and ultimately, careers. Need a more general option? There’s the Ultimate Guide to Reputation Management, which offers advice that anyone, at any career stage, can use.

Reputation Management 101 ResourcesIn addition to featured guides for specific career audiences, ReputationManagement.com offers an ongoing Reputation Management 101 series. In this series, readers can learn about basic concepts in reputation management -- and how they can take small steps to get started improving their online reputation. Important topics in this category include:

• monitoring your online reputation• developing a personal domain• removing embarrassing photos• removing negative search results• cleaning up your online reputation for a job search.

Using ReputationManagement.com ResourcesReputationManagement.com’s guides are completely free, do not require registration, and can be used by all career services professionals. They are designed to assist people in managing their online reputation, and we encourage career services professionals to quote them, link to them, and pass the guides along to professionals who can benefit from them. ReputationManagement.com enjoys supporting professionals at every career stage, and we would love to answer questions and hear feedback. Simply contact us at [email protected].

Jessica Merritt is a reputation management expert and independent career cheerleader. She has been an online content professional and small business owner since 2007, and editor of ReputationManagement.com since 2013.

The article Managing Your Reputation, by Jessica Merritt , originally appeared in NCDA’s web magazine, Career Convergence, atwww.ncda.org.

Copyright © [June 2015]. Reprinted with permission.

Good reputation management is essential at every career stage. Professionals just starting out in high school or college, diving into a job search, growing as an established professional, or even operating a small business need a strong reputation to fuel career growth.

Consider these US statistics that illustrate just how important reputation is to career development:

• 94% of recruiters use LinkedIn for social media recruitment and 66% use Facebook; more than half (52%) use Twitter as well

• 93% of recruiters review social profiles before making hiring decisions about candidates. Most are searching LinkedIn for signs of experience, connections, skills, cultural fit, industry posts and portfolio work

• 92% of U.S. companies recruit and screen online • 43% of hiring managers have dismissed candidates due to

information found online• 82% of colleges prefer Facebook as a recruiting tool• 85% of hiring managers’ hiring decisions are influenced by a

positive digital presence

Your Online Reputation MattersColleges, employers, clients, even colleagues can and will perform online searches to learn more about any particular individual. And that’s why it’s essential that professionals at every career stage pay attention to online reputation management. As career recruiting, screening, and networking continues to grow online, a strong reputation will become more important than ever before.

The bottom line: employers, recruiters, colleges, and other interested parties are looking for positive signs of life online -- and an absence of negative content. And while most people would agree that they want to improve their online presence, few actually know the steps to take in order to get there. That’s where ReputationManagement.com comes in.

Featured Reputation Management GuidesOn ReputationManagement.com, you’ll find a wealth of reputation management resources for every career stage. In each

Managing Your ReputationJessica Merritt – editor of ReputationManagement.com

PROFESSIONAL PRACTICE



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This word cloud generator has been designed for students in the lower levels of secondary school. The students type or paste their text into the box and then by a click of a button they can view the word cloud generated, which can be edited for colour, font and size. It is also easy to save and/or print the cloud by simply pressing a button.

Wordle Wordle is a popular word cloud generator out there. While it is free and easy to use there is a registration process and a login required which may need to be discussed with school IT manager. In addition, it needs Java to run.

Tagul Tagul registration is required though it does offer some elements that are not available on other generators such as personalising shapes. Email and login are needed for access.

Word It Out Word It Out helps create word clouds from any text. The text needs to be pasted into a box and the user is then able to personalise by choosing the font, colour theme, and the size. There is no need for a log in, however to use the saving the image requires an email address though a screen print is available.

Make Word MosaicAvailable from Image Chef this word cloud generation offers a wide range of options. The user can tryout different colours, fonts and shapes. It is an easy to use and can be saved. The word clouds can distributed through email and a variety of social network media. Payment is required for a larger or higher quality image.

TagxedoThis word cloud generator is free and requires no login or registration to use. Tagxedo helps create word clouds from any text and allows the user to customise font, theme, colour, orientation, and shape. In addition, they can print and share their images.

Victorian Careers Curriculum Framework: Self Development Learning OutcomesYear 8• Identify their beliefs and value systems and their

influence on self-concept

• Understand and analyse how personal characteristics (attitudes, interests, values, beliefs and behaviours) influence career decisions

Year 9• Understand how individual characteristics such as interests,

skills, values, beliefs and attributes contribute to achieving personal, social, educational and professional goals

Year 12• Re-examine your personal characteristics and determine those

that contribute positively to the achievement of your life, learning and work goals

Word clouds can be a powerful tool in the delivery of the VCCF self-development learning outcomes, particularly for visual learners. The visual and creative nature of word clouds can provide an option for students to identify their personal characteristics rather than the use of tables or lists that can cause disengagement from the task. Word clouds bring some fun and engagement to these tasks and allow students to summarise quickly offering the opportunity to have more time to reflect on the effect of their personal characteristics on their career decisions. Word clouds have lots of potential to be used in many ways and for those of you who have listened to Sir Ken Robinson’s TED talks bring creativity to career development.

An example of using word clouds in the career classroom:

Students to be given a list of attributes; they paste the list into the word cloud generator and then remove those attributes that do not apply to them.

Student can then consider their work readiness or the impact on their possible career choices.

An important note is that when selecting a word cloud app it is vital that teachers become familiar with the functions of the generator even if they may be currently using a particular generator. The apps are easy to use though each has different methods in accessing the functionalities.

There is a range of word cloud generator apps online here are a few:

ABCya.com word clouds for kids! ABCya.com word clouds for kids! Is free and requires no log in.

Ideas for the Career Classroom – Using Word Clouds Naomi Corlett – Senior Project Officer

PROFESSIONAL PRACTICE

It takes just two years to complete a Bachelor of Criminology and Justice at NCPS.

We offer personalised learning and are 100% criminology focused, so students study exciting subject areas like policing, forensic psychology, and criminal law.

Our small class sizes are taught by academics and industry leaders at our convenient Melbourne CBD campus. Plus, eligibility is not dependent on ATAR score.

FEE-HELP* is available.

Apply via VTAC

1800 195 239 ncps.edu.au

NCPS is a college of the Navitas Professional Institute Pty Ltd. National CRICOS Code: 01328A. The Navitas Professional Institute is a part of the Navitas Group. *Eligibility criteria apply. 3909-0715

Prepare for a career in policing,

customs, the courts and more!

Don’t do more timethan you have to.



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When students access cloud learning they want personalised and seamless single sign on access to a wide range of resources … just in time and just for me.

Our new DeakinSync integrated communication and collaboration platform enables students to create, store and share documents and files on multiple devices. They can videoconference with peers and lecturers, jointly work on documents, book a computer or order a coffee from the caf – anywhere, anytime, from any device and with no hassle.

It’s personalised, provides the information THEY need, when they want it and where they want it. DeakinSync is currently used by over 50,000 Deakin staff and students, and in time we plan to have it available throughout the learning lifecycle from the moment of offer through undergraduate, postgraduate and alumni, continuously tailored to students’ changing needs.

Impact of technology and the opportunities of big data for learning and in researchHowever you look at our ever-evolving technology landscape, the rate, pace and depth of change over the last decade is breathtaking. Technology has changed forever the way we interact, engage and communicate with each other; our thumbs are stronger, our attention span shorter and we can always be mentally and digitally someplace other than where we are.

In an age when vast quantities of information are available instantaneously and outdated almost immediately, the ability to deal nimbly with complex and often ambiguous knowledge is far more important than an accumulation of facts.

Eric Schmidt the chairman of Google, claimed in 2010 that every two days we create as much information as we did from the dawn of civilization up until 2003. The world contains an unimaginably vast amount of information, much of it user generated through tweets, Facebook and Instant Messaging.

In this era of big data and analytics we can segment, target, predict and describe information in ways unimagined a few short years ago. Big data has given us new ways of collecting and thinking about information and new ways of linking data sets to generate new insights about learning.

Learning analytics doesn’t just measure progress, it can shape it, giving students opportunities to improve and develop while a course is in progress. In future, the challenges for learning analytics will be to build ever-stronger links between data, teaching and learning and to maintain a focus on developing the skills and knowledge that we value as a society.

I acknowledge the Wurrrundgeri people of the Kulin nations, the traditional custodians of the land on which we are gathered today. We pay our respects to them for their care of the land.

I am delighted to welcome you this 2015 careers practitioners seminar and to our beautiful Burwood campus. If you’ve not been on campus for a while you’ll have noticed some major changes.

Our new Burwood Highway frontage building provides an imposing front door to the campus and includes a corporate centre open to community and industry partners.

There’s iconic new signage; the Deakin Cube combines bold and exciting art installations to create a striking gateway to Deakin day and night. ‘Meet you at the cube’ has become part of Deakin vernacular.

Most importantly though, we’ve been transforming our Deakin campus spaces, with libraries and outdoor spaces refurbished to create natural extensions of the classroom – technology-rich, flexible and stylish discussion spaces that encourage students to connect with their university and with each other.

Very few university students today are either solely ‘on-campus’ with no access to the cloud, or solely ‘off-campus’ simply receiving and absorbing learning resources online.

When students travel to a university site whether that be a campus or a learning centre, they want technology-rich learning spaces with ubiquitous Wi-Fi. And they want stylish and flexible discussion spaces to meet with peers and lecturers. Of course a critical component of campus life now, as it was when you and I were at university, is good food and excellent coffee and you’ll see we’ve worked hard to create some fabulous eateries on campus.

Vice-Chancellor, Deakin University Address to 2015 Careers Practitioners’ Seminar Professor Jane den Hollander

LABOUR MARKET



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Preparing for the jobs of the future in the machine age The United States Department of Labour reported last year that 65% of primary-school aged children in America will end up in jobs that haven’t been invented yet and it’s a pattern replicated globally1. A study by US researchers Frey and Osborne2 suggests that almost 47 per cent of jobs in the United States will be computerised within one or two decades.

Many of the jobs universities are preparing graduates for today, were unheard of a decade ago –think back just five year, who had heard of app developers, data scientists and social media managers yet today Deakin is preparing students for careers in these new fields.

Deloitte’s 2014 report on global human3 capital trends suggests skills will have a half-life of from 2.5-5 years – the career of a lifetime no longer lasts a lifetime.

Universities are no longer the gate-keepers of knowledge , Google has made knowledge accessible to anyone with access to the internet and that’s around 40% of the world. The first connected billion was reached in 2005. The second billion in 2010. The third billion in 2014. Essentially, except for the very poor, the very isolated indigenous populations on each continent, and possibly children under 2, everyone is connected.

In a flat, connected world, graduates will need the cultural awareness, global contacts and skills essential for a global market place. Most graduates will either work in an international company or spend part of their career overseas – to be global business savvy – to be worldly, is no longer a nice to have, it’s a competitive advantage.

The evolution of cognitive computing has moved into areas previously believed to be uniquely human. Last year Deakin University entered a world-first partnership with IBM Watson. IBM Watson will give us the capacity to surf the mega trends of automation, big data and customisation.

Cognitive analytics will enable Deakin students to receive personalised and seemingly prescient answers to their questions 24/7, 365 days a year. It is a partnership that will enable us to personalise the student experience in ways previously unimaginable – just in time, just for me, anytime, anywhere and on any device. For the first time in history, machines can learn from experience – as Watson learns, so will Deakin.

Researchers at Deakin’s Centre for Pattern Recognition and Data Analytics (PRaDA) have developed an artificial intelligence program that can accurately predict the mental health patients most at risk of suicide. Using over 9,000 hospital electronic records for they can analyse large of chunks of data at a rate three times more accurately than previous risk detection systems. Using big data quite literally – to save lives.

And tomorrow’s business leaders and decision makers will no longer be confronted by a plethora of excel graphs and spreadsheets thanks to a Deakin and SAS research collaboration which is harnessing the power of big data and visualisation technology. The Analytics Collaboratory housed in Deakin’s Faculty of Business and Law on Elgar Road uses gaming, motion capture and 3D visualisation and will help business analytics professionals bridge the big data skills gap.

Visual analytics not only has the potential to bring complex data to the understanding of everyone, it makes eminently interesting and engaging … and absolutely relevant to individual business needs.



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In conclusion The ubiquity of the internet and the growth of big data and cognitive computing have advanced on the world almost by stealth. Cognitive computer IBM Watson now diagnoses diseases and advises students, Google’s driverless car is a reality – and 3D printing, the internet of things and wearable computing have become part of our lives.

We are preparing students for the jobs of the future in a machine driven world; they will need to be prepared to meet the challenges of a complex and often ambiguous future where accelerated change and risks are managed with high performance agility.

Certainly the education sector has had its own taste of ambiguity and uncertainty in recent times, the protracted uncertainty over the Government’s reforms to Higher Education has made it very difficult for universities to plan for current and future students and for students to know the conditions of enrolment.

Deakin believes passionately that students deserve to have a clear understanding of the cost of their degree and studies. Deakin was the first Australian university to freeze fees last year.

And Deakin remains committed to making education accessible for students from disadvantaged backgrounds, those who might otherwise not have access to a university education. It was enshrined in our Act of establishment and it has been part of the Deakin DNA from our beginnings over 40 years ago.

Finance is a major barrier to access for those with a disability, for Indigenous students and for those from educationally disadvantaged backgrounds … accessible education is affordable education.

If fee deregulation continues to be linked to 20% cuts in Commonwealth grants, the Government will make it very difficult indeed for universities to keep their course costs down.

And the Scholarship scheme meant to assist those who are less able to finance their education in no way manages the issues around how education is funded in Australia or how the nation achieves the skill base it needs to be competitive. It is random, rather than strategically targeted, with those who are economically disadvantaged contributing to a scheme that will benefit economically disadvantaged students – it appears to be a circular argument.

Endnotes

1. United States Department of Labour 2013 Futurework – trends and challenges for work for the 21st century http://www.dol.gov/dol/aboutdol/history/herman/reports/futurework/report.htm accessed 17/12/14

2. Frey. BF & Osborne. M A 2013 ‘The Future of Employment: how susceptible are jobs to computerisation? Oxford Martin programme on the Impacts of Future technology. Oxford September 17.

3. Ibid

4. Office of the Chief Scientist, 2014, Science, Science, Technology, Engineering and Mathematics Australia’s future. Australian Government, Canberra.

Often described somewhat pejoratively as soft skills, leadership, cross cultural communication, problem solving, and teamwork are all highly valued by employers and must be a critical element in preparing graduates to compete in the global war for smart talent.

We also need graduates with a firm grounding in science, technology, engineering or mathematics (STEM). The recent report from the Chief Scientist4 suggests that 75 per cent of the fastest growing occupations will require STEM skills and knowledge. A particular difficulty for Australia given that Australia’s performance in mathematical literacy is falling and participation in science subjects is at record lows.

In a fast evolving technology landscape, the connection between work and learning has become closer and work-based learning opportunities have a critical place in preparing students for the jobs and skills of the future. Certainly at Deakin, increasing WIL opportunities locally, nationally and even internationally is a core part of our learning strategy.

CISR and the opportunities of roboticsTo reflect on just some of our industry partnerships and their implications for learning opportunities.

The Deakin Motion.Lab and the Centre for Intelligent Systems Research partnered with Arts Access Victoria to develop a proposal to create a new haptics system to provide access to dance for people who are blind or vision impaired.

And CISR’s haptically-enabled robotic system, which gives operators a realistic ‘grasp and feel’ of remote objects, could become a vital capability for the Australian Defence Force to investigate or disarm explosive devices with reduced risk to our soldiers and defence personnel … taking humans out of danger, but still providing the right level of dexterity to manage complex tasks.

The process modelling and analysis carried out by CISR researchers is now being used to find efficiencies in virtually any process whether manufacturing, logistics networks, healthcare or defence.


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A common criticism of VET in Schools is that it has a lack of industry voice in its development and delivery. This has been one rationale for piloting of the P-Tech model - where companies sponsor schools to train young students to be job-ready for their organisation.

Currently, VET in Schools programs are developed in consultation with industry, as well as the VET sector. The focus in this collaborative work is two-fold: what is appropriate for school-aged young people to be studying; and what skills are most relevant to employers.

Outcomes of VET in SchoolsFor young people completing VET in Schools, relatively high numbers move on to post-school education and training. In Victoria, 68.9% of VET in Schools students continue in post-school education and training.

Transition to post-school study is slightly lower in New South Wales and Queensland, with 62.2% and 55.8% of VET in Schools students going on to further study after high school.

If the main purpose of having VET available to students still at school is providing skills for employment, what role does it play in helping them get jobs? This is where VET in Schools comes in for the most criticism.

For young people hoping to convert their VET in Schools experience to a post-school job, opportunities for full-time, secure employment are declining. Increasing numbers of VET in Schools students are unemployed or entering part-time work without continuing in any form of training. Why is this case?

VET in Schools is a pathway, not a ticket to a jobHistorically, completing high school and/or a low-level trade certificate meant the possibility of getting an entry-level job.

Republished from The Conversation the original article with links is available at Preparing-young-people-for-work-do-we-really-have-a-crisis

In the last 12 months, Australian governments of all persuasions have alluded to a crisis in how we prepare young people for trade and technical jobs. These concerns come in response to a decline in uptake of apprenticeships and concerns about youth unemployment.

A national framework for vocational education and training (VET) for secondary school students released at the end of 2014 set a clear objective for schools in preparing young people for the world of work.

Governments across the country are announcing funding for state-of-the-art trade training facilities. The federal government is also talking up the importance of closer ties between schools and industry, with the piloting of the controversial P-Tech model.

If the policy objective is to support young people in getting sustainable employment, is building a few new trade training schools the way to go? Do we need greater input from business in schools? Is there really a problem with current approaches to trade training in schools?

Existing vocational training programs in schoolsNationally, VET in Schools is already available in more than 90% of secondary schools. Almost a third of 16-year-olds undertake some form of VET in Schools.

Far from being a niche program, each year more than 250,000 students do a VET in Schools program in areas ranging from aged care to hairdressing, baking to picture framing, horticulture to marine tourism. The programs allow students in the latter years of high school to study towards a vocational qualification, while at the same time earning credits towards finishing school.

LABOUR MARKET

Preparing young people for work: do we really have a crisis? Kira Clarke – Lecturer, Education Policy, Centre for Vocational and Educational Policy at University of Melbourne

http://theconversation.com/au/education





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Schools program with their other school studies in a way that gives them the best chance of continuing in post-school training. For example, a student undertaking allied health needs to be doing biology and psychology, and a student hoping to continue into an electrical apprenticeship needs to be doing maths and science.

Strengthening trade training is not simply a question of funding new facilities. While the communities lucky enough to host a new trade training facility would certainly benefit, the resourcing could be better used in supporting schools everywhere to adjust their support of young people, and their use of VET in Schools, in response to the realities of today’s labour market.

Disclosure statement

Kira Clarke receives funding from the National Centre for Vocational Education Research (NCVER). She is a Victorian co-convener of Women in Adult and Vocational Education (WAVE).

Today, the expectation that young people can enter the labour market directly from school and access sustainable employment is a fantasy.

The capacity of VET in Schools, or secondary school generally, to prepare young people for direct entry to work is impacted by the changing nature of the labour market. Good jobs with career potential require post-school qualifications. The low-level qualifications (Certificates I and II) that dominate VET in Schools programs have limited value to employers looking for skilled workers.

So, what should governments be focusing on if they want to improve how we train young people for trade and technical jobs?

A recent study of VET in Schools found vocational education programs in schools should be promoted as a pathway to higher-level post-school VET study, rather than as a pathway directly to jobs without further training.

Achieving this requires greater support for schools in making sure young people understand how to combine a VET in

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Victorian

DECEMBER 8 – 9, 2015

ACCE/CEAV Conference 2015:Career Development for a Changing WorldDeakin University Burwoodwww.ceav.org.au

National and International

SEPTEMBER 15 – 17, 2015Asia Pacific Career Development Association ‘Workforce of the Future?’

Tokyo, Japan

http://www.asiapacificcda.org

SEPTEMBER 18 – 21, 2015IAEVG International Conference ‘Restructuring Careers Over Unexpected Powerful Forces’

Tsukuba, Japan

http://www.iaevgconf2015.jp/

OCTOBER 23, 2015CAA NSW Annual Conference

Sydney

http://www.caa.nsw.edu.au

NOVEMBER 17 – 19, 2015CATE Conference ‘Expanding Horizons’

Palmerston North, New Zealand

http://cate2015.co.nz/

JANUARY 25-27, 2016 Cannexus National Career Development Conference

Ottawa Canada

http://cannexus.ca

REVIEWS AND NOTICES

Upcoming Conferences and events


Bookings open soon.Check ACCE/CEAV website for details


WheRe IDeAS

Col l IDeopen Day

16 August 2015

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COS:

001

16K

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Immerse yourself in a different way of thinking with the Melbourne Curriculum. openday.unimelb.edu.au

Documents

CEAV Journal E · Summer 16 December (published 2016) CEAV OFFICE: Career Education Association of Victoria ABN 80 549 485 560 NFP A0013239A Unit 3 / 192 B Burwood Road, Hawthorn,