Creating A Strong Future For Nz Through Careers Dale
•Transferir como PPTX, PDF•
2 gostaram•207 visualizações
Presentation to Te Ara Whakamana Pathways, transitions and bridges to tertiary education Forum 2012
Recomendados
Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (20)
Destaque
Destaque (20)
Semelhante a Creating A Strong Future For Nz Through Careers Dale
Semelhante a Creating A Strong Future For Nz Through Careers Dale (20)
Creating A Strong Future For Nz Through Careers Dale
- 1. Creating a strong future for New Zealand through effective career education Te Ara Whakamana: Pathways, transitions and bridges to tertiary education July 2012 Dale Bailey, General Manager Operations (Acting)
- 2. “… the young of today have been portrayed as a bunch of spoiled slackers, who've been so coddled and indulged by their spineless parents that they effectively refused to grow up ...” Tapu Misa, Columnist, New Zealand Herald 20 February 2012
- 3. “...nice theory, but, as always, the truth is a little more complex. What is becoming abundantly clear is that, far from the easy ride portrayed in the media, this generation is facing unprecedented challenges on the way to adulthood.” Tapu Misa, Columnist, New Zealand Herald 20 February 2012
- 4. “Some of the injustices and dire situations our young people are facing in today’s world are tantamount to crimes toward our young people themselves” A Snapshot of our Young People Salvation Army’s The Growing Divide – state of the nation report February 2012
- 5. United Nations World Youth Report • “Young people are, in general, more conscious of global issues like climate change and social equity. I think that promotion of green economies among youth is a winning solution.” MICHAEL, ITALY • “Instead of training young people to seek jobs, they should train students to create jobs.” BWENJE, UGANDA • “The most important thing is to not give up and learn new things every day.” YANIRA, MEXICO • “We want to make a difference. We want a chance to work. We want to prove ourselves.” NAVJOT, KENYA
- 6. Young Foundation 2011 ‘Labour market, organisational forms and employment structures and patterns have shifted, requiring a new type of workforce with new types of skills to adapt to new technologies, new competitors, new economic realities and the rapid pace of change.’
- 7. A complex set of transitions
- 8. What motivates young people? • Systemic success (qualifications, jobs, income) • Subjective satisfaction (experience of recognition and motivation) • Wellbeing and fulfillment • Giving back to society • Identity, independence and autonomy • Social integration • Social mobility Source: Young Foundation „The Way To Work‟ 2011
- 9. What might careers offer? • Dialogue between learner and teacher • Motivational and inspirational • Opportunity to see relevance of studies & work choices • Learner-teacher partnerships
- 10. “The lifelong process of managing learning, work, leisure and transitions in order to move towards a personally determined and evolving future.” [Canadian] National Steering Committee for Career Development Guidelines and Standards, 2004
- 11. From advice to competency
- 12. Benchmarks
- 13. Key dimensions for effective career development practice Outcomes: Inputs to enable outcomes: • Building student • Students/tauira at the centre of career career development programmes and services competencies to support successful • Effective leadership, governance and transitions management • High quality and diverse career development programmes and services • Quality information systems and easy access to data • A planned, strategic organisation-wide approach to employer engagement
- 14. What students need Students: • have a strong awareness of self, their identity, language and culture, how they relate to others and their potential for development • can identify and evaluate the many future possibilities and opportunities available to them in life, learning and work • understand the consequences of their choices and decisions and the impact they have • are able to make flexible life, learning and work plans. They have the capabilities to seek and secure opportunities and are adaptable and responsive to change
- 15. A critical challenge for New Zealand
- 16. “Despite today’s high unemployment rates, the global talent risk is growing. Soon staggering talent gaps will appear in large parts of the world threatening economic growth. Economies will struggle to remain competitive, while organisations will compete for talent on an unprecedented scale. Now, human capital is replacing financial capital as the engine of economic prosperity.” Global Talent Risk, Seven Responses (2011) World Economic Forum
- 17. ” “Economies will succeed in the strength a quality of their human capital. Therefore education, workforce training and winnin the global war for talent must be seen as economic priorities.” McKinsey Global Institute March 2012
- 18. What we are working on
- 19. Measuring career competence A online self-assessment tool
- 20. My career portfolio A online career tool to support school leavers through the first year post school
- 21. Careers Blueprint for Auckland Tony Watts: (2011) “Career development is integral to effective human resource development and skills and strategies: i.e. to harnessing individual talents and motivations to the benefit of the economy and the wider society.”
- 22. Career capable communities South Auckland, Rotorua, Porirua, and Christchurch
Notas do Editor
- I have been internalising a very difficult situationHow we might improve youth transitions in our country, improve educational outcomes, drive economic growth and achieve real value for moneyWe have been working to improve the way New Zealanders develop their careers, make choices, contribute to the economy and societyI would like to discuss how high quality careers education might contribute to the work talked about here.( I am leaving global warming to others at this stage)
- We have in our country an anxiety about youthIt’s a hot topic across the dinner tables of the nationAnd I think such conversations often drive towards simple judgements and solutionsWhile many might be concerned about the state of the NZ Herald there is one columnist well worth readingTapuMisa, Columnist in the NZ Herald captured it nicely with this slide…. And the next
- As TapuMisa indicates the transitions from school through training and study to work is criticalIts a radically different world, and our structures as others have said are designed from another timeI was reflecting yesterday about some of my own career discussions and sessions
- The experience has been by some expressed in very strong termsHere the Salvation Army at the beginning of the year, positioned youth disadvantage as a top priority for the nationAnd I think people here today really recognise this challengeMakes you think doesn’t it?
- All across the world people are concerned about youth unemploymentIf you look at these comments I have selected from the report, I think you will see that these are things that wouldn’t surprise in NZ kids said themValues (Italy) , entrepreneurship (Uganda), life long learning (Mexico), we want a chance (Kenya)Recent international conversations are focussing on creating an more involved future for our young people, one where they want to have an active sayWhile our NEET rate in New Zealand is of concern at 13.6%Spain is at 48% * comparable to some of our population recent data suggests Pacific NEET is very high
- Young Foundation report developed by and with young peopleReally useful report to read to understand the fundamental shifts in workToo many of our discussions don’t involve young people
- I got a lot of grief from a meeting about this diagram when I first showed itThis is the Great Recession so you will need to imagine these bubbles expanding and contractingWhats the most important thing is that this journey for the young person, (and their family/whanau)Whatdo we need to achieve a better journey through this space for young people and their familiesMore effective outcomes in transitionMore relevant tertiary educationOur contention is high quality careers education has a role to play in this space, and in particular supporting the journey through it
- Lets go back to that Young Foundation research in the United KingdomMotivation key determinant of learningThese things are real, and interesting, and about creating a futureNot just about a job, but about having a meaningful life that adds valueWhat we are suggesting is that careers can be a central determinant in success, and linked to that is a need to develop career competency
- Careers has an image problemHard for many to understand, seen as something for the flash peopleIts seen to be not relevant to allWe would like to argue that being able to be articulate about your needs as a learnerAnd teachers knowing what the students are interested in, creates a new way of improving the dialogue between teacher and learner
- as cited in Industry Council of Australia, 2007, p. 32).Lets set aside the concept of careers adviceAdvice implies, you tell people what to do, to becomeCareer Development is a more useful phrase, this definition is about a broader conceptionCan you see how this connects to what the Young Foundation research says about student motivation
- Developed our of our looking at the OECD competencies workEstablishing thinking about your self and your locationAbility to navigate the rapidly changing world of workEvaluating study and training optionsDiscerning opportunitiesTaking labour market information and using it to guide choicesPreparing for the next stepsKnowing your ‘marketable identity’The career competency is one critical ingredient, to not to be seen as a thing you go to the careers adviser to get
- I used to be a Geography Teacher, and I am sorry but sometimes I cant suppress it from my workMuriwai , Gannets were goneThe brief for the development of the benchmarks was to:ensure that they are:cutting-edgeaspirationalfuture-focused integrativeconnected to best practice thinkingbuild on a continuum of learning
- Our benchmarks not only specify the outcomes, but offer guidance on how systems should be developedWe have launched the secondary ones last year,A new set for tertiary careers is just being finalised and we have started on a third set for Year 7 & 8They are set as a self review tool, to assist practitioners and leaders to have a dialogue about what is important in career education“we want careers to be good, we just don’t know what good is”
- Our benchmarks start with describing what students need to be able to doThese statements are at the heart of the workIts developing for students a compass, not a mapNot a map because the future is far from certainThe ability to use that compass, to assist in making good choices is the key to this work
- This work, and the wider work of this conference is a critical challenge for our nationWe need to work together to establish a fundamental better approach to our workWe need to be able strengthen those things that connect our parts, and reduce the differencesWe need to equip the young people and their families to make the journey themselves
- Not only is a critical competency, we think that its got an economic impact.Critical thinkers around the world are identifying that talent management and supporting careers is a critical component of successful economiesI have been reading about some interesting analysis about the future work needsWe have world wide record high youth unemploymentSooner or later the baby boomers wont be able to work Either have a competitive advantage in 20 years, or we will have a stalled economy, with a big cohort of people not able to connect to work
- A recent McKinsey report highlights the need for economies to focus on this workCareers, workforce planning, addressing critical skills gaps are all part of this
- In order to support the development of career competencywithin our country Careers NZ is currently developing a number of useful projectsI wanted to highlight four of them
- We are developing an online career competency assessment tool which will at its heart enable learners to develop their career literacy by considering , self assessing and identifying their strengths and weaknesses in terms of their own career management competency.The career competencies that users self assess against depend on their situation – Year 7 and 8, secondary or equivalent or tertiary.Users self assess and can invite others to assess. This allows them to see strengths and areas for improvement. Reflection space will be provided.But the tool is much more than that earners are at the centre but additionally:The learners organisation can access the information to see where there are areas of need and this can be used to design and improve programmes and services to meet the needs of their learners. They can also use the information to identify groups or learners who might need targeted assistance and to measure progress of their students development.At the system level areas of strength and weakness will be able to be seen by demographics – eg geographical area, age, ethnicity which can be used to show development and areas whether further resource may be required
- Developing a tool that helps support school leaversWe are trialling it at Albany Senior High SchoolE portfolio, career plan, moduleSupports you beyond schoolOnline mentoringFeedback loops to schoolsPeer mentoringSupported by Fuji Xerox, one of New Zealand’s 20 biggest companiesThey are talking to their corporate partners to come on boardCEO Neil Whittaker wants business leaders to move beyong concern into doing something useful
- Quote is from Tony Watts United KingdomCareer development has the potential to significantly contribute to the economic growth of our cityThat’s why we are working on developing a careers blueprint for AucklandWe argued that career development can makecontribution to your economic growth agendaAnd its now in our 20 year Auckland Plan, Economic Development plan, and a key aspect of the Southern InitiativeOur blueprint focuses on what we need to create a career capable cityIts an articulation of what we need to focus What got us going was one we found on New YorkIt sets out what we need to take into account, how we will achieve that 21st century literacy
- We are moving our focus to look at how we can deepen our impact in core communitiesWe are starting with fourWe are intending to shift our emphasis and partnerships to a more sustained approach, more activityIts going to a community derivedMeasured gains and impacts
- My colleagues have seen this so often, but it was taken at Xmas this yearSeenat Zealandia, nice inspiration