The case for CAREER ACADEMIES. and how they are being implemented at Northern Adelaide Senior College

Transcription

1 The case for CAREER ACADEMIES and how they are being implemented at Northern Adelaide Senior College

2 What are CAREER ACADEMIES?

3 1. A school within a school a more personalised learning environment

4 2. Industry contextualised interdisciplinary curriculum DESIGN

5 3. Industry partnerships

6 Career Academies encourage academic achievement + facilitates students transition to college, training & careers = improved transition

7 ENGAGING SCHOOLS: are committed to rigorous project based learning rebalance student enquiry and transmission teaching integrate head and hand - knowing and doing plan, design, and teach in teams provide authentic opportunities for learning

8 THE CREATIVE INDUSTRIES Engaging the Excitement and Enthusiasm of our Students. and its what they are doing anyway!

9 Creative industries key to robot-proofing jobs of the future As the workforce becomes increasingly automated, jobs requiring creative and emotional intelligence will be the most robot-proof In what some are terming a rise of the machines era, a degree in one of the creative industries is an intelligent choice. Creative services like design, social media management and digital content have experienced much faster employment growth than the broader workforce. 18 August 2016 Professor Stuart Cunningham QUT

10 Work in the Creative Industries Gen Z are expected to have 17 jobs and 5 careers over their lifetime The lack of job security in today s workplace means that we are all temporary workers and that all jobs in today s economy are temporary. And most other experts agree that the time is right for a rapid increase in portfolio careers. Job Shift: How to Prosper in a Workplace Without Jobs, William Bridges

11 Portfolio Careers, the Gig Economy a tapestry of a variety of eclectic employment experiences; employment in a series of short-contract or part-time positions income comes from part-time employment, temporary work, freelance assignments or a personal business or a full-time job, while pursuing other lucrative interests. anchor-orbiter approach - one job requires a physical presence at a certain location during a certain time (i.e. office job), while the other jobs (i.e. freelance work) orbit around it. According to data from the Royal Society for the encouragement of Arts, Manufactures and Commerce, only one fifth of the 1.1m UK workers who could be described as belonging to the gig economy were drivers and delivery riders (the most familiar example of this way of working). Around 60%, however, are professionals: consultants, lawyers, executive coaches, designers and IT specialists - Julian Birkinshaw, professor of strategy and entrepreneurship at London Business School.

12 Capabilities for the Gig (Portfolio) Economy Stable personal circumstances Can be outside of the school s control BUT school can contribute by building a community (not just teachers working in isolation but interdisciplinary teams) and block contact (not disaggregated content focussed subjects) Self and career management Appropriate qualifications for the job role SACE and/or Cert III + Personal capabilities Receptive Driven Self-aware Resilient Self-assured Informed RECEPTIVE SOURCE: Ready for Work The capabilities young people need to find and keep work and the programs proven to help develop these Impetus The Private Equity Foundation 2014 SELF- AWARE INFORMED SELF- ASSURED

13 Six vital capabilities to be ready for work Receptive - Takes responsibility for themselves and others, exhibits self-control, accountability for one s actions, does not shift blame and recognises their own strengths and weaknesses. Driven - Has good levels of self-esteem, willing to ask questions and seek more information, can work alone without clear direction, displaying physical signs of selfesteem, such as a firm handshake. Self-aware - Willing to address weaknesses, takes feedback and advice, open to new ideas and working in different ways, open-minded, patient and flexible. Resilient - Copes with rejection and set-backs, learns from mistakes, open to constructive criticisms, determined to overcome obstacles, perseveres and does not panic under pressure. Self-assured - Displays a positive attitude, applies oneself consistently, reliable, motivated, punctual, well-organised, hard-working and goes the extra mile. Informed - Has an understanding of the job market, able to search for job vacancies, does background research, understands office etiquette, well-presented, can effectively describe their achievements verbally and has a representative CV. SOURCE: Ready for Work The capabilities young people need to find and keep work and the programs proven to help develop these Impetus The Private Equity Foundation 2014

14 BUDGET Utilising NASSSA to generate economies of scale

15 Funding academy enrolments funding Spending (broad terms) AGFA 52FTE 416,000 Other support 824/head 42,848 ADAP ,000 Other support 824/head 18,128 Dedicated staff Equivalent of 3 FTE Teachers 329, FTE SSO1 63,005 Facilities Equipment Youth support Dedicated staff 1.5 FTE teacher 164,669 Facilities Equipment Youth support

16 STUDENT PROFILE WHAT IS THE COMMUNITY LEARNING CENTRE? Northern Region-wide FLO / at risk focused provider of senior secondary education

17 NUMBERS EDUCATIONAL BACKGROUND SOCIAL BACKGROUND AGE RANGE INTERESTS

18 CURRICULUM RESPONSES TO COHORT NEEDS ACADEMIES Academy of Design Enterprise Academy of Gaming, Film & Animation Broadcasting Academy Performing Arts Academy Transition & Work Academy Engagement through introduction to SACE modules Ability to personalize SACE options Incorporation of V.E.T.

19 STRUCTURES HOW TO PUT CAREER ACADEMIES TOGETHER

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22 Timetable Hack 1.

23 Timetable Hack 2.

24 DISCUSSION