CDAA QUT Widening Participation Careers Team May 2014

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CDAA QUT Widening Participation Careers Team May 2014

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  • There are five conditions (5A’s) which must all be met before school leaver and adult students enter higher education. This implies that, to be effective, Widening Participation programs need to address these all at once.
    From QUT WP Rationale – the work of Bourdieu around cultural capital, and Trevor Gale and Sam Sellar on aspiration (2010)
    The work of the WP careers team impacts much of the aims of the program and is embedded across it.
  • This slide highlights the differences between what we do in the Explore Uni Program compared with traditional marketing recruitment.
    Our audience not presumed to already aspire to university study or any form of post-school study
    Central to our outreach and recruitment strategies is dispelling the following myths
    Too expensive
    Too theoretical and not practical
    Too hard to get in – you have to be a genius
    Too much info & too stressful to decide
    There are easier ways to get my goals
    People like me don’t go to uni
  • Show this 2 minute clip and then move on. During many of the slides later I will refer to what the audience saw and heard in this clip.
  • The program is in-line with the identity development of individuals as well as being aligned with career development competencies and curriculum.
    The key focus of Explore Uni is to connect subjects the students are doing at school with study areas at Uni and the jobs they lead too.
    In Year 6 and 7 students learn about the world of work and start to consider how their personal interests connect to future jobs.
    In Years 8 and 9 students are starting to select study areas based on interests and future goals
    In Year 10 students are undertaking more focussed career planning through SET plans and work experience
    In Year 11 and 12 students are having to make concrete choices and consider their post-school options.
    QUT’s contribution to this is providing days which enhance what they do at school and re-affirm their interests and goals, opening up their opportunities through demystification, role model interaction, and hands on activities.
    Creating opportunities for LSES people requires:
    Awareness – an understanding of the available opportunities and how to access them
    Aspiration – the desire to attend university
    Affordability – sufficient money to support student life
    Achievement – the educational attainment level to gain entry to university
    Access – admissions policies that open the door to low SES students, and absence of distance and time restriction
  • How to think about your career:
    Know yourself and the key influences on your career choices and decisions
    Research & evaluate your options
    Choose a direction, set goals, create and action plan
    Identify potential barriers and build in contingency plans
    Regularly monitor, review, and adjust if required
    Maintain flexibility and openness
  • Lifestyle
    Home
    Car
    Partner/relationships
    Children
    Holidays/travel
    Leisure activities
    Location
    Income necessary to maintain lifestyle
  • Housing
    Fuel & power
    Food & drink
    Clothing & footwear
    Medical & health expenses
    Alcohol
    Transport
    Recreation
  • Lifestyle
    Home
    Car
    Partner/relationships
    Children
    Holidays/travel
    Leisure activities
    Location
    Income necessary to maintain lifestyle
  • Projections to Nov 2018
  • These are people aged 15-64 and includes those still at school
    We also show a gr
    ABS Data 2010-2011 Employment rates by qualification:
    Without Quals: 34.6% employed
    With Quals: 65.4%
    Cert I/II: 4.8%
    Cert III/IV: 20%
    Did/Adv Dip: 11.6%
    Bachelor Degree: 18.4%
    GradCert/Dip: 3.9%
    PG degree: 5.5%
    aph of median weekly earnings by industry area
  • Year 8
    They have no idea of the connection between subjects they enjoy and that they could be a career option
    They need to build a profile of themselves through high school so when they leave they have some experience, being involved at school
    That they need to know they need to do well now to enable them to choose certain subjects for later
    Year 9
    A ‘middle’ year that has no real focus, they aren’t first year high school anymore but still aren’t at the top of the tree yet so careers are not even an issue
    They need to start thinking about their skills and what they like as they are going to be making their Senior Education and Training Plan next year
    Again doing well in certain subjects may help them make a career choice
  • Teacher
    Child care worker
    Physiotherapist
    Fitness instructor
    Paramedic
    Nurse
    Counsellor/Psychologist
    Coach
    Parole officer
    Doctor
    Youth worker
  • Similar to the other groups:
    Realistic – nature/recreation/ practical/mechanical
    Investigative – analytic/scientific
    Artistic – creative/artistic
    Social – Helping/advising
    Enterprising – persuading/service
    Conventional – organising/clerical
  • Year 11
    Very exciting being in the last years of school but you need to stay focussed on subjects and outcomes to leave doors open
    Doing as well as you can to give you options
    Becoming involved in the school so you have something to put on your resume and school reference
    Interview people to find out about their jobs
  • Newman cuts – tafe, nat partnership in schools
    Lses, regional industries,
  • = 250 indivual career counselling annually
    = 250-500 people provided professional development
    = 100-150 people provided with career planning and job search workshops
    = through career kiosks and career information and community events
    = work with 23 LSES target schools – tailored career planning, qtac talks alongside Explore Uni (11,000 students), resource provision,
    = adult learner strategy – enrolments in ATP increased significantly; indigenous liaison strengthened partnerships with community orgs, more students accessing free tertiary workshops, increase in alternative entry pathways for indigenous students i.e TRACS/CASP
    = partnership with BNIT
    =MOU/special arrangements with JSA’s for referral purposes, PACTS partnering
    = piloted best practice indigenous community liaison i.e community pride
    = strengthened partnership with MBRC, QYIL
    = *** will not see results/enrolments until 2016
    = evaluation and monitoring – individual, group, state levels e.g. double the number of qstep applicants
  • CDAA QUT Widening Participation Careers Team May 2014

    1. 1. Queensland University of Technology CRICOS No. 000213J Widening Participation in Higher Education: changing perceptions, rousing interest and empowering choice Dr Nancey Hoare, Clive May and Gabrielle O’Brien Queensland University of Technology
    2. 2. CRICOS No. 000213Ja university for the worldreal R Program • Background • Partnerships • Rousing interest through engagement • Empowering choice through activities • Questions
    3. 3. CRICOS No. 000213Ja university for the worldreal R Background to WP • Bradley Review 2009 = target (20% of UG by 2020 LSES) • Federal funds = HEPPP (Higher Education Participation and Partnership Program) 2009 – 2014 • New obligations: improve outreach to LSES students for better recruitment; improve support for better retention • Focus on inter-sectoral partnerships esp school/VET/HE • 2014 Budget Implications ?
    4. 4. CRICOS No. 000213Ja university for the worldreal R Queensland-wide partnership • In addition to QUT’s WP program there is a Queensland Consortium of 8 public unis + Qld Dep’t of Education • MOU endorsed by all Qld VCs and DETE • Schooling and Indigenous as priority projects • A consortium bid for funds from DEEWR ($21m) • In 2013, the Consortium presented at the EAN World Congress in Canada Visit www.qut.edu.au/about/equity/widening-participation#h2-7
    5. 5. CRICOS No. 000213Ja university for the worldreal R Central aims of WP program • Awareness – an understanding of the available opportunities and how to access them • Aspiration – the desire to attend university • Affordability – sufficient money to support student life • Achievement – the educational attainment level to gain entry to university • Access– admissions polices that open the door to low SES students, and the absence of distance and time restrictions
    6. 6. CRICOS No. 000213Ja university for the worldreal R CRICOS No. 00213Ja university for the real world R QUT’s WP agenda QUT’s WP Rationale
    7. 7. CRICOS No. 000213Ja university for the worldreal R Traditional marketing/recruitment Aspiration-building outreach primarily competitive primarily collaborative material or activities primarily designed to promote an individual institution and maximise enrolments at that institution. material or activities primarily designed to promote post- school study or university study in general. focused on an audience who is presumed to already aspire to university study, and who are deciding which institution/course to choose focused on an audience that is not presumed to already aspire to university study or any form of post-school study; and who may experience real (and imagined) barriers to access. tries to influence the choice of university by emphasising the unique or superior characteristics of the institution tries to influence the life choices of the audience through myth-busting, encouragement, inspiration (e.g. role models), and practical assistance (scholarships/bridging programs etc) focuses on a single choice focuses on an aspiration-building journey which has steps and stages over time, and is different for each cohort. core messaging. “choose this university, now” core messaging “any university, any time” Marketing vs Outreach
    8. 8. CRICOS No. 000213Ja university for the worldreal R Key partnerships Universities are one part of the network so partnerships are essential. The WP Careers Team is involved across all facets of the program. •Working with schools – teachers, students and parents •Working with communities – adults returning to study •Working with community organisations – job/employment networks, libraries, Indigenous organisations, industry, youth services •Work with other educational institutions – TAFE/other unis See www.qut.edu.au/about/equity/widening-participation#h2-5
    9. 9. CRICOS No. 000213Ja university for the worldreal R Explore Uni Program QUT aims to assist students from low- income and Indigenous backgrounds engage in higher education. This is what an Explore Uni Day looks like Rousing interest through engagement
    10. 10. CRICOS No. 000213Ja university for the worldreal R Empowering Choice Scaffolded career activities for age phases: •Years 6 and 7 •Years 8 and 9 •Years 9 and 10 •Years 11 and 12
    11. 11. CRICOS No. 000213Ja university for the worldreal R The pre-tertiary scaffolded journey for students
    12. 12. CRICOS No. 000213Ja university for the worldreal R Key message – career planning You do need to: • Have a high level of self awareness • Have an awareness of career options/pathways You don’t have to know what career you want This makes it easier to choose programs/courses
    13. 13. CRICOS No. 000213Ja university for the worldreal R • Focus on jobs they might like to do in the future or know of • Give examples of uni career pathways of some of those jobs • Focus on differences between school and uni e.g. you don’t have to wear a uniform • What do they know / have they heard about university • Do they know that a wide variety of people go to uni? 40% of people at uni are the first in their family to go to uni • Introduce self awareness … Working with Years 6 ,7 and 8 (aged 11-14)
    14. 14. CRICOS No. 000213Ja university for the worldreal R What do I want? What do I want? Who am I? How do I get it? Career Planning
    15. 15. CRICOS No. 000213Ja university for the worldreal R Who am I? Interests Skills Personality Values Capabilities Support people Work preferences Lifestyle preferences… Dreams Goals Attitudes Motivation Beliefs Self-concept Confidence Role models
    16. 16. CRICOS No. 000213Ja university for the worldreal R W hat do I want? W hat do I want? Lifestyle Home Leisure Partner Family Holidays Location Friends Income Travel Transport/Car Furniture Surroundings Pets Work hours Hobbies Giving How muchdo I needto earn? How muchdo I needto earn?
    17. 17. CRICOS No. 000213Ja university for the worldreal R Weekly spend by life stage Single <35 (no kids) $869 Couple <35 (no kids) $1,429 Couple (oldest child <5) $1,484 Couple (oldest child 5-14) $1,670 Couple (oldest child15- 24) $1,900 Centrelink $203 Apprentice Certificate Diploma $350-$884 Uni Graduate $846-$1,250 Senior Tradesperson $1,250-$1,600 Senior Professional $1,600-$3800 Weekly income Sources: Australian Securities and Investments Commission: https://www.moneysmart.gov.au/managing-your-money/budgeting/spending/australian-spending-habits; Job Outlook http://joboutlook.gov.au/
    18. 18. CRICOS No. 000213Ja university for the worldreal R Paid Work TAFEApprenticeship University Other training Inheritance Study & Work Volunteer work Lotto win How do I get it? Upgrade qualifications Own business Work experience
    19. 19. CRICOS No. 000213Ja university for the worldreal R Where will the jobs be in the future? • Health Care & Social Assistance (25.7%) • Education & Training (13.3%) • Retail Trade (11%) • Professional, Scientific, & Technical Services (9.9%) • Construction (9.3%) [Source: http://lmip.gov.au/default.aspx?LMIP/EmploymentProjections]
    20. 20. CRICOS No. 000213Ja university for the worldreal R Source: Data obtained from Australian Bureau of Statistics (2010). 6278.0 – Education and Training Experiences, Australia. http://www.abs.gov.au/AUSSTATS/abs@.nsf/DetailsPage/6278.02009?OpenDocument Higher qualifications: earning potential job opportunities
    21. 21. CRICOS No. 000213Ja university for the worldreal R • Discuss jobs they are interested in – illustrate some uni career pathways • Talk about subject choice in senior school – link to myfuture Bullseye targets Myfuture Bullseye Posters • Introduce Occupational Research - How will they find out how to get that job? • Myfuture Occupations / Job Guide Occupations • Focus on making connections between their current interests and future career prospects – ‘My Interests’ activity… Working with Yr 9 and 10 (age 15-16)
    22. 22. CRICOS No. 000213Ja university for the worldreal R Infographics and resources www.projectu.com.au
    23. 23. CRICOS No. 000213Ja university for the worldreal R Target Your School Subjects Myfuture Bullseye Targets English Maths SOSE Home Economics Languages Business ICT Geography Health & PE Science
    24. 24. CRICOS No. 000213Ja university for the worldreal R My Interests Observation Activity • Consider jobs these slides represent? • Do you like/dislike that job idea? (this is a sample of the activity)
    25. 25. CRICOS No. 000213Ja university for the worldreal R Observation # 1
    26. 26. CRICOS No. 000213Ja university for the worldreal R Interests – Working with people Helping/Advising: helping, informing, teaching, treating, listening, giving advice, instruction, information, concerned about their social welfare. Persuading/Service: Selling, influencing, negotiating, motivating, serving, promoting, bargaining
    27. 27. CRICOS No. 000213Ja university for the worldreal R ‘My Interests’ Questionnaire • Realistic - practical, hands-on, plants, animals, and real-world materials like wood, tools, and machinery, outside, not much paperwork or working closely with others. • Investigative - working with ideas, requires lots of thinking, searching for facts and figuring out problems mentally. • Artistic - working with designs, patterns, self-expression, working without following a clear set of rules. • Social - working with, communicating with, and teaching people, helping or providing service to others. • Enterprising - starting up and carrying out projects, leading people and making decisions, might involve risk taking and often deals with business. • Conventional - following set procedures and routines, working with data and details more than with ideas, a clear line of authority to follow.
    28. 28. CRICOS No. 000213Ja university for the worldreal R Match interests to jobs www.jobguide.thegoodg uides.com.au/Building- your-career/Jobs-Chart
    29. 29. CRICOS No. 000213Ja university for the worldreal R Now in senior school with increased pressure to make decisions about the future as well as perform at school… •Focus on busting myths about the costs of uni and the types of people who go there •Focus on access to entry programs and support services, accommodation etc - Show them how and where to apply •OP/Rank pressure including QCS tests and QTAC forms •Pressure to ‘get a job’ or know what to do when they finish •Talk about post-school options … a university for the real world R CRICOS No. 00213J Working with Year 11 and 12 (aged 16-18)
    30. 30. CRICOS No. 000213Ja university for the worldreal R after year 12 Employment Yearoff Tafe University o/s exchange A pprenticeship
    31. 31. CRICOS No. 000213Ja university for the worldreal R Working in the community Community careers information via kiosks, library sessions, workshops and facebook www.facebook.com/yourfuturecareer
    32. 32. CRICOS No. 000213Ja university for the worldreal R Promoting our work in the community
    33. 33. CRICOS No. 000213Ja university for the worldreal R Community Promotion It is really satisfying to see the people leave their sessions with a clearer vision of where they want to be and how they are going to get there.
    34. 34. CRICOS No. 000213Ja university for the worldreal R Adult Learner Strategy For Adult Learners www.bridgetostudy.com.au
    35. 35. CRICOS No. 000213Ja university for the worldreal R Bridge to Study Career Module Developed by QUT Careers and Employment www.bridgetostudy.com. au/uniprep
    36. 36. CRICOS No. 000213Ja university for the worldreal R Providing professional development Training/resources provided to: •Teachers •Guidance Officers •PI and Indigenous Liaisons •Job Network staff •QUT Student Ambassadors •QUT Staff •Community organisations Programs include: •My Future training •PACTS •The Real Game •Coaching Young People for Success •Tailored Career Talks •Tailored Lesson Plans
    37. 37. CRICOS No. 000213Ja university for the worldreal R Challenges for WP • The importance of career development • Access • Time and Funding • Competition • Branding • School and TAFE changes • Place
    38. 38. CRICOS No. 000213Ja university for the worldreal R Capacity Building  Strengthened partnerships with LSES schools and communities  Best practice models – locally, by state, nationally  Legacies such as resources, equipment, professional development, improved capacity  School leavers confidently making informed career decisions
    39. 39. CRICOS No. 000213Ja university for the worldreal R Questions?

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