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LOGAN INDUSTRY AND SCHOOLS FORUM 2010 REPORT

Contents

Executive Summary 2

About Logan City 3

Objectives 3

Event 3

Partners 3

Stakeholders 4

About the Forum 4

Forum Results 5

Feedback Form 11

Common Barriers and Solutions 12

Letter of Congratulations from Mayor Pam Parker 13

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Executive Summary

An industry and schools forum was held on Friday 22 October 2010 at the Logan Entertainment Centre,

Logan Central. The forum was attended by over 175 representatives from industry, school, community and

government, bringing together people from diverse backgrounds with a broad range of perspectives to the

discussions.

The impetus for the workshop, and the need to provide a collaborative approach towards transition from

school to work had been identified through a number of sources/forums/workshops etc, including, for

example:

Schools had indicated that a lack of opportunities exist in the local region to provide work

experience, school-based apprenticeships and traineeships (SATS) and structured workplace

learning.

Local industry had raised concerns about the work ready skills of graduates from the school system

to enter the workforce.

The Department of Education, Employment and Workplace Relations (DEEWR) has identified as a

priority of the Keep Australia Working initiative targeted support for youth engagement in social and

economic activity.

Worklinks, the Partnership Broker for the region, coordinated and facilitated the forum with the intent to

collaboratively develop innovative solutions to improve school-industry relationship, to increase dialogue

between key stakeholders and to increase the number of school-based apprenticeship and traineeship

(SATs) opportunities in Logan. (For further information regarding the Partnership Broker program and

Worklinks role as a Partnership Brokers refer to www.worklinks.com.au.)

This report includes the facilitators’ notes from the forum tables and a summary of the common barriers and

possible solutions. Each table consisted of both school and industry representatives.

It is proposed that the identified barriers and suggested solutions will now be considered by an Industry

taskforce, consisting of forum partners and other relevant stakeholders. A second forum will be held in

Logan towards the end of 2011 to consider progress and initiatives undertaken and to once again seek the

feedback of a wide range of stakeholders.

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About Logan City

Logan City now covers 913 sq km in central south east Queensland, which is almost four times as large as the previous Logan City. The city sits between Brisbane in the north, Gold Coast to the south, Ipswich to the west, Scenic Rim to the south west and Redlands to the east. Following the local council amalgamations in March 2008 the new city now extends to include the former northern urban sector of Beaudesert including Cedar Grove, Jimboomba, Greater Flagstone, Yarrabilba and Logan Village and south to Beenleigh, Eagleby and the Albert River. Logan’s current population is in excess of 270,000 with a medium population projection to reach 425,918 by 2031. Most of this growth will come from the western and southern parts of the region in the new master planned communities of Greater Flagstone and Yarrabilba. Logan City is a multicultural city with over 170 nationalities represented at the time of the 2006 census. Youth unemployment for young people aged between 15 – 19 years old, is currently at 26% in Logan City.

Objectives

Meeting industry and school needs

Build partnerships between business, education and community organisations

Create a community approach to local issues and opportunities

Event

Business breakfast showcasing “Business Champions” and “School Champions” who provide physical

evidence of the benefits of providing best practice transitioning methodology

Forum of key stakeholders utilising their collective intelligence in providing strategies that enhance

school to work transitioning in the Logan region

Partners

Worklinks Inc.

Dept of Education, Employment and Workplace Relations

Dept of Employment Economic Development and Innovation

Dept of Education and Training

Logan Office of Economic Development

Scenic Rim Regional Council

JJ Richards

NQX TOLL

Prime Learning

101FM Logan Chamber of Commerce

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Stakeholders

3 Levels of Government

Local Businesses and Industry

Educators eg schools, alternate education providers

Parents and Carers

Community Services

Chambers of Commerce, including Junior COC’s

Business Champions

Industry Skills Councils and Alliances

VET Coordinators

Training and Service Providers

About the Forum

The Mayor of Logan City, Pam Parker, attended the event and provided content for the discussion. Guest speakers provided introductory comments to the discussions. Jimmy Southwood (JJ Richards) showcased the school to work transition model developed by JJ Richards, and Noel Williams (Industry Skills Academy) presented the issues facing young people joining the workforce. The workshop was facilitated by Jenny Field (Prime Learning) and the questions were:

1. How can schools further improve the employability of their students?

2. How can industry better support schools to achieve this?

3. How can we collaborate to create partnerships to share the load?

4. What can be done today to begin sustainable solutions?

In addition the workshop identified barriers, possible solutions and what’s in it for me.

“Workinks Inc Partnership Brokers both co-ordinated, facilitated and hosted a spectacular Industry - School Forum. The agenda and content of the forum showcased and contextualised Industry Education in an inclusive and holistic way; All stakeholders, Industry, Schools and Community Representatives were able to discuss and collaborate on current issues, share solutions and successes with emphasis on the diversity and variety of School to Work programs and initiatives. Forums and discussions like this are essential in our endeavour to “Skill our Youth for the Future”. Jimmy Southwood, J.J. Richards Engineering

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Forum Results

The following tables are a direct reproduction of the facilitators’ notes from each table.

Workshop Questions

1. How can schools further improve the employability of their students?

NAPLAN ensures teachers embed literacy and numeracy more in their teaching. Partnerships with industry will improve young people’s communication skills, work ethic, self confidence and attitude. Schools need to change their ‘silo’ culture.

Undertaking a career interest test. Work experience blocks. There is no clear process for SATs and too much information.

Obtain feedback from employers. VET teachers visit industry to learn what is required. Students to use own initiative to contact an employer.

Greater alignment of curriculum and industry. Earlier awareness of available industry opportunities. Teaching students life skills.

Workplace tasters. Summer semester for employability certificate.

Schools need to engage with parents. Teach students time management and how to meet deadlines. Kids don’t know how to work hard anymore.

Improve literacy and numeracy levels and attendance.

Improve employability skills. Learning starts early – social and emotional wellbeing. Lessen what teachers have to teach.

Setting expectations of students in conjunction with parents. Follow through needs to be done by school teachers.

Review the process, industry signoff. Redesign Certificate I.

Improve behaviours and attitudes, literacy and numeracy. Be aware of dress standards (jewellery) in the workplace. More focus on recruiting role models and goal setting.

Good mentors within the school and the workplace. Practical employability skills – workplace to provide opportunity for teachers to do ‘practical’ work experience.

Primary aged children – industry tours

Work on stickability. Realistic view of workplace – 5am start means 5am. Too many distractions. Need work ethic – if parents can’t model this students are behind. Match needs and expectations.

Employers have a role to play and should invest in schools. Some employers may not have the infrastructure for this and need someone to make the process less onerous. Career education should be mandated for all students in all schools.

Schools need to manage student expectations – need for work readiness. Students don’t have people skills. Schools are under pressure to teach this, but it needs to start at home. Everyone is responsible. Schools need support in improving employability skills. By the time a student gets to high school it’s too late. Students need to repeat a year if they are not performing – can’t do this.

Students are not prepared to come to work and there are no repercussions. Students don’t know how to listen and think they know everything.

Employability skills – punctuality, presentation, hygiene, awareness, industry expectation, maturity, willingness to learn, work is different to school, following instructions, respect.

Communication between school and industry. Parents need to be part of the stakeholder target group. Buzz sheet of key words that they will expect to hear in the workplace. Understanding that the ‘generational’ language and expectations may be different but that doesn’t mean they’re worthless. Teach them to look up a number in a phone book – basic office skills.

Have the teachers undertake the industry program. Teachers can keep up their currency and they will understand industry expectations so they can better inform the students. Schools need to be willing to release the teachers. Work with the Skills Councils to engage with industry.

Attitude – skills should be developed, self esteem development in schools, give evidence of improvements. Bring parents in, or bring parenting into schools.

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2. How can industry better support schools to achieve this?

Connecting parents with industry ie parent and industry expo so that parents are aware of what ‘industry’ is. Create an environment which is accessible to parents. Industry visits by schools. Partnership established between schools, industry and parents.

Industry could undertake an ‘adopt a school’ program. Improve the initial matching at school by industry visits.

Industry to ‘keep trying’ and not to say ‘no’ because of one student’s behaviour.

Partnerships with EQ/DET for Indigenous employees. Whole of community working together. Highlight incentives to keep engagement and to gain results. Understand their current resources. Loyalty isn’t dead. Industry champions. Open communication.

Industry and business teacher visits. Set up mock interview teams.

Industry needs to recognise the employability of kids with disabilities – tolerance and flexibility. Create incentives for students. Involvement in career days. Making the workplace available. Have a position description for the student so they are part of the workplace.

Industry making expectations clear up front. Career days, mock interviews.

Industry more involved in specialist schools. Come and try days. Career days.

Currency of information of workplaces for parents, teachers and students. Use of past students to educate students. More industry tours, try a trade and work experience.

Be aware of student background, generational unemployment. Industry needs to be ready for placements.

Mentors – community engagement. Match people with jobs and provide real skills.

Clear and open communication between schools and employers. Industry Liaison Officers at all schools. 4 weeks work placement. Have realistic expectations of students and workplaces.

Industry talks at high school – industry road shows for primary schools

Industry associations. Student and teacher information evenings. Treat the kids like employees.

Feedback to schools what industry needs. Industry involvement in delivering career education including workplace visits. Trade Training Centre set up as a real life venture. Industry tech teachers need to be released to keep their skills current. Industry needs to have cultural awareness training. Resources for structured forums.

Industry needs to target high achievers not just the disadvantaged students. Industry could more effectively and aggressively market present career paths with their industry to students. Match/identify students learning modalities, skill set and talents to appropriate jobs and career paths.

Invitation to maths and English classes – work relevance.

Industry helping with awareness and reality – currency of advice, technology, phasing in, honest feedback.

Industry are teachers too. Acknowledge that the opportunity of getting students early benefits their long term outlook. Push the case federally for Australian standards. KISS principle. Trade Training Centres should be a cluster not owned by one school. Be clear on what industry expectations are. Business orientation skills – writing, reading and oracy (literacy & numeracy) so students understand.

Industry needs to communicate with students and parents about the expectations that occur in the workplace. Need to explain how the student can benefit.

Structured workplace involvement – realign perceptions. Work experience with parents involved. Industry champions to get out to schools. Need to involve SME’s particularly – need to get out to businesses that employ 1-5 staff. Reality needs to be given to the jobs and involvement.

“We really appreciated being invited to the breakfast. It was a great opportunity to network with others from a range

of diverse environments. I enjoyed the key speaker and noted that JJ Richards and Council have similar philosophies in

managing school based traineeships/apprenticeships. I have commenced a process to see whether we can host a youth

job expo which would also involve Year 10 and Year 12 students. It is hoped that this expo will be held in August and

young people will be requested to bring in their resumes.” Sue Keks, Logan City Council

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3. How can we collaborate to create partnerships to share the load?

Schools cluster together for expos. Industry needs more education regarding SATs. Provide a suite of partnership options ie school to school and school to industry.

Lead industry as a ‘go between’ for schools and industry. Continue what is already happening.

Building localised community clusters of schools, industry and parents. Sharing best practice. Using community to support students.

Industry and schools connection program. Mini expo workshops.

Industry councils and alliances could facilitate partnerships between school and industry. Train mentors.

The development of the curriculum needs to include advice and input from practitioners, particularly the national curriculum. Industry to advocate other businesses.

Need to have the right training and practical experience.

Mentoring programs, career expos. Parent involved in school programs. Marketing SATs.

Timetable how to get to work. Levels of support – productivity and development of students personal needs.

Employer networks. Matching clients and weekly follow-ups. Advertise. Ensure that training happens.

Regional job expo for Yrs 10 and 12 – possibly August. Issues with SATs doing Cert III and therefore students are ineligible for fulltime Cert III traineeships.

Take responsibility – formulate a working party with 1 rep from each industry and education to create a structured approach

Share resources, help others to understand what is available and what types of people would be good in that career. School info sessions.

Open door policy. Annual ‘thankyou’ breakfast by schools to businesses, ACC’s, parents and students. Joint industry and education committee. Value of work experience – reality check. Need to demonstrate to students from the outset career path opportunities, commitment to study/work and training/placement.

Perception – educate on roles and suitability within industry. Virtual resource. Responsibility of industry to provide training to build skills.

Parents need to be better informed. Try out options. Honest communication between professionals. Employability and life skills.

SAT awareness, vetting process, suitability, investigative interview, flexibility of training.

Employer face to face visits at school. ILO or equivalent to reciprocate. Be open and share each other’s networks. Business to recognise the importance of having someone identified as their industry officer. Local government plays a role in facilitating the links and promoting the opportunity. Screen candidates and vacancies = match. Stop looking at the numbers and trying to reach them – look at the people and the skill needs and match them. Develop ‘school councils’ – parents, staff, students and industry to work through the issues and come up with local solutions.

Driven by curriculum – concentrate on relevant learning. More relevance and practicality in education.

Assign a mentor/buddie to encourage the trainee – real kids/real life situations. For construction 1 day/week doesn’t work. Need to develop what works per industry sector. Increase peak body involvement. School policies need to be able to adapt to SAT needs – structural arrangements around SATs, employability skills in Yrs 8 – 9, schools to identify students based on their preferred learning styles, demonstrate by DVD’s etc on what’s needed in the workplace, breadth of QCE needs to be challenged.

“Great opportunity to meet people face to face with whom I would not normally get the chance to speak. It was lovely

to see so many people come together all with the same purpose, to improve and increase opportunities for the youth in

our area.” Kylie Newey, Flagstone State Community College

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4. What can be done today to begin sustainable solutions?

Schools strategically identify businesses/industries that they can develop partnerships with.

Create a website to showcase partnerships, advertise school based vacancies ie similar to job vacancies.

CEO or manager of large companies to be actively involved. ‘Undercover boss’.

Provide incentives. ACC’s and employer awareness.

Online portal. Engage together in dialogue. Link industry and schools, timeframes and networks that facilitate mutual goals.

Curriculum needs to meet the needs of our kids. Broaden the forum into something that will allow more discussion ie. Conference.

Induction process for workplace at schools from Yr 10 – expectations of work, what the workplace is like, pay and workplace conditions.

Database resource. Constant communication with students and parents. Work education programs. Forums, newsletters.

Monthly support, work placement experience.

Work experience 1 day/week for 3 months.

Set up links through employers via Chamber of Commerce and schools. Set up links with individual organisations. VET Validation day.

Commitment.

Business and educators get together. Needs to be part of the curriculum and part of the school culture. Schools need a champion. HODS and Skilling Solutions Qld together to discuss industry opportunities.

Schools to keep in close contact with employers and training providers to monitor progress. Reconnect and reflect. Funding of resources for monitoring, guiding and mentoring students after sign-up.

Worklinks or like organisation to maintain networks between stakeholders. Embed resources into schools. Need follow up with kids in schools. Industry to provide direct feedback to schools and students. Mock interviews etc.

Principal enforcement and accountability. Industry coming into schools.

Communication and teacher/employer relationship.

If 100 or so people her receive a simplified ‘flow chart’ from the forum’s facilitators/organisers then there are 100 or so industry reps with new knowledge. Come back in 6 months to share outcomes – showcase another industry who attended the forum. Share good news stories. Schools to present to industry on their programs. Invite students to next one.

Website for employers and schools, something that people can tap into when they don’t know how to proceed. Relevance in school.

Encourage people/businesses to get involved – demonstrate benefits. Worklinks needs to set goals and actions, drive objectives and review. What community services need to be involved? Select and industry – bring in relative players – industry needs to drive.

“This was an excellent event to showcase local employers from Logan and the benefits of having school based

apprentices and trainees. A number of people on my table were very interested in assisting local students in our region

and in participating by taking on a school based trainee. I hope this event can become a regular event for more

employers in the region to become involved in their local schools, whether it is offering work experience to students, or

being able to take on school based apprentices and trainees.” Maria O’Donohoe, Australian Government

Department of Education, Employment and Workplace Relations

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Barriers, Solutions and What’s in it for Me?

An Identified Barrier A Solution To Overcome This What’s In It For Me?

Time and Resources Online Portal (communication & collaboration)

Schools – outcomes for kids, better communication ACC’s – referral pathways Industry – retention & skilled workforce

Transport Driver training Young people will be independent and not have to rely on public transport

Work readiness due to individual developmental age

More flexible work experience More productive – less ‘failures’ and disappointment

Industry do not know how to support SATs

Industry mentors Industry is better prepared

Communication between industry and schools

Online portal – industry contacts, traineeship opportunities, support programs, events

Connection to information

No consistency in how SATs are organised

A process needs to be implemented and delivered across the board

Industry – setting a pathway to get good employees Schools – quality relationships/partnerships

Engaging wider industry involvement Industry advocates, schools to promote flexible options tailored for specific business needs

Industry – better and more diverse recruitment, skills development pathways Schools – more options for structured learning placements for students and better pathways to work Enablers/supporters – achieving objectives and goals

Employability Skills Need to be able to keep kids back. Assistance from parents re presentation and communication

Engaging Parents Early intervention with parents, involve parents with businesses into the school community

Informed students and parents, better employee choices and outcomes.

Based on good will Change good will to positive support

Behaviour – attitudes Outlining the framework and expectations for what they are there for so that it is well defined

Relationships – pathways Industry – community connections and a more recruitable applicant Disability Management – Networking, establishing Logan industry and training contacts to assist with the students

Students doing it for the wrong reasons

Forums and job expos

Lack of knowledge of work expectations and industry

Key industry reps in each key area to formulate a working party

Industry – work ready employees School – focussed students

Transport Money for a bus – industry pays Sponsorship from bus company

School – increase information Industry – Linkages, shared knowledge

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An Identified Barrier A Solution To Overcome This What’s In It For Me?

Students don’t know what they are getting into

Students to visit worksites beforehand

Students are more prepared to make a success of the placement

Industry engagement

A dedicated resource – nationally embedded and supported. Market this resource more effectively. Collective virtual resource – online portal

Better attraction and retention and matching from an ACC perspective

Lack of accountability Communication with employer, student and parent before the traineeship

Possible change from apprenticeship attitude. Industry attitude will change

Transport Willing parents – willing staff member Local or school transport

School – student safety, good relationship Industry - reliability

Communication – process – email vs face to face

Create meetings to talk face to face

Future of our children – awareness of process flow and understanding them, process flow and sharing them – connections

Expectations of students and parents is unrealistic

A linkage point to make it easier for all stakeholders to engage. Possibly Skills Councils and Alliances

Gap between industry and schools – Money

Industry and education responsible for each other. Personal responsibility. A website that has industry information.

Schools – commitment to one action Students – focus to be the student – can they remain in employment Community – happy if we can transform young people’s lives Industry – by creating opportunities for young individuals we can avoid or minimise the proposed skills shortage the construction industry will face in the coming year.

“I thought the forum was extremely worthwhile. It would be great if, from this, we can develop a school and industry

working group where we can discuss options and possibilities of growing SATs within our region.”

Sue Cambridge, Department of Education and Training

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Feedback Form

At the end of the forum, participants were asked to complete a feedback form commenting on the event.

The feedback form requested participants to assess the forums effectiveness, activities that would

eventuate out of the forum and whether participants would like to see the event run regularly.

102 Feedback forms were completed and returned.

Forum Effectiveness

Rating (Lowest) 1 2 3 4 5 6 7 8 9

(Highest)

10

Responses 1.02% 1.02% 11.22% 7.14% 30.6% 20.4% 17.34% 8.16%

Activities to eventuate from the partnerships formed at the forum

Would you like to see the forum repeated? Yes = 92 No = 4 Not provided = 6

Future Forum Frequency

Six Monthly

Yearly

Bi Annual

Responses

63.24%

28.56%

2.04%

"The Industry and Schools Forum was part of an ongoing initiative for schools, industry and training organisations to

become more closely aligned. Queensland is leading the nation in school-based programs and the forum was a very

valuable opportunity for all to gain greater understanding of the needs and expectations in each sector as well as

identifying issues. This can only lead to better outcomes for our students and for employers to have better prepared

trainees and employees. Dialogue leading to practical solutions will help to overcome our future challenges. Thanks to

Worklinks for all your efforts in planning such an event." Desley Scott, State Member for Woodridge

Activities

Work Experience

SATs

Site Visits

Guest Speakers

Responses

61

50

35

53

Other Activities

Regional Job Expo’s

2

Communication Networks

12

Parental Engagement

1

More Forums

1

Accredited Training

1

Work Readiness

2

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Common Barriers and Solutions

Following the forum, key stakeholders have suggested that a Task Force be formed to drive crucial strategies

developed from the common barriers and solutions identified from the forum. This Task Force will provide

direction and advice to ensure that these strategies are implemented and become sustainable solutions in

overcoming barriers to the retention of young people in education.

In addition, these strategies will provide a platform for young people to transition successfully to the ‘world

of work’.

Barriers

Solutions

Connection with Industry

Career Expo's, Mock Interviews with Industry Create face to face meetings, Come ‘n’ Try Days Industry Nights, Industry Tours, Industry Speakers Mock Interview teams set up, Business Visits Regional Mock Interview teams set up Twice yearly Mini Expo – Workshops for ILO’s, HOD’s Schools Council

Employability / Life Skills Work Readiness

Certificate I/II Workplace Practises Education of Parents necessary Mandatory career education in all schools Introduce mentor program Work Experience - Year 10 Summer Semester Programs

Certificate I & II Workplace Practises

Life skills courses Expanded work experience programs

Communication between Industry & Schools

Develop an online Portal

Industry Contacts, Traineeship Opportunities

Support programs, Events

Additional training opportunities

Transport

Mandatory driver education in school - licence Better transport networks for schools Regional bus network Engage parents or staff

Parent Engagement

Early intervention with parents, involve parents with businesses into the school community A linkage point to make it easier for all parents & students to engage. Possibly Skills Councils and Alliances

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