Bridge the Gap

Exploring school-to-work pathways for our salmon industry.

Introduction – about me.

• Aquaculture Trainer since the late 1990’s.

• Aquaculture Coordinator at the Huon Valley Trade Training Centre since 2013.

• Deliver Certificate I and II in Aquaculture.

Introduction – about the HVTTC

• Established 2013• Administered by Huonville

High School.• Training for Years 11/12,

adults and community.

What we currently do - courses

• Three year aquaculture & maritime pathway, Years 10-12

• Partnering Agreements with RTO’s.

• Certificate I and II in Aquaculture, Certificate II in Maritime Operations (Coxswain NC Grade 1)

What we currently do –programs in action

What we currently do - pathways

• Site visits – Cert I• Work Placement – Certs II

(10 days)• Employment outcomes –

31 since 2014.• ASbA’s• BUT – not formalised.

What we currently do - industry

• Technical support• Expert delivery – fish

health, quality systems• Supply fish• Donation of feed• Facilitate work-placements• Joint displays• BUT – not formalised.

My Churchill Fellowship Project –investigating school-to-work apprenticeship pathways in the European salmon industry.

• Four weeks in Norway• Three weeks in Scotland• Nine schools and training

organisations• Six industry operations• Investigation• Findings• Recommendations

Norwegian Model – “2 + 2”

• No TAFE sector at apprenticeship level

• VGS Upper Secondary Schools

• VG1 Naturbruk – 5 weeks work-placement

• VG2 Akvakultur – 9 weeks work-placement

• Apprenticeship – 2 years• VGS also provide adult

training

Norway – school snapshotsSTRAND VGS • 500 students• 40 Aquaculture students• AUD$12M Marine Science

Centre• 600 t per annum salmon

farm –leased to Marine Harvest

Strand VGS.mp4

Norway – school snapshotsMALOY VGS• Smaller number of

students• Limited facilities.• Innovative use of industry• 2 days on-the-job per week• Partnership with Maritime

Centre• Recently granted a farm –

will lease to Marine Harvest

Maloy Akva.mp4

Norway – school snapshotsVAL VGS• Private School - Lutheran• Specialises in primary

industries• 130 students in total, 25

VG2 Akvakultur• Operates its own salmon

farm• Visited Tasmania in April

2017

Val VGS.mp4

VAL VGS – visit to Tasmania

VAL VGS – visit to Tasmania

Norway – issues with “2+2”TAF• Streaming – forcing

students to choose.• Breakdown in connection

between school and industry.

• TAF program – 4 year model

• Combines school & employment

• Allows progress to university.

Norway – role of the Training Office

• Administers apprenticeships

• Organises training schedules

• Promotes the industry, school, training and employment opportunities

• “Talk to the mothers, convince them, as they are the biggest influence on the future of their children.”

Norway – Froya: the “Blue Competence” Community

• 25% of Norway’s salmon production

• Blue Competence Centre• University and industry

partnership• Total community

engagement• Themes of collaboration

and cooperation

Norway – Industry Perspective

• Works with school to determine workforce needs and student enrolment

• Dedicated staff to train apprentices

• Would rather employ young people than old

• Apprentices are excess to establishment

• Strongly supportive of 2+2 model

The Scottish Model – NPA & SVQ

• Two separate systems• NPA in School (Years 9-10)• SVQ (Modern

Apprenticeships) ages 16-19

• No VET in Years 11-12• No direct credit from the

NPA to the Modern Apprenticeship

• NPA not delivered in schools

Scotland – snapshot NAFC Shetland

• NPA program not running• Issues with transport of

students.• Issues with WHS• Issues with Child Protection• Issues with funding• MA’s highly successful in

contrast

Scotland – the future: Foundation Apprenticeships

• Year 11-12 program• VET Training equivalent or

slightly higher than MA2• 2-year program• Combines school & part-

time employment• Allows progress to

university.

Findings - Norway

• 2+2 model forces schools and industry into partnerships

• The “we”, not the “me”• Industry sees apprentices

as workforce & community development, not just cheap labour

• Separate vocational and general streams, defined pathways

• It’s a cultural thing

Findings - Scotland

• Industry must be supported to participate, not hindered by WHS & WWC

• School programs must articulate to industry training

• Foundation Apprenticeships are promising

• FA’s actually reward students for staying at school

Where Next?

weetapoona Huon Aquaculture Pathways Program

• Indigenous work-preparation program

• Run by industry and community

• Hosted at HVTTC

• 16 students Yr 10-11 from south of the state

• Outcomes – ASbA’s and retention

Australian Teaching Fellowship

Australian Teaching Fellowship

• $30,000 school project

• Two-stream aquaculture industry partnership.

• Theme – blurring the lines between school and employment.

Tassal Project Connect

• Formal partnership

• Industry employees at HVTTC

• HVTTC training on industry sites.

• Sea cage on marine farm

• Guaranteed employment outcomes

Huon Urchin Alliance

• Industry development partnership

• Regional Jobs Investment Program

• Stream 1: Wild catch, processing, market development.

• Stream 2: Ranching• Stream 3: Hatchery proof of

concept and workforce development.

• Industry employees on HVTTC site.

• ASbA’s• Increased training & employment

opportunities.