1. Engaging Parents in Career Conversations
Presenter/s:
Venue:
Date:
Notes for EAL Presentations:
Avoid the use of metaphors or colloquial expressions when talking with parents from an EAL background. Terms like “think outside the box” may be unfamiliar or confusing.
Notes
I would like to thank you all for your interest in attending tonight – for the time you have put aside to attend. This demonstrates:
your interest in helping your teenager in their career development journey to build their preferred future;
curiosity;
openness to new ideas and innovation; and
your desire to find out more about today’s labour market; and
“good decision making”.
You are not only being interested and involved parents, but you are also modelling several key attitudes that teenagers need to successfully maneuver through life and work roles including being:
interested and curious;
open to experimentation and innovation;
Able to think “outside the box”, meaning able to think more broadly or creatively
accept that you don’t have all the answers.
Despite everything you may hear to the contrary from your teenager and popular media, parents continue to exert the greatest influence on the learning decisions of teenagers (Hibbert, 2010). Parents are often the first point of call about careers information, advice and guidance (ibid.).
Additional Information
The term “parent” is used broadly throughout this presentation and in the resources to refer to any caring adult in a teenager’s life wishing to play a positive role in helping them build their future. We know that this is particularly important for students from an EAL background, as some students may not have parents and be living with guardians or a host family, or may have a case worker.
You can use your own background in describing the ways in which you interact with teenagers, such as being a teacher, aunt/uncle, coach, neighbour, youth worker or other significant adult.
Source: Hibbert, T (2010, September). Face-to-face: What young people think about information, advice and guidance. National Youth Agency.

2. Acknowledgements and research
The following have contributed to the development of this resource:
Gray Poehnell
Canadian Career Development Foundation
Career Education Association of Victoria
Source Materials
“Guiding Circles” - R. McCormick, N. Amundson, & G. Poehnell
“Hope-Filled Engagement” - G. Poehnell & N. E. Amundson
“Lasting Gifts” - Canadian Career Development Foundation and Career Education Association Victoria
The following research was used when developing this resource:
CICA
Face to Face
On Track
Lost Talent
Notes
This slide is included to acknowledge the sources used in developing this resource. There is no need to go into detail, unless required.
This workshop resource was developed by the Department of Education and Early Childhood Development.
Career development experts including Gray Poehnell from Canada and the Career Education Association of Victoria also contributed feedback to refine this workshop resource.
Additional Information
Please note: copyright advice is published on the last slide of this workshop resource.
Appropriate and relevant acknowledgement of material used in the framework must be made 2

3. Have a conversation Step in Step Out:
Select one person who stepped in with you and have a conversation about:
the experience you have in common
what interested you about attending this workshop
Notes
You are not only being interested and involved parents, but you are also modelling several key attitudes that young people need to successfully manoeuvre through life and work roles including being:
interested and curious;
open to experimentation and innovation;
able to think “outside the box”; and
accept that you don’t have all the answers.
Activity Step In/Step Out (Approx 10 minutes) Please refer to activity bank

4. Workshop Aims Today we will talk about What a career is
How you can help your child to think about their future
How people in Australia develop their careers
How you can find information about careers
Notes for EAL Presentations
The term “career ally” has been removed as it may be inappropriate for refugees, raising connotations of conflict and loss.
Presenters should be aware that writing questions may not be an option for some parents from an EAL background, especially if they are illiterate in their first language. Providing another way for questions to be collected, such as using a Multicultural Education Aide or interpreter to write questions may need to be considered. The word ally should be avoided because it may have connotations of war and conflict for refugee participants.
If working with interpreters, a DVD titled Talking in Tune (a guide to working with interpreters in schools) provides advice. Copies are available from LMERC, whose details are listed in the Guidelines for Implementing the Engaging Parents in Career Conversations (EPiCC) with EAL Families
Notes
The aim of this workshop is to help you understand your influential role as a career supporter or critical friend for your teenager. This will help you to better support them on their journey through having an effective career conversation. I will also let you know where to find relevant information and how to access useful resources.
Activity “Parking Lot” (< 1 min) – Please refer to activity bank
Additional Information
The most important outcome will be the participant’s ability to be a career supporter for their teenager. You may wish to ask them what the term “supporter” means to ensure they understand that it is about supporting their teenager, and not “directing” or “doing” for them.
Another important outcome will be an understanding of the High Five Principles of career development. These five key principles reflect the contemporary understanding of career. The principles are:
Know yourself, believe in yourself and follow your heart;
Change is constant;
Learning is ongoing;
Focus on the journey; and
Use your networks
The principles were developed in 1995 by Canadian career development leaders Pat Butter, Donna Davidson, Barrie Day, Aryeh Gitterman, Helen Hackett, Tracy Lamb, John McCormick, Dave Redekopp and Michele Tocher.
For more information on the principles, please see:
Source: 4

5. The Changing World-of-Work
What will work be like for young people in Australia today?
Minimum of 7 careers in a lifetime
Follow your heart
Focus on the journey
Use your networks
Lifelong learning
What was work like for you growing up?
Could you expect to stay in the one job?
Were you able to choose the job you did?
Were you able to change jobs easily
Were you able to ask for help and advice?
Did you have to study, and keep learning?
Notes for EAL presentations:
Understanding the experiences of the participants is important in this part of the workshop. Presenters should ideally have this understanding in the planning stages of the workshop and modify the activities accordingly, For example, for refugee families whose life has been disrupted for many years (in some cases up to twenty years) normal life, employment or a career may be not be something they know or remember. For those families that are familiar with these concepts, they may be quite different to the Australian context. Using visual resources such as photos of work in the country of origin of the participants can help to highlight differences between their experiences and the current Australian context. E.g Use of animals for farming compared to machinery. Presenters should allow time for participants to share their experiences and understandings if they are comfortable doing so.
Multicultural Education Aides can assist with behind the scenes preparation to assist presenters to understand the audience’s context prior to the presentation. If there is not access to an MEA, community groups or the Migrant Resource Centre may also be of assistance. The Department of Immigration and Citizenship (DIAC) has community profiles on 11 emerging communities available at that may provide helpful background information.
The concept of “Follow your heart” may be a luxury for families who have survived war or famine. Their focus has been on survival. Presenters should be sensitive to the experiences of families participating in the workshop.
Notes
We as adults, and more particularly our teenagers, face a rapidly changing world-of-work.
We no longer have the concept of an occupation for life, as most young people entering the workforce will have a minimum of 7 careers across their lifetime.
The careers message used to be find where the growth sectors are and get in, but now it is the job is not hot if the spirit is not. In other words, follow your heart or follow your passion.
Previously, it was expected that people knew exactly what they wanted to do and where their career was going. Nowadays we want young people to be open to change and be able to identify what they want to do yet also be flexible and adaptable.
The old paradigm used to involve people managing their careers independently, whereas now we emphasise the benefits of drawing on a network of supportive people.
And finally, the old adage that if you studied hard you would have a secure job for life is no longer relevant. Lifelong learning is now the norm.
NOTE: While these changes are becoming a trend, there are some people who still follow their traditional route of one occupation for life, follow the hot jobs, focus on the destination, are independent and will study, work and retire – even if the numbers are dwindling
Optional discussion point
Follow up discussion on ‘life/career myths’ and – “Follow your heart”. Passion is significant but it is not the only factor? Is it a good idea for people to follow their heart? What about those people who may not be able to access their passions? Do we run the risk of ruining our passions by making it our employment?
What about other myths for example, ‘you can be whatever you want to be’. Is this true? Doesn’t everyone have limitations of one sort or another?
What about, ‘you can have it all, and you can have it all NOW. Is this realistic
Additional Information
Source: The Changing World-of-Work information is taken from the Lasting Gifts resource (workshop 1).
Hope-Filled Engagement Gray Poehnell & Norman E. Amundsen
Source: “Lasting Gifts”
Canadian Career Development Foundation 5

6. Worries About the Future
What worries does your teenager have about their future?
What worries do you have about your teenager’s future?
Notes for EAL presentations:
The video in this slide may be difficult for EAL participants, depending on their proficiency in English, please consider carefully before deciding whether or not to use it. Limiting the activity to discussion or role play may be advisable. A deep knowledge of the audience is advisable. Working with Multicultural Education Aides or community members to get a better understanding of the audience would be useful prior to the presentation. Presenters should be mindful that families who have experienced trauma may struggle with this question, or may reveal some personal details in this discussion.
Notes
Does the changing world-of-work concern you? Are the concerns that your teenager has of their future the same as your concerns about their future?
[See Activity Instructions below].
Activity “Concerns about the future” (10 – 12 minutes) – Please refer to activity bank
Additional Information
Due to copyright restrictions, the video file is not embedded into this presentation. Please copy and paste the following URL into a web browser to view the video:
Source:
Source: National Career Development Week 6

7. Your Future: How many of you…
… knew what you wanted to do when you were 16 years old?
… are doing that now?
Sometimes we have to change our plans
Sometimes we are able to change our minds or need to change our minds
Notes for EAL presentations:
This activity may work well with migrant families but consideration should be made of the life experiences of families from a refugee background when deciding whether or not to include it in a presentation. A deep knowledge of the audience is advisable if conducting this activity with EAL families. Working with Multicultural Education Aides may be useful to get a better understanding of the audience prior to the presentation. Migrant Resource Centres may also be helpful.
Notes
Consider your own career journey and how it is similar or different to how you imagined it when you were a teenager. Were you able to be positive and uncertain at the same time when you were a teenager?
Activity “Your future” (< 1 min) – Please refer to activity bank
Additional Information
Source: The Your Future activity is taken from the Lasting Gifts resource (workshop 1).
Source: “Lasting Gifts”
Canadian Career Development
Foundation 7

8. Preferred Future 8 Source: “Lasting Gifts” Canadian Career Development
Notes for EAL presentations:
Participants from an EAL background may find this exercise difficult to understand due to its abstract nature. Presenters may need to unpack the activity in some detail. Using picture cards as prompts or encouraging participants to draw their preferred future may be a helpful strategy. Giving some examples may also be helpful.
Presenters should be aware that migrant and refugee families who have left their homeland to make a new life do so for the improvement and/or survival of their families. Success for them may be measured in the sacrifices they have made to get ahead, and may equal material things e.g. a house, a car, as well as the educational outcomes that they consider will enable these things. It is important that all participants’ responses are valued.
Notes
We’ve asked you to reflect on your career journey so far. Now I’d like you to think about your future.
We all have a vision, a sense in ourselves and of the future we are hoping for and anticipating. For many people, starting with the phrase, “In the best of all possible worlds, I would…” begins to bring into our awareness what is already there in our wishes.
For all of us, our preferred futures are about what matters to us the most, what we value, what brings us joy and satisfaction, and what we are striving towards.
Activity (5-7minutes) Preferred Future Please refer to Activity Bank
Additional Information
For young people, the emphasis is often exclusively on decisions related to their future paid work. Broadening the focus to help them see their futures in a holistic way may be more realistic and much less pressured for them. Paid work is a very large “footprint” on the path but by no means the only one.
Career decisions are rarely fatal. There are very few learning or working decisions which are not amenable to change.
Source: The Preferred Future activity is taken from the Lasting Gifts resource (workshop 1), Canadian Career Development Foundation.
Source: “Lasting Gifts”
Canadian Career Development
Foundation 8

9. Attributes that young people need…
Persistence
Keep going
Resilience
Feeling Strong
Enterprise
Showing initiative
Motivation
I want to do this
Notes for EAL presentations:
The standard presentation of EPiCC contains quotes from Michael Jordan, Abraham Lincoln and Bobby Unser. These have been removed because families from an EAL background may not be familiar with these people. Presenters may like to find appropriate quotes from people with whom the participants are familiar. The standard presentation also includes the word “drive” which has been changed to “motivation” for the EAL version. Drive has multiple meanings, which may be confusing.
Resilience is an attribute that refugee families may particularly connect to. Presenters may spend extra time helping them to understand what it means and to identify how it relates to their experiences.
Notes
There are skills that sit outside of the mainstream curriculum that help young people to achieve their goals and to strive in the face of difficulty, opposition or failure.
Persistence, resilience, enterprise and motivation are all essential attributes in future economies.
Make a link between these skills and the previous discussion on being positive in the face of uncertainty.
Activity “Attributes young people need “ (3 min) - Please refer to activity bank 9

10. What is a career?
Jobs and training
Hobbies
Life roles
Education
A career is all of the paid and unpaid work, learning and life roles you do throughout your life.
Volunteering
Clubs and community
Sport
Notes for EAL presentations:
This slide uses the definition of a career from the myfuture website. Time will need to be spent unpacking the definition and the way in which it relates to each of the activities shown on the slide.
Notes
You are attending this workshop to help your teenagers with their career journey. Let’s consider some of the key terms that will help you to better understand the contemporary notions of career development.
Did you match the terms and definitions correctly?
Career: The sequence and variety of work roles (paid and unpaid) which one undertakes throughout a lifetime, including life roles, leisure activities, learning and work.
Career education: The development of knowledge, skills and attitudes through a planned program of learning experiences in education and training settings which will assist young people to make informed decisions about their study and/or work options and enable effective participation in working life.* (See activity below)
Career development: The process of managing* life, learning and work over the lifespan. (See activity below)
Career information: Information (print, electronic, personal contacts and other resources) that assist the process of career development, including occupational and industry information, education and training information and social information relating to the world of work.
Discussion Point
Encourage participants to discuss the different components of a career, and how they see this in their own lives and/or their child’s life
Additional Information
Source:
Hope-Filled Engagement Gray Poehnell & Norman E. Edmundson
Cultural activities 5

11. How do students learn about careers?
Self Development
Understand yourself: your interests, skills and values
Career Exploration
Find out about different types of work and learning
Experience different types of work
Career Management
Learn how to make a Career Action Plan and work towards it
Notes for EAL presentations:
The language in these definitions has been modified to ensure the language is more accessible to an audience from an EAL background.
Notes
There are three stages of career development that underpin the structure of the Victorian Careers Curriculum Framework.
Self-development is an important process for all young people. Young people benefit from reflecting on the positive attributes that will assist them in getting ready for the world-of-work, and being able to talk about the skills, interests, personal style, values etc. they may already have and use in everyday life.
Knowing what opportunities are available and the how to get into the workforce through career exploration is important. Young people need an understanding of what to expect, and the employer/employee rights and responsibilities, in particular issues of Occupational Health and Safety.
Career Management encourages young people to make and adjust Career Action Plans in order to successfully manage their life choices, changes and transitions.
Discussion point
Do these stages occur only once or throughout life? Introduce the concept of the ‘circle’. People’s life/career paths are not linear but circular. It is a journey. The stages of career development will continue throughout our life/career path.
Ask participants how they could assist their teenager through these stages.
Additional Information
Source:
Hope-Filled Engagement Gray Poehnell & Norman E. Edmundson 11

12. 5 Career Development Messages
1. Change is Constant
2. Learning is Ongoing
3. Focus on the Journey
4. Follow your Heart
5. Use your networks
* Developed in 1995 by Canadian career development leaders
Notes for EAL presentations:
If conducting the matching activity presenters may have the messages and definitions translated into the first language of the participants. If using interpreters or Multicultural Education Aides, the messages should be discussed prior to the workshop to assist in explaining them to the participants.
The standard version of this slide included a link to a video outlining the five messages, but this has been removed because it contained colloquialisms that may be unfamiliar to families from an EAL background.
If using guest speakers as suggested, ensure that they are culturally sensitive and that they understand the background of the participants.
Notes
There are five key career development principles that we will spend the majority of this workshop unpacking.
The principles were developed in 1995 by Canadian career development leaders.
[See Activity Instructions below – first activity only]
Did you match the terms and definitions correctly?
Change is constant: We change, our world changes, our situation changes, the world-of-work changes – all at a phenomenal pace. Refer participants to Positive Uncertainty and being flexible and creative in the face of uncertainty.
Learning is ongoing: Learning doesn’t stop when we leave school/TAFE/university – learning is ongoing.
Focus on the journey: If we are too focused on the destination we can miss opportunities along the way. Our career is a lifelong journey with no fixed destination.
Follow your heart: Be true to yourself – have career integrity. We need to combine the things that are important to us with earning a living and/or studying. Refer participants again to the discussion on life/career myths and having realistic expectations.
Use your networks: Our career journey is a team effort – you will progress as much by who you know as what you know.
[See Activity Instructions below – second and third activities]
Activity “High Five Career Development Messages“ (8 min) - Please refer to activity bank
Additional Information
You may wish to introduce guest speakers to describe each of the High 5 messages.
Showing the video is optional.
Due to copyright restrictions, the video file is not embedded into this presentation. Please copy and paste the following URL into a web browser to view the video: “Intro to NCDW Videos” 3:50min
Source:
Source: Career Industry Council of Australia 12

13. Change is Constant Did You Know…? www.youtube.com/watch?v=YmwwrGV_aiE
Notes for EAL presentations:
Presenters should consider the skill level of participants in reading English, especially given the rapid pace of the text. This may be a good video to use with parents and young people together if possible, with discussion time afterwards.
Notes
We’ve already touched on the rapidly changing world-of-work. This video emphasises exactly how different the world-of-work is for your teenagers. You might want to watch this video again with your teenager at home.
Activity “Did you know “ (5 min) - Please refer to activity bank
Additional Information
This is an optional slide.
Due to copyright restrictions, the video file is not embedded into this presentation. Please copy and paste the following URL into a web browser to view the video:
Source: Original video by Karl Fisch; Modified by VideoShredHead
Source: Karl Fisch 13

14. Change is Constant Labour Market Information on Job Outlook
Notes for EAL Presentations
Newly arrived families may be unfamiliar with the labour market in Australia, and this website is one way to explore aspects of it with them. Consideration should be given to demonstrating the website with participants, or allowing them time to explore it if there is appropriate access to technology.
Notes
In order to make an informed decision about their future, it is important for young people to consider labour market information.
Labour market information websites such as Job Outlook provide succinct summaries for over 350 occupations. The information includes:
employment level and growth;
age and gender profile;
full-time and part-time work profile;
earnings – something many young people want to know about;
hours of work;
main employing industries and regions;
sources of vacancies; and
other general information such as duties performed and the required skills, knowledge and abilities in order to work in that occupation.
[See Activity Instructions below].
The Australian government also monitors the labour market for a range of skilled occupations to identify and report on shortages, and also conducts surveys of employers in specific industries and locations to identify their recruitment experiences.
NOTE: Not all career information is online and not all participants will have online access. Also speak about the value of talking with a range of adults about their work experience.
Demonstrate the Job Outlook website
Additional Information
Source:
Source: Job Outlook 14

15. Change is constant The pace of change is getting faster
The nature of work is changing
Be open to change and remain alert to new opportunities
Notes for EAL presentations:
This slide has been added to provide a prompt about the nature of change. Presenters should be sensitive to the fact that some EAL families have experienced a lot of change, not all of it positive.
Think about the way phones and computers have changed the way we work and the way we live. Life is changing constantly, and we need to be able to deal with it. While change can be scary, it can also give us opportunities. 8

16. Learning is Ongoing Where do you learn? How do you learn?
Home? School? Play? Events? Other?
How do you learn?
By: Doing? Reading? Hearing? Singing? Watching?
What about informal learning?
What is lifelong learning?
Notes for EAL presentations:
Participants from oral cultures e.g. Pacifica, African or Indigenous will respond well to a story telling activity. Using someone from the same cultural background to conduct the activity will help them to identify themes and values and engage effectively in a discussion. If using such a person, it is important that they are adequately prepared and understand the purpose and the context of the activity.
Notes
There are many ways to learn and it is helpful to explore different paths. Ask parents to consider the questions above, allow time to discuss.
We use the word “learning” because the word “education” can be intimidating to people without a positive school experience. There is value in all learning whether formal or informal; but, though everyone has learning, not everyone has formal education. If you ask about people’s learning then those who have had formal education will probably talk about it, so nothing is lost. If you ask someone without formal education about their learning they won’t raise their defences because they will have learning to share.
This leads into the next slide indicating there are many alternative pathways in our journey and will be in your child’s journey
Discussion Points
What is something that you have learned recently?
How did you learn to cook/learn to drive?
How do you like to learn?
What helps you to learn?
Additional Information
See gives information regarding how to present or deliver a story telling activity, could be useful for those who have not attended a GC workshop.
Story telling sheet will be a useful resource if the ‘Story Telling’ Activity is used
Source Hope-Filled Engagement Gray Poehnell & Norman E. Edmundson 16

17. Learning is Ongoing 17 Source: VCAA Notes for EAL presentations:
This slide may need considerable time to explain, as many EAL parents are unfamiliar with the education system. It should not be assumed that parents understand VCE, VCAL, VET or Apprenticeships. The differences between TAFE and University, and the links between them should also be explained carefully. Translations of “Where To Now” are available in a range of languages at
Encouraging questions from participants and allowing them to clarify their understanding may take time. If working with Multicultural Aides or interpreters, ensure that they understand the content of the slide prior to the presentation. It may be useful to ask parents what they want to know about our education system prior to conducting this activity. This could assist in having responses prepared and information available in advance, and give the presenter some insight into the content and depth that needs to be covered.
Notes
In Victoria, young people have many established learning pathways that should be considered but there are many ways to learn, including informal pathways. It’s helpful to explore different paths.
In the senior secondary years, they can choose from the VCE, International Baccalaureate, VCAL and VET studies undertaken in a school or with a VET provider or in the Learn Local adult community education sector. They can also combine their school studies with a School-Based Apprenticeship or Traineeship.
Increasingly, young people are commencing senior secondary studies in Year 10, which means they need to be having career conversations by Year 9 at the latest.
By preparing our young people well and early we hope to make the choices and pathways as easy and direct as possible, however even if we make a decision that doesn’t turn out as well as we hope, there are always other ways to get to where we want to go…
Additional Information
Source:
Source: VCAA 17

18. Learning is Ongoing VCAL – The hands on option
Information in a range of languages
Notes for EAL presentations:
This slide has been added to the EAL presentation to direct participants to information about VCAL in a range of languages. It may be valuable to provide participants with the printed information in their first language.

19. Learning is Ongoing
Vocational Education and Training in Schools (VETiS)
More opportunities and pathways in senior secondary
Work focus
Contributes towards completion of VCE/VCAL
Notes for EAL presentations:
Using young people from an EAL background who have completed or are undertaking VETiS to talk about their experiences in their first language may help participants to better understand the program. Alternatively, having visual resources such as photos, videos or powerpoint presentations can help to explain the program.
Notes
VET in Schools (VETiS) is a program designed provide a vocationally oriented program of studies that may contribute credits towards satisfactory completion of the VCE and/or VCAL.
VETiS involves all or part of a nationally recognised VET certificate typically delivered through a partnership between schools, industry and Registered Training Organisations, and often includes opportunities for young people to participate in Structured Workplace Learning – or “hands-on” learning.
Young people enrolled in VETiS may also combine their education and training with employment through a School-Based Apprenticeship or Traineeship – which I will explain next.
For more information about VETiS, please visit the Victorian Curriculum and Assessment Authority website
Additional Information
Source:
Source: VCAA 19

20. Learning is Ongoing School-based Apprenticeships and Traineeships
Vocational training that is part of a senior secondary qualification
Involves work, vocational training and school studies
Notes for EAL presentations:
Inviting young people from an EAL background who have completed or are undertaking an SBAT to talk about their experiences in their first language may help participants to better understand the program. Alternatively, having visual resources such as photos, videos or powerpoint presentations can help to explain the program.
Notes
There are two ways in which a young person may undertake an apprenticeship or traineeship while still at school: school-based or part-time. I will explain the School-Based Apprenticeships and Traineeships (SBA/Ts).
An SBA/T combines:
part-time, paid practical experience in the workplace under an industrial agreement that recognises SBA/Ts; and
recognised, structured training with a Registered Training Organisation, including a training contract and training plan; and
school studies in the VCE or VCAL.
For more information about SBA/Ts please visit the Victorian Curriculum and Assessment Authority website
Additional Information
Source:
Source: VCAA 20

21. Learning is OngoingWORKSHOP 1: The Australian education system
Age 17+ — Career pathway
TAFE
University
Notes for EAL presentations:
EAL families may not understand the different career pathways available to young people once they have finished school. They may see some options as less desirable, so time may need to be spent explaining the pathways between different forms of learning such as moving from TAFE to University. This slide provides a representation of this.
Taken from Talk's In. Families of refugee background and schools in dialogue by Foundation House
Notes
There are many different education and training pathways available – from a Certificate I through to Bachelor’s Degree then Doctoral Degree. In Victoria, these qualifications can be undertaken at a variety of institutions.
Some qualifications allow learners to apply for recognition of prior learning, so studies undertaken at the Certificate IV level may count towards the completion of a Diploma – meaning the Diploma may take less time to complete.
Additionally, some learners may prefer to undertake hands-on Certificate-level training immediately following secondary school and before commencing a bachelor’s degree.
The various qualifications are not necessarily linear, meaning somebody who has previously completed a Bachelor’s Degree may want to complete a Certificate-level qualification in the future. This is very common for employees wishing to up-skill for a promotion or when changes occur in their work duties, or for some who have finished a generalist degree and want a more vocational-specific qualification.
Additional Information
Young people often receive the paralysing message that their destinations are irreversible – that once they opt into or out of a course of study or occupational choices they have likely done so permanently. We are fortunate that in Australia that this is not the case. We have an education and training system that is flexible and has multiple entry points and is not age specific. However, due to recent changes in demand-driven funding in the Vocational Education and Training and Higher Education sectors, it is important that young people make informed decisions, as a wrong choice of course may cost them, i.e. full-fee course rather than government subsidised.
Even if young people do drop out of formal learning pathways, they can continue to learn through alternative learning paths; if they have kept learning, it will be easier to re-enter.
Employment
TALK’S IN © VFST
SLIDE PROVIDED BY WIN MADIGAN

22. There is more than one way to achieve your goal
Learning is Ongoing
There is more than one way to achieve your goal
e.g.
School
University 4 years
School
TAFE
2 years
University 2 ½ years
Notes for EAL presentations:
Some people think that TAFE is not as good as University, but that is not true. TAFE is different, and can actually provide a way to get to University for some students. Did you know that if you have a diploma or an advanced diploma, you can get into some university courses and get credit, so you don’t have to study as long?

23. Learning is Ongoing 23 http://education.gov.au/career-bullseye-posters
Notes
It’s likely that if you’ve visited the Careers Centre at your teenager’s school that you’ve come across the colourful Bullseye Career Information posters. The Bullseyes help young people to identify occupations that link with subjects studied at school and indicate what level of education and training is required.
These posters, also available online, are a great starting point for exploring the wide variety of possible career options within one area of interest – especially for young people convinced of one career path only.
Additional Information
Explain the different types of education and training.
Explain prerequisite studies and Recognition of Prior Learning (RPL) for further education and training.
Source:
Source: Department of Education 23

24. Learning is Ongoing www.vtac.edu.au Courses and institutions
How to apply
What subjects are needed
Are extra tests needed?
Are there extra requirements? E.g. Audition or folio
Scholarships
Special consideration including for non English speaking background
Important dates
Notes for EAL presentations:
It is important that applicants and families from an EAL background understand the different SEAS categories prior to submitting an VTAC application. More information about this is provided later in the presentation. Refugees, in particular, may be able to submit a SEAS application in multiple categories. The importance of impact statements and appropriate documentation may need to be discussed.
Presenters should also be aware of the citizenship status of children and parents, as this may impact upon their eligibility for a Commonwealth Supported Place. Ascertaining their visa codes and checking with VTAC may be necessary. Government schools should have information in relation to students’ visas recorded in CASES21. More information on this is also available on the VTAC website at
Notes
The VTAC website lists over 1100 courses at 56 institutions, which is searchable by keywords, institutions, campuses or fields of study, and is the place to apply for courses.
There are often pre-requisites that must be met before undertaking further education and training – especially with Bachelor Degrees. The VTAC website identifies these pre-requisites, however you should also check the pre-requisite information directly with the institutions.
Some pre-requisites are purely academic, such as meeting a set score in a particular VCE subject. However, institutions are increasingly using other methods for determining selection into courses, including tests, interviews, folios of work and personal statements.
Some admission tests can be booked through the VTAC website.
The VTAC website also includes other essential information, including:
Applying for scholarships – of which many go unspent; and
Applying for special consideration – which I will detail later on.
It is recommended that you understand how the course preferences work and the key dates when your teenager can change their preferences. The important dates are listed on the homepage of the VTAC website.
In some cases, it is necessary to apply directly with the institution – especially for Certificates below level IV.
Additional Information
Source:
Source: VTAC 24

25. Learning is Ongoing Victorian Skills Gateway:
Information about Certificate and Diploma courses
Explains terms about careers and courses
Fees and financial support
Occupation search
Answers to questions
Notes for EAL presentations:
This slide has been added to allow time to explore the Victorian Skills Gateway if desired. Some discussion may be needed around the different certificate levels and the differences between TAFE and Registered Training Organisations. It may need to be explained that the VSG website does not include university courses.

26. Focus on the Journey Skills and industries
Notes for EAL presentations:
If an interpreter or Multicultural Education Aide is present, encourage participants to respond in their first language and ask them to list the responses on butchers paper.
Speaking Notes
An example of how to avoid only thinking about the destination, and to focus on the journey instead, is to consider a skills-based approach to career development. When you focus on the skills, the job will take care of itself.
For example, consider what skills are involved in designing, producing, distributing and selling a pencil.
Activity “Pencil activity “ (10 min) - Please refer to activity bank
Additional Information
This activity relates to the web of work, which is a brainstorming technique that explores work possibilities for a specific industry or area. For example, there are hundreds of different jobs within the fishing industry including taking, culturing, processing, preserving, storing, transporting, marketing or selling fish or fish products.
Source: The Pencil activity is from “Hope-Filled Engagement” Poehnell and Amundson.
Source: “Hope-Filled Engagement”
Poehnell & Amundson

27. Focus on the Journey Don’t focus on one destination only
Know what you want, but don’t be too sure
Be open to changing your mind
Recognise that your career journey will be throughout your lifetime
Appreciate and value each experience along the way
Notes for EAL presentations:
This slide may prompt a rich conversation between participants, and needs to be handled with sensitivity. Pre-migration experiences of participants may include grief, trauma and interrupted career history. Migrants may have hand difficulties in having their qualifications recognised, or may have needed to retrain to do different work. Those participants who have had a refugee experience may have been unable to work due to civil unrest or war. Many of the changes that have occurred in their working lives may have been beyond their control and negative in nature.
Notes
An example of how to avoid only thinking about the destination, and to focus on the journey instead, is to consider a skills-based approach to career development. When you focus on the skills, the job will take care of itself.
Other aspects to consider are interests, personality, values, learning, experience, etc. What we are talking about is that the focus should be on the people and all that they have in their lives.
As people discover what they have in their lives, they can learn to see where in the world of work their unique combination of assets is needed.
Additional Information
You may want to ask parents to think about changes that have occurred in their working lives, what made the changes possible? 27

28. Follow your Heart Ring 4: Is it planned (P) or spontaneous (S)
Ring 5: Do you do it alone (A) or with someone else (SE)
Ring 6: Does it involve your mind (M), body (B), spirit (S) or emotions (E) or a combination
Ring 1:What are three things you like to do
Ring 2: How long is it since you did each thing
Ring 3: Does it cost ($) or is it free(F)
Notes for EAL Presentations:
The original version of this activity contained twelve sections in the circle, but this has been reduced to allow extra time for participants to understand the activity and reflect on what it represents. Encouraging participants to work in small groups with interpreters or multicultural education aides may support discussion of what this means for participants and their young people.
Notes
One effective way to open discussion with young people (and adults) is to explore their favorite things. These are easy things for most people to talk about and they do show where they are actually engaged in life and engaged in hope. By focusing on the things that people enjoy, this provides a rich source of concrete life experiences.
Do you know what your teenager is interested in? A starting point could be to engage your teenager where they are engaged in their life and having a conversation about their favourite things.
Activity - “Favourite things“ (20 mins) and/or “Story Telling” (_mins) - Please refer to activity bank
Additional Information
Typically the favourite things activity results in laughter, increased energy and animated discussion.
When participants try this activity with their teenagers it helps to take the pressure off.
Source: The Favourite Things activity is adapted from “Guiding Circles”, McCormick, Amundson & Poehnell.
Adapted from “Guiding Circles”,
McCormick, Amundson & Poehnell

29. Use your networks Who can help you and your teenager? 29
Notes for EAL Presentations:
This slide is titled “Access your Allies” in the standard presentation, but has been changed to remove the word “allies” because of its connection to conflict and war.
Recently arrived migrants and refugees can be very isolated and find it difficult to establish networks. Barriers to forming networks may include English language skills, social isolation or a lack of understanding of different sectors of the community. Discussion may need to include how to build networks and who can support families and young people. Working with local organisations such as LLENs, cultural groups and community groups may support families to develop connections and build networks. Parents may ask for concrete information about how to become involved in the community when they have an increased awareness of how important this is.
Notes
We have already briefly touched on why the old paradigm of managing careers independently may not be the best approach.
To help your teenagers draw on a network of supportive people, they need to identify who these career allies are.
Activity “Round table helping hands “ (5 mins) - Please refer to activity bank
Additional Information
Source: The Roundtable activity is modified from: Bezanson, L & Hopkins, S (2011). Lasting Gifts: Parents, Teens and the Career Journey. Canadian Career Development Foundation. Adapted by the Career Education Association of Victoria in 2010.
Adapted from “Lasting Gifts”
Canadian Career Development Foundation 29

30. How do you see what interests your child?
By noticing:
what they enjoy doing
what can’t they stop doing
what they are complimented on
where they are engaged
what motivates them
their favourite things
What excites them?
Notes for EAL Presentations:
Some cultures may find this activity challenging due to different parenting styles, gender differences or values. Seek input from a Multicultural Education Aide or community leader if you are unsure about this.
Notes
We’ve discussed the value of engaging your teenager in their favourite things and the value of engaging people where they are engaged in life and work. Parents can assist in this process by asking themselves these questions.
An alternative activity is provided below to help parents identify what their skills and strengths are, how they demonstrate these strengths, and how well they they do this.
Activity “Strengths and Skills “ (5 min) - Please refer to activity bank
Additional Information
Prepare examples to guide participants who may be struggling to develop their own.
Source: The Strengths & Skills activity is modified from the Lasting Gifts resource (workshop 1).
Hope-Filled Engagement Gray Poehnell & Norman E. Amundson 30

31. Talking about work and career paths
Encourage:
open-mindedness
and discuss their passions and where they could lead
learning, we are always learning
the possibilities and be positive
flexibility
exploring (research information)
Notes for EAL Presentations:
Presenters should determine if the video is culturally appropriate and if the language is accessible for their participants. An interpreter or Multicultural Education Aide may be able to advise on this prior to the session.
Notes
If you are after some more ideas about how to engage your teenager in a career conversation, then the following video may be a good starting point. The video addresses the following suggestions:
Be open-minded;
Follow your passion;
Education is vital;
Be positive;
Be flexible; and
Do your homework.
Video (4:23 mins)
Watch the video.
Additional Information
This is an optional slide.
Due to copyright restrictions, the video file is not embedded into this presentation. Please copy and paste the following URL into a web browser to view the video:
Source:
Source: School A to Z 31

32. What is your teenager thinking about their career?
Does know, but needs a lot of pathways planning
Won’t commit
Don’t know
Does know, but I don’t think it is possible!
Won’t talk about it
Is…………..
Notes for EAL Presentations:
Some participants may struggle to identify strategies to engage with their teenagers. One alternative approach may be to organise the young people to conduct a role play in their first language for the parents depending on their level of proficiency in their home language.
Notes
It would be ideal if all teenagers knew what they wanted to do and how to get there. For these teenagers, having a career conversation is a positive experience. But the reality is, teenagers are at all different stages in the decision making process – and that is okay.
Your teenager may have no idea about what they want to do or won’t commit to anything. Or they may have their heart set on something that is beyond their current abilities but achievable through a clearly defined pathways plan that can be mapped out. In a similar vein, they may have an entirely unrealistic ambition. Then there are the teenagers that just won’t talk about it with you.
How prepared is your teenager?
Discussion points:
Where do you think your young person is in terms of thinking about their career?
Share ideas to help your young person using what you’ve learned in this workshop 32

33. Being a Good Listener Give your full attention Don’t interrupt
Stop what you are doing
Don’t interrupt
Let your teenager speak
Stay as calm as you can
If you’re shocked by what they are saying, breathe deeply
Listen for emotions
Hear what they are saying beneath the words
Give it time
Don’t rush in with your response
Notes
You may have done all of the preparation to have a career conversation with your teenager, but if you don’t practice good listening skills then the conversation may not go as smoothly as it could.
Give your teenager your full attention. Be there for them. Stop what you’re doing. Turn off the TV. Put down your phone.
Don’t interrupt. Let your teenager speak. Don’t plan your reply while they’re talking.
Stay as calm as you can. If you’re caught off-guard by what they are saying, breathe deeply.
Listen for emotions. Hear what they are saying beneath the words.
Give it time. Don’t rush in with your response. Answering simply “I see” or “Oh…” may encourage them to say more. Ask open-ended questions using who, what, where, why, when and how. 33

34. Helping to Set Goals and Plans
Career Action Plans:
use the three stages of career development:
self-development;
career exploration; and
career management.
help young people to:
set their goals;
clarify the actions needed to achieve these goals; and
commit to participating in the planned activities.
Notes for EAL Presentations:
Presenters may provide copies of the EAL Career Action Plan for parents to look at. Explaining how these plans are implemented (e.g. which teachers are responsible, when students work on them) may also be helpful. It should be remembered that schools can modify the Career Action Plans, so they may differ to those available on the DEECD website.
Notes
The Career Action Plan is a dynamic planning document owned and managed by young people intended to reflect their increased career development learning. The Career Action Plan helps young people to develop their awareness and understanding of education, training and employment options, and to develop the skills, knowledge and capabilities to effectively manage their careers and transitions throughout their lives. Career planning has many strengths
it starts where people are at
it sets a clear goal or direction for people to follow
it sets clearly defined steps for people
it can contribute to successfully reaching their goals
However plans need to flexible enough to include the many twists and turns, barriers and opportunities that arise. Refer Challenges Going from Vision to Action, pages , Hope-Filled Engagement
Remember it is okay to change direction.
All young people in Victorian Government schools aged 15 years and over in special schools and language settings, and in Years 10 to 12 in mainstream schools, are required to have a Career Action Plan.
Additional Information
Provide examples of how parents can encourage schools to engage them in their teenagers’ career development, such as through parent-teacher interviews.
“Visions, decisions and actions must be evaluated and potentially revised, often while life is still in motion.” Quote from Hope filled Engagement.
“Effective vision/decision/action planning must, therefore be flexible and dynamic in setting goals.”
Source:
Hope-Filled Engagement Gray Poehnell & Norman E. Edmundson 34

35. myfuture www.myfuture.edu.au My Guide Build your career profile
Explore career ideas
Consider career options
Develop your career plan
The Facts
Careers
Work and Employment
Education and Training
Funding
Contacts
Skills
myQuiz
5 activities
Notes for EAL Presentations:
Having a young person demonstrate this may be less threatening if parents are unfamiliar with computers. Consideration should be given to the English language skills of participants – some sections of the website may be inaccessible. Consideration should also be given to whether all participants have access to the internet at home, especially those from a refugee background. Exploring different places where people can access the internet e.g. Local libraries may be advisable.
Notes
The myfuture website is an interactive, user-driven website containing three main parts:
My Guide – a personalised career exploration and decision making tool;
The Facts – comprehensive career information; and
Assist Others – help for those assisting others making career decisions, including a section for parents.
My Guide makes occupation and career field suggestions based on responses to a series of career development questionnaires addressing interests, skills, knowledge an education/training. The personal preferences identified in these questionnaires are matched with the requirements and characteristics of occupations and career fields.
Additional Information
Source:
If you cannot access this information at home, consider the local library, visit your school or ask for hard copies of information. Perhaps visit CentreLink – they may have some information. 35

36. myfuture Mini Career Explorer
Notes for EAL Presentations:
Having a young person demonstrate this may be less threatening if parents are unfamiliar with computers. Consideration should be given to the English language skills of participants – some may find the website inaccessible.
Notes
Let’s try one of the career development activities on the myfuture website.
Do a short demonstration of the myfuture Mini Career Explorer.
Additional Information
This is an optional slide.
Source:
Source: myfuture 36

37. Other Important Information
Special Entrance Access Scheme (SEAS) can people who have had educational difficulty
Categories:
Personal information and location
Non-English speaking background
Difficult circumstances
Disadvantaged financial background
Disability of medical condition
SALT, REEP and PPP
You can apply for more than one category
Notes for EAL presentations:
It is important that applicants and families from an EAL background understand the different SEAS categories prior to submitting a VTAC application. Refugees, in particular, may be able to submit a SEAS application in multiple categories. The importance of impact statements, supporting statements and appropriate documentation should be discussed. Parents may need advice on who can provide supporting statements and how to approach these people if necessary.
Presenters should also be aware of the citizenship status of participants, as this may impact upon their eligibility for a Commonwealth Supported Place. Ascertaining their visa codes and checking with VTAC may be necessary. Government schools should have visa details recorded in CASES21. More information is available on the VTAC website at
Notes
Not everyone is able to follow traditional paths but opportunities exist to support your situation.
Many institutions offer a range of alternative entry schemes that take into account short and long-term disadvantage. While many are offered through the single VTAC SEAS application process, others require direct application to the institution.
The SEAS program allows selection officers to grant special consideration for course entry to eligible applicants. SEAS does not change educational results or qualifications. It enables course selection officers to recognise that results or educational progress may have been affected by circumstances outlined in the SEAS application, and to consider the effect of those disadvantages.
Having a SEAS application does not guarantee you an offer.
Some SEAS applications require letters of support from within the community, such as medical practitioners, social workers and other trusted adults. Instead of leaving these letters of support to the last minute, it is worth discussing them with these community members well in advance of lodging a SEAS application.
Additional Information
Source:
Source: VTAC 37

38. Key Workshop Messages
The crucial role of parents and others play in the career development of young people
That career development is a lifelong journey
The value of career conversations
Engage young people where they are at in life
Information and resources are available
Notes for EAL presentations:
This is a good point to ask participants if they have any questions about the workshop. Recognise that some participants may not be comfortable asking questions in front of the group, but may wish to raise them with you after the presentation. Allow time for this at the conclusion of the workshop. Encouraging the Multicultural Education Aide or interpreter to raise questions about areas they feel participants may be unclear on may be a useful strategy. If presenters know their group well, they may be able to anticipate some questions and prepare a list of Frequently Asked Questions for parents to take away with them as a reference.
Notes
That brings us to the final part of this workshop. There are a few key things that I hope you take away:
an understanding of the crucial role you play in your teenager’s career and life decisions;
how to support your teenager on their career journey, including:
knowing what career means in the 21st century; It may not be what you are used to
the 5 Career Development messages;
engaging your teenager where they are engaged;
how to engage them when they are not engaged;
having a career conversation with your teenager;
where to find information on courses, careers and labour market information; and
how to use the career resources out there. 38

39. Next Steps Talk to your teenager
Help them find out who they are, what motivates them, what interests them.
Help them to explore their “preferred future” and how they may work towards it.
Help them talk about how they want to contribute to their world.
Discuss change
Discuss the changes that are happening in the community and in their world.
What opportunities does change present?
Notes
To recap, talk to your teenager and discuss change.
Additional Information 39

40. Next Steps
Network
Use your networks to give your child opportunities to experience and explore different things.
Use labour market information
Know what is happening with jobs, and what that might mean for the future
Be an helper
Support your teenager on their journey and remind them, and yourself, that is it okay to be uncertain.
Notes for EAL Presentations
Remember that newly arrived families may not have networks to draw upon to provide opportunities for their children, and may not be aware of labour market information in the Australian context.
Notes
And finally, network, use labour market information and be a career development helper. 40

41. 41 Published by Higher Education and Skills Group
Department of Education and Early Childhood Development
East Melbourne
January 2014
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