Agriculture, forestry and fishery vocational teacher to electronics and automation vocational teacher
An agriculture, forestry and fishery vocational teacher already meets 70% of what the electronics and automation vocational teacher role asks for. The move turns on 4 required skills not yet in the profile.
37.7/ 100
1 How much of what an electronics and automation vocational teacher is expected to do is already part of an agriculture, forestry and fishery vocational teacher’s work. Directional: the figure for the reverse move differs, because moving into a speciality is not the same problem as moving out of one. 2 Every skill the electronics and automation vocational teacher role is recorded as needing, required and optional together. What these numbers mean.
Why this move works
An electronics and automation vocational teacher role treats 22 of its required skills as things an agriculture, forestry and fishery vocational teacher already does. You would walk in with these on day one.
- adapt teaching to student's capabilities
- adapt training to labour market
- apply intercultural teaching strategies
- apply teaching strategies
- assess students
- assessment processes
What stands in the way is 4 required skills the profile does not yet cover. Table 3 groups them; Table 4 says which to take first.
Table 2 · What you already bring
Of the 26 skills that carry over, these are the ones fewest other occupations ask for. An electronics and automation vocational teacher role needs them, and most people applying for one will not have them already. This is the part of an agriculture, forestry and fishery vocational teacher background worth leading with.
- already held instruct on safety measures communication, collaboration and creativity
- already held work in vocational school communication, collaboration and creativity
- already held adapt training to labour market information skills
- already held maintain students' discipline management skills
- already held disability types health and welfare
- already held manage student relationships communication, collaboration and creativity
All 26 carried skills, including the 22 the electronics and automation vocational teacher role treats as required.
Table 3 · What you may need to learn
The 21 missing skills fall into 8 areas of the ESCO skill hierarchy, numbered in the order worth working in. Areas carrying the most required skills come first, and inside each one the required skills sit above the optional ones. Nothing here is a verdict on you: it is a list of what this particular job asks for that your current one does not.
- still to learn automation technology required
- still to learn electronics required
- optional, not held analog electronics theory optional
- optional, not held electronic communication optional
- optional, not held fluid mechanics optional
- optional, not held maintenance operations optional
- optional, not held manufacturing processes optional
- optional, not held mechanics optional
- optional, not held mechatronics optional
- optional, not held microelectronics optional
- optional, not held micromechanics optional
- optional, not held precision mechanics optional
- optional, not held robotics optional
- still to learn teach electronics and automation principles required
- still to learn assign homework required
- optional, not held hardware testing methods optional
- optional, not held printed circuit boards testing methods optional
- optional, not held perform in-circuit test optional
- optional, not held measure electrical characteristics optional
2 further areas in the appendix
Table 4 · Where to start
The 3 entries an electronics and automation vocational teacher role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 teach electronics and automation principles practise this
- 02 assign homework practise this
- 03 automation technology study this
Each entry opens a course search for that skill. Career Overlap earns nothing from these links.
Appendix · The rest of the record
All 26 skills that carry over
- already held adapt teaching to student's capabilities skill
- already held adapt training to labour market skill
- already held apply intercultural teaching strategies skill
- already held apply teaching strategies skill
- already held assess students skill
- already held assessment processes knowledge
- already held assist students in their learning skill
- already held assist students with equipment skill
- already held curriculum objectives knowledge
- already held facilitate teamwork between students skill
- already held give constructive feedback skill
- already held guarantee students' safety skill
- already held instruct on safety measures skill
- already held instructional strategies knowledge
- already held learning difficulties knowledge
- already held maintain students' discipline skill
- already held manage student relationships skill
- already held monitor developments in field of expertise skill
- already held perform classroom management skill
- already held prepare lesson content skill
- already held teamwork principles knowledge
- already held work in vocational school skill
- already held disability types knowledge
- already held manage resources for educational purposes skill
- already held provide lesson materials skill
- already held work with virtual learning environments skill
The 2 learning areas not shown above
- optional, not held physics optional
- optional, not held set up automotive robot optional
17 supplementary skills, helpful but not required
- optional, not held analog electronics theory optional
- optional, not held perform in-circuit test optional
- optional, not held electronic communication optional
- optional, not held fluid mechanics optional
- optional, not held hardware testing methods optional
- optional, not held maintenance operations optional
- optional, not held manufacturing processes optional
- optional, not held measure electrical characteristics optional
- optional, not held mechanics optional
- optional, not held mechatronics optional
- optional, not held microelectronics optional
- optional, not held micromechanics optional
- optional, not held physics optional
- optional, not held precision mechanics optional
- optional, not held printed circuit boards testing methods optional
- optional, not held robotics optional
- optional, not held set up automotive robot optional
21 held skills the electronics and automation vocational teacher role does not ask for
- not needed by the target role agricultural business management knowledge
- not needed by the target role agricultural equipment knowledge
- not needed by the target role agricultural raw materials, seeds and animal feed products knowledge
- not needed by the target role agronomical production principles knowledge
- not needed by the target role aquaculture reproduction knowledge
- not needed by the target role code of Conduct for Responsible Fisheries knowledge
- not needed by the target role develop course outline skill
- not needed by the target role fisheries legislation knowledge
- not needed by the target role fisheries management knowledge
- not needed by the target role forest conservation knowledge
- not needed by the target role forest ecology knowledge
- not needed by the target role forestry regulations knowledge
- not needed by the target role green space strategies knowledge
- not needed by the target role legislation in agriculture knowledge
- not needed by the target role maintain agricultural machinery skill
- not needed by the target role maintain forestry equipment skill
- not needed by the target role operate fishing equipment skill
- not needed by the target role operate forestry equipment skill
- not needed by the target role operate forestry machinery skill
- not needed by the target role support fishery training procedures skill
- not needed by the target role sustainable agricultural production principles knowledge
16 gaps that are knowledge rather than practice
Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.
- still to learn automation technology required
- still to learn electronics required
- optional, not held analog electronics theory optional
- optional, not held electronic communication optional
- optional, not held fluid mechanics optional
- optional, not held hardware testing methods optional
- optional, not held maintenance operations optional
- optional, not held manufacturing processes optional
- optional, not held mechanics optional
- optional, not held mechatronics optional
- optional, not held microelectronics optional
- optional, not held micromechanics optional
- optional, not held physics optional
- optional, not held precision mechanics optional
- optional, not held printed circuit boards testing methods optional
- optional, not held robotics optional
Other moves recorded from agriculture, forestry and fishery vocational teacher
- medical laboratory technology vocational teacher 74% covered · moderate
- hospitality vocational teacher 74% covered · moderate
- industrial arts vocational teacher 72% covered · moderate
- design and applied arts vocational teacher 71% covered · moderate
Full index of moves from agriculture, forestry and fishery vocational teacher
Common questions about this move
Can an agriculture, forestry and fishery vocational teacher become an electronics and automation vocational teacher?
Yes, and it is a moderate move. An agriculture, forestry and fishery vocational teacher already covers 70% of what an electronics and automation vocational teacher is expected to do: 26 skills carry over, 22 of which the electronics and automation vocational teacher role treats as required.
What skills does an agriculture, forestry and fishery vocational teacher need to become an electronics and automation vocational teacher?
4 required skills are missing, plus 17 optional ones. They fall into 8 areas of the ESCO skill hierarchy, led by engineering, manufacturing and construction. The single most important is teach electronics and automation principles.
How hard is the move from agriculture, forestry and fishery vocational teacher to electronics and automation vocational teacher?
Its learning distance is 37.7 out of 100, which is the moderate band. That accounts for both how much is missing and how specialised those skills are.
How this record was compiled
Both occupations are taken from ESCO, which lists the skills and knowledge each occupation is expected to have and marks every one required or optional. Nothing here is a prediction about hiring, and nothing here knows that a particular employer wants a particular certificate. Treat Table 3 as a starting point for your own research rather than a syllabus. The full method states what these figures can and cannot tell you.