Table 1Transition record

education inspectortoyouth programme director

A education inspector already meets 23% of what the youth programme director role asks for. The move turns on 10 required skills not yet in the profile.

From education inspector

23%

Overlap1

To youth programme director

6 Skills carried over

10 Required, not held

71.2 Difficulty2

Career overlap Distant match

23%

Learning distance Substantial retraining

71.2/ 100

Easy adjacentmoderatesubstantialcareer change Hard

1 Share of the youth programme director role’s weighted skill requirement already met by the education inspector profile. Required skills count in full, supplementary skills at 0.35. Directional: the figure for the reverse move differs. 2 Combines what is missing with how specialised it is, so a gap of general skills scores easier than the same number of narrow ones.

Why

Why this move works

A youth programme director role treats 4 of its required skills as things a education inspector already does. These are the ones it depends on most.

develop a pedagogical concept
maintain relationships with government agencies
pedagogy
promote social awareness

What stands in the way is 10 required skills the profile does not yet cover. Table 3 groups them; Table 4 says which to take first.

Table 2

Table 2 · What you already bring

Of the 6 skills that carry over, these are the ones fewest other occupations ask for. A youth programme director role needs them, and most people applying for one will not have them already. This is the part of a education inspector background worth leading with.

Skill the target role also needs Area

already held develop a pedagogical concept management skills
already held promote social awareness communication, collaboration and creativity
already held pedagogy education
already held maintain relationships with government agencies communication, collaboration and creativity
already held show intercultural awareness communication, collaboration and creativity
already held manage staff management skills

All 6 carried skills, including the 4 the youth programme director role treats as required.

Table 3

Table 3 · What you would need to learn

The 26 missing skills fall into 6 areas of the ESCO skill hierarchy, numbered below in the order worth working in: the areas carrying the most required skills come first, and inside each one the required skills sit above the supplementary ones.

Skill to acquire Tier

01 communication, collaboration and creativity 7 required, 7 supplementary

required, not held cooperate with professionals required
required, not held maintain relations with local representatives required
required, not held analyse community needs required
required, not held establish collaborative relations required
required, not held liaise with local authorities required
required, not held promote social change required
required, not held promote the safeguarding of young people required

optional, not held communicate with media optional
optional, not held build community relations optional
optional, not held communicate about youth's well-being optional
optional, not held develop educational resources optional
optional, not held develop professional network optional
optional, not held present reports optional
optional, not held train employees optional

02 social sciences, journalism and information 1 required, 1 supplementary

required, not held adolescent psychological development required

optional, not held government policy implementation optional

03 health and welfare 1 required

required, not held impact of social contexts on health required

04 information skills 1 required

required, not held analyse goal progress required

05 management skills 6 supplementary

optional, not held plan youth activities optional
optional, not held apply strategic thinking optional
optional, not held perform project management optional
optional, not held propose leisure activities optional
optional, not held set organisational policies optional
optional, not held work within communities optional

06 business, administration and law 2 supplementary

optional, not held budgetary principles optional
optional, not held project management principles optional

Table 4

Table 4 · Where to start

The 3 entries a youth programme director role is least likely to hire without. The ordering is computed from the skill data, not from what pays.

Each entry opens a course search for that skill. Career Overlap earns nothing from these links.

Appendix

Appendix · The rest of the record

All 6 skills that carry over

Skill Type

already held develop a pedagogical concept skill
already held maintain relationships with government agencies skill
already held pedagogy knowledge
already held promote social awareness skill
already held manage staff skill
already held show intercultural awareness skill

16 supplementary skills, helpful but not required

Skill to acquire Tier

optional, not held budgetary principles optional
optional, not held communicate with media optional
optional, not held plan youth activities optional
optional, not held apply strategic thinking optional
optional, not held build community relations optional
optional, not held communicate about youth's well-being optional
optional, not held develop educational resources optional
optional, not held develop professional network optional
optional, not held government policy implementation optional
optional, not held perform project management optional
optional, not held present reports optional
optional, not held project management principles optional
optional, not held propose leisure activities optional
optional, not held set organisational policies optional
optional, not held train employees optional
optional, not held work within communities optional

21 held skills the youth programme director role does not ask for

Skill Type

not needed by the target role action research knowledge
not needed by the target role advise on conflict management skill
not needed by the target role advise on curriculum development skill
not needed by the target role advise on lesson plans skill
not needed by the target role advise on teaching methods skill
not needed by the target role apply knowledge of human behaviour skill
not needed by the target role curriculum standards knowledge
not needed by the target role ensure compliance with policies skill
not needed by the target role ensure curriculum adherence skill
not needed by the target role establish educational network skill
not needed by the target role identify undetected organisational needs skill
not needed by the target role implement strategic planning skill
not needed by the target role inspect education institutions skill
not needed by the target role learning technologies knowledge
not needed by the target role monitor educational developments skill
not needed by the target role observe teaching activities skill
not needed by the target role organise staff assessment skill
not needed by the target role perform quality audits skill
not needed by the target role prepare training events for teachers skill
not needed by the target role provide feedback to teachers skill
not needed by the target role special needs education knowledge

5 gaps that are knowledge rather than practice

Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.

Skill to acquire Tier

required, not held adolescent psychological development required
required, not held impact of social contexts on health required
optional, not held budgetary principles optional
optional, not held government policy implementation optional
optional, not held project management principles optional

Index

Other moves recorded from education inspector

Full index of moves from education inspector

Note

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.