Electronics and automation vocational teacher to industrial arts vocational teacher
An electronics and automation vocational teacher already meets 76% of what the industrial arts vocational teacher role asks for. The move turns on 2 required skills not yet in the profile.
30.6/ 100
1 How much of what an industrial arts vocational teacher is expected to do is already part of an electronics and automation 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 industrial arts vocational teacher role is recorded as needing, required and optional together. What these numbers mean.
Why this move works
An industrial arts vocational teacher role treats 24 of its required skills as things an electronics and automation 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 2 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 29 skills that carry over, these are the ones fewest other occupations ask for. An industrial arts vocational teacher role needs them, and most people applying for one will not have them already. This is the part of an electronics and automation 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 maintenance operations engineering, manufacturing and construction
- already held adapt training to labour market information skills
- already held assign homework management skills
- already held maintain students' discipline management skills
All 29 carried skills, including the 24 the industrial arts vocational teacher role treats as required.
Table 3 · What you may need to learn
The 20 missing skills fall into 6 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 teach industrial arts principles required
- still to learn develop course outline required
- optional, not held abrasive machining processes optional
- optional, not held cutting technologies optional
- optional, not held deburring processes optional
- optional, not held engraving technologies optional
- optional, not held furniture wood types optional
- optional, not held metal coating technologies optional
- optional, not held metal eroding technology optional
- optional, not held metal joining technologies optional
- optional, not held metal smoothing technologies optional
- optional, not held metalworking tools optional
- optional, not held types of metal optional
- optional, not held types of wood optional
- optional, not held wood cuts optional
- optional, not held woodworking processes optional
- optional, not held woodworking tools optional
- optional, not held manipulate wood optional
- optional, not held CAD software optional
- optional, not held corrosion types optional
Table 4 · Where to start
The 2 entries an industrial arts vocational teacher 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 · The rest of the record
All 29 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 assign homework skill
- 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 maintenance operations knowledge
- 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 manufacturing processes knowledge
- already held provide lesson materials skill
- already held work with virtual learning environments skill
18 supplementary skills, helpful but not required
- optional, not held CAD software optional
- optional, not held abrasive machining processes optional
- optional, not held corrosion types optional
- optional, not held cutting technologies optional
- optional, not held deburring processes optional
- optional, not held engraving technologies optional
- optional, not held furniture wood types optional
- optional, not held manipulate wood optional
- optional, not held metal coating technologies optional
- optional, not held metal eroding technology optional
- optional, not held metal joining technologies optional
- optional, not held metal smoothing technologies optional
- optional, not held metalworking tools optional
- optional, not held types of metal optional
- optional, not held types of wood optional
- optional, not held wood cuts optional
- optional, not held woodworking processes optional
- optional, not held woodworking tools optional
18 held skills the industrial arts vocational teacher role does not ask for
- not needed by the target role analog electronics theory knowledge
- not needed by the target role automation technology knowledge
- not needed by the target role electronic communication knowledge
- not needed by the target role electronics knowledge
- not needed by the target role fluid mechanics knowledge
- not needed by the target role hardware testing methods knowledge
- not needed by the target role measure electrical characteristics skill
- not needed by the target role mechanics knowledge
- not needed by the target role mechatronics knowledge
- not needed by the target role microelectronics knowledge
- not needed by the target role micromechanics knowledge
- not needed by the target role perform in-circuit test skill
- not needed by the target role physics knowledge
- not needed by the target role precision mechanics knowledge
- not needed by the target role printed circuit boards testing methods knowledge
- not needed by the target role robotics knowledge
- not needed by the target role set up automotive robot skill
- not needed by the target role teach electronics and automation principles skill
17 gaps that are knowledge rather than practice
Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.
- optional, not held CAD software optional
- optional, not held abrasive machining processes optional
- optional, not held corrosion types optional
- optional, not held cutting technologies optional
- optional, not held deburring processes optional
- optional, not held engraving technologies optional
- optional, not held furniture wood types optional
- optional, not held metal coating technologies optional
- optional, not held metal eroding technology optional
- optional, not held metal joining technologies optional
- optional, not held metal smoothing technologies optional
- optional, not held metalworking tools optional
- optional, not held types of metal optional
- optional, not held types of wood optional
- optional, not held wood cuts optional
- optional, not held woodworking processes optional
- optional, not held woodworking tools optional
Other moves recorded from electronics and automation vocational teacher
- agriculture, forestry and fishery vocational teacher 75% covered · moderate
- medical laboratory technology vocational teacher 74% covered · moderate
- hospitality vocational teacher 74% covered · moderate
- hairdressing vocational teacher 69% covered · moderate
Full index of moves from electronics and automation vocational teacher
Common questions about this move
Can an electronics and automation vocational teacher become an industrial arts vocational teacher?
Yes, and it is a moderate move. An electronics and automation vocational teacher already covers 76% of what an industrial arts vocational teacher is expected to do: 29 skills carry over, 24 of which the industrial arts vocational teacher role treats as required.
What skills does an electronics and automation vocational teacher need to become an industrial arts vocational teacher?
2 required skills are missing, plus 18 optional ones. They fall into 6 areas of the ESCO skill hierarchy, led by communication, collaboration and creativity. The single most important is teach industrial arts principles.
How hard is the move from electronics and automation vocational teacher to industrial arts vocational teacher?
Its learning distance is 30.6 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.