Career Overlap Transition record Edition 1 · ESCO v1.2.1
Table 1Transition record

fine arts instructortodesign and applied arts vocational teacher

A fine arts instructor already meets 67% of what the design and applied arts vocational teacher role asks for. The move turns on 4 required skills not yet in the profile.

From fine arts instructor
67%
Overlap1
To design and applied arts vocational teacher
25 Skills carried over
4 Required, not held
42.9 Difficulty2
Career overlap Strong match

67%

Learning distance Real move, short list to learn

42.9/ 100

1 Share of the design and applied arts vocational teacher role’s weighted skill requirement already met by the fine arts instructor 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 design and applied arts vocational teacher role treats 23 of its required skills as things a fine arts instructor already does. These are the ones it depends on most.

  • 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

Table 2 · What you already bring

Of the 25 skills that carry over, these are the ones fewest other occupations ask for. A design and applied arts vocational teacher role needs them, and most people applying for one will not have them already. This is the part of a fine arts instructor background worth leading with.

Skill the target role also needs Area
  • already held adapt training to labour market information skills
  • already held graphic design arts and humanities
  • already held manage student relationships communication, collaboration and creativity
  • already held instructional strategies education
  • already held develop course outline management skills
  • already held adapt teaching to student's capabilities communication, collaboration and creativity

All 25 carried skills, including the 23 the design and applied arts vocational teacher role treats as required.

Table 3

Table 3 · What you would need to learn

The 26 missing skills fall into 10 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 2 required, 6 supplementary
  • required, not held teach design and applied arts principles required
  • required, not held work in vocational school required
  • optional, not held collaborate with designers optional
  • optional, not held develop a specific interior design optional
  • optional, not held operate 3D computer graphics software optional
  • optional, not held teach customer service techniques optional
  • optional, not held design spatial layout of outdoor areas optional
  • optional, not held draw design sketches optional
02 arts and humanities 1 required, 7 supplementary
  • required, not held design principles required
  • optional, not held 3D lighting optional
  • optional, not held home decoration techniques optional
  • optional, not held materials for interior design optional
  • optional, not held digital compositing optional
  • optional, not held motion graphics optional
  • optional, not held photography optional
  • optional, not held post-processing of photographs optional
03 management skills 1 required
  • required, not held maintain students' discipline required
04 engineering, manufacturing and construction 3 supplementary
  • optional, not held landscape design optional
  • optional, not held green space strategies optional
  • optional, not held technical drawings optional
05 business, administration and law 1 supplementary
  • optional, not held customer service optional
06 health and welfare 1 supplementary
  • optional, not held disability types optional

4 further areas in the appendix

Table 4

Table 4 · Where to start

The 3 entries a design and applied 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

Appendix · The rest of the record

All 25 skills that carry over
Skill Type
  • 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 copyright legislation knowledge
  • already held curriculum objectives knowledge
  • already held develop course outline skill
  • already held facilitate teamwork between students skill
  • already held give constructive feedback skill
  • already held guarantee students' safety skill
  • already held instructional strategies knowledge
  • already held learning difficulties 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 provide lesson materials skill
  • already held teamwork principles knowledge
  • already held work with virtual learning environments skill
  • already held graphic design knowledge
  • already held manage resources for educational purposes skill
The 4 learning areas not shown above
Skill to acquire Tier
07 information skills 1 supplementary
  • optional, not held interpret visual literacy optional
08 natural sciences, mathematics and statistics 1 supplementary
  • optional, not held 3D modelling optional
09 working with computers 1 supplementary
  • optional, not held apply 3D imaging techniques optional
10 working with machinery and specialised equipment 1 supplementary
  • optional, not held use photographic equipment optional
22 supplementary skills, helpful but not required
Skill to acquire Tier
  • optional, not held 3D lighting optional
  • optional, not held apply 3D imaging techniques optional
  • optional, not held collaborate with designers optional
  • optional, not held customer service optional
  • optional, not held develop a specific interior design optional
  • optional, not held home decoration techniques optional
  • optional, not held landscape design optional
  • optional, not held materials for interior design optional
  • optional, not held operate 3D computer graphics software optional
  • optional, not held teach customer service techniques optional
  • optional, not held use photographic equipment optional
  • optional, not held 3D modelling optional
  • optional, not held design spatial layout of outdoor areas optional
  • optional, not held digital compositing optional
  • optional, not held disability types optional
  • optional, not held draw design sketches optional
  • optional, not held green space strategies optional
  • optional, not held interpret visual literacy optional
  • optional, not held motion graphics optional
  • optional, not held photography optional
  • optional, not held post-processing of photographs optional
  • optional, not held technical drawings optional
33 held skills the design and applied arts vocational teacher role does not ask for
Skill Type
  • not needed by the target role art history knowledge
  • not needed by the target role assess conservation needs skill
  • not needed by the target role assist in the organisation of school events skill
  • not needed by the target role assist students with their dissertation skill
  • not needed by the target role compile course material skill
  • not needed by the target role create craft prototypes skill
  • not needed by the target role create sculptures skill
  • not needed by the target role create sketches skill
  • not needed by the target role define creative components skill
  • not needed by the target role demonstrate when teaching skill
  • not needed by the target role develop learning curriculum skill
  • not needed by the target role ergonomics knowledge
  • not needed by the target role gather reference materials for artwork skill
  • not needed by the target role keep records of attendance skill
  • not needed by the target role liaise with educational support staff skill
  • not needed by the target role manage budgets skill
  • not needed by the target role manage different ceramic firing techniques skill
  • not needed by the target role operate a ceramics kiln skill
  • not needed by the target role paint sets skill
  • not needed by the target role present exhibition skill
  • not needed by the target role promote the conservatory skill
  • not needed by the target role provide career counselling skill
  • not needed by the target role scientific research methodology knowledge
  • not needed by the target role select artistic materials to create artworks skill
  • not needed by the target role select subject matter skill
  • not needed by the target role supervise craft production skill
  • not needed by the target role teach arts principles skill
  • not needed by the target role types of paint knowledge
  • not needed by the target role types of pottery material knowledge
  • not needed by the target role use digital illustration techniques skill
  • not needed by the target role use genre painting techniques skill
  • not needed by the target role use painting techniques skill
  • not needed by the target role use traditional illustration techniques skill
14 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 design principles required
  • optional, not held 3D lighting optional
  • optional, not held customer service optional
  • optional, not held home decoration techniques optional
  • optional, not held landscape design optional
  • optional, not held materials for interior design optional
  • optional, not held 3D modelling optional
  • optional, not held digital compositing optional
  • optional, not held disability types optional
  • optional, not held green space strategies optional
  • optional, not held motion graphics optional
  • optional, not held photography optional
  • optional, not held post-processing of photographs optional
  • optional, not held technical drawings optional
Index

Other moves recorded from fine arts instructor

Full index of moves from fine arts instructor

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.