Table 1Transition record

maritime instructortodesign and applied arts vocational teacher

A maritime instructor already meets 53% of what the design and applied arts vocational teacher role asks for. The move turns on 9 required skills not yet in the profile.

From maritime instructor

53%

Overlap1

To design and applied arts vocational teacher

20 Skills carried over

9 Required, not held

55.9 Difficulty2

adjacent 0–30

moderate 30–55

substantial 55–75

career change 75–100

this move, 55.9

This move: 55.9 of 100 · substantial

1 Share of the design and applied arts vocational teacher role’s weighted skill requirement already met by the maritime 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.

Table 2

Table 2 · What you already bring

Of the 20 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 maritime instructor background worth leading with.

Skill the target role also needs Area

already held adapt training to labour market information skills
already held adapt teaching to student's capabilities communication, collaboration and creativity
already held teamwork principles generic programmes and qualifications
already held monitor developments in field of expertise information skills
already held customer service business, administration and law
already held apply intercultural teaching strategies communication, collaboration and creativity

All 20 carried skills, including the 18 the design and applied arts vocational teacher role treats as required.

Table 3

Table 3 · What you would need to learn

The 31 missing skills fall into 12 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 3 required, 6 supplementary

required, not held teach design and applied arts principles required
required, not held work in vocational school required
required, not held manage student relationships 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 management skills 2 required

required, not held develop course outline required
required, not held maintain students' discipline required

03 arts and humanities 1 required, 8 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 graphic design optional
optional, not held motion graphics optional
optional, not held photography optional
optional, not held post-processing of photographs optional

04 assisting and caring 1 required

required, not held assist students with equipment required

05 business, administration and law 1 required

required, not held copyright legislation required

06 education 1 required

required, not held instructional strategies required

6 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 20 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 curriculum objectives knowledge
already held facilitate teamwork between students skill
already held give constructive feedback skill
already held guarantee students' safety skill
already held learning difficulties knowledge
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 customer service knowledge
already held manage resources for educational purposes skill

The 6 learning areas not shown above

Skill to acquire Tier

07 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

08 health and welfare 1 supplementary

optional, not held disability types optional

09 information skills 1 supplementary

optional, not held interpret visual literacy optional

10 natural sciences, mathematics and statistics 1 supplementary

optional, not held 3D modelling optional

11 working with computers 1 supplementary

optional, not held apply 3D imaging techniques optional

12 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 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 graphic design 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

24 held skills the design and applied arts vocational teacher role does not ask for

Skill Type

not needed by the target role Global Maritime Distress and Safety System knowledge
not needed by the target role International Convention for the Prevention of Pollution from Ships knowledge
not needed by the target role analyse weather forecast skill
not needed by the target role assist in maritime rescue operations skill
not needed by the target role conduct on board safety inspections skill
not needed by the target role distinguish various types of ships skill
not needed by the target role ensure vessel security skill
not needed by the target role geographic areas knowledge
not needed by the target role guide ships into docks skill
not needed by the target role health and safety measures in transportation knowledge
not needed by the target role international regulations for preventing collisions at sea knowledge
not needed by the target role operate marine communication systems skill
not needed by the target role operate mechanical equipment of ships skill
not needed by the target role plot shipping navigation routes skill
not needed by the target role prepare deck equipment skill
not needed by the target role prepare lifeboats skill
not needed by the target role recognise abnormalities on board skill
not needed by the target role stay up-to-date with maritime transportation technology skill
not needed by the target role supervise movement of crew skill
not needed by the target role supervise movement of passengers skill
not needed by the target role teach boating principles skill
not needed by the target role use meteorological information skill
not needed by the target role use water navigation devices skill
not needed by the target role vessel safety equipment 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.

Skill to acquire Tier

required, not held instructional strategies required
required, not held copyright legislation required
required, not held design principles required
optional, not held 3D lighting 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 graphic design 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 maritime instructor

Full index of moves from maritime 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.