Table 1Transition record

auxiliary nursing and midwifery vocational teachertodesign and applied arts vocational teacher

A auxiliary nursing and midwifery vocational teacher already meets 63% of what the design and applied arts vocational teacher role asks for. The move turns on 6 required skills not yet in the profile.

From auxiliary nursing and midwifery vocational teacher

63%

Overlap1

To design and applied arts vocational teacher

25 Skills carried over

6 Required, not held

45.7 Difficulty2

Career overlap Strong match

63%

Learning distance Real move, short list to learn

45.7/ 100

adjacentmoderatesubstantialcareer change

1 Share of the design and applied arts vocational teacher role’s weighted skill requirement already met by the auxiliary nursing and midwifery vocational teacher 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 21 of its required skills as things a auxiliary nursing and midwifery vocational teacher already does. These are the ones it depends on most.

adapt teaching to student's capabilities
apply intercultural teaching strategies
apply teaching strategies
assess students
assessment processes
assist students in their learning

What stands in the way is 6 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 auxiliary nursing and midwifery vocational teacher background worth leading with.

Skill the target role also needs Area

already held teach customer service techniques communication, collaboration and creativity
already held work in vocational school communication, collaboration and creativity
already held maintain students' discipline management skills
already held disability types health and welfare
already held manage student relationships communication, collaboration and creativity
already held instructional strategies education

All 25 carried skills, including the 21 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 9 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 information skills 2 required, 1 supplementary

required, not held adapt training to labour market required
required, not held monitor developments in field of expertise required

optional, not held interpret visual literacy optional

02 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

03 communication, collaboration and creativity 1 required, 5 supplementary

required, not held teach design and applied arts principles 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 design spatial layout of outdoor areas optional
optional, not held draw design sketches optional

04 business, administration and law 1 required

required, not held copyright legislation required

05 generic programmes and qualifications 1 required

required, not held teamwork principles required

06 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

3 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 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 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 maintain students' discipline skill
already held manage student relationships skill
already held perform classroom management skill
already held prepare lesson content skill
already held provide lesson materials skill
already held work in vocational school skill
already held work with virtual learning environments skill
already held customer service knowledge
already held disability types knowledge
already held manage resources for educational purposes skill
already held teach customer service techniques skill

The 3 learning areas not shown above

Skill to acquire Tier

07 natural sciences, mathematics and statistics 1 supplementary

optional, not held 3D modelling optional

08 working with computers 1 supplementary

optional, not held apply 3D imaging techniques optional

09 working with machinery and specialised equipment 1 supplementary

optional, not held use photographic equipment optional

20 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 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 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

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

Skill Type

not needed by the target role address side effects of menopause skill
not needed by the target role anaesthetics knowledge
not needed by the target role apply context specific clinical competences skill
not needed by the target role childbirth knowledge
not needed by the target role conduct research on reproductive medicine skill
not needed by the target role deal with emergency care situations skill
not needed by the target role disability care knowledge
not needed by the target role educate on the prevention of illness skill
not needed by the target role embryology knowledge
not needed by the target role female reproductive system pathology knowledge
not needed by the target role follow clinical guidelines skill
not needed by the target role general medicine knowledge
not needed by the target role geriatrics knowledge
not needed by the target role health care legislation knowledge
not needed by the target role health care occupation-specific ethics knowledge
not needed by the target role human anatomy knowledge
not needed by the target role human physiology knowledge
not needed by the target role hygiene in a health care setting knowledge
not needed by the target role implement fundamentals of nursing skill
not needed by the target role infection control knowledge
not needed by the target role innovation in nursing knowledge
not needed by the target role newborn care knowledge
not needed by the target role nursing principles knowledge
not needed by the target role obstetric ultrasonography knowledge
not needed by the target role older adults' needs knowledge
not needed by the target role paediatrics knowledge
not needed by the target role pharmacology knowledge
not needed by the target role preparation for child delivery knowledge
not needed by the target role primary care knowledge
not needed by the target role promote a positive image of nursing skill
not needed by the target role provide professional care in nursing skill
not needed by the target role relaxation techniques knowledge
not needed by the target role respond to changing situations in health care skill
not needed by the target role safe management of medicines knowledge
not needed by the target role sterilization techniques knowledge

15 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 copyright legislation required
required, not held design principles required
required, not held teamwork 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 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 auxiliary nursing and midwifery vocational teacher

Full index of moves from auxiliary nursing and midwifery vocational teacher

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.