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Administrator of vocational training schools

OaSIS code 40020.03

Administrators of vocational training schools manage the operations of private vocational schools specializing in trades, technology, business and other vocational subjects.

Overview

Also known as

  • Education programs administrator
  • Private vocational school director
  • Vocational school administrator
  • Vocational school director

Main duties

This group performs some or all of the following duties:

  • Plan, organize, direct, control and evaluate the activities of a private college or institute specializing in trades, technology or business
  • Develop curriculum for training programs
  • Consult with government regulatory and licensing agencies to ensure conformance to provincial standards
  • Plan, administer and control budgets for projects, programs, support services and equipment
  • May recruit and hire teachers and other staff
  • May teach.

Additional information

  • There is no mobility among the various types of administrators in this group.
  • Progression to some senior management positions in education is possible with experience.

Similar occupations classified elsewhere

Exclusions:

  • School principals and administrators of elementary and secondary education (40021)
  • College and other vocational instructors (41210)
  • Managers in customer and personal services (60040)

Work characteristics

Work characteristics gathers the various components describing the work environment of each occupation, such as employers, work activities, and the work context. Each category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of complexity (for Work Activities) or other measurement dimensions (for Work Context), and secondly, in alphabetical order. The whole list of descriptors and their ratings can be expanded at the bottom of each page.

Work Activities

Proficiency or complexity level
Coaching and Developing Others
5 - Highest Level
Communicating with Coworkers
5 - Highest Level
Coordinating the Work and Activities of Others
5 - Highest Level
Developing Objectives and Strategies
5 - Highest Level
Establishing and Maintaining Interpersonal Relationships
5 - Highest Level

Work Context

Structural Job Characteristics

Structured versus Unstructured Work
Degree of freedom to determine tasks and priorities
4 - High amount of freedom
Work Week Duration
Worked hours in a typical week
2 - Between 35 to 40 hours

Physical Work Environment

Physical Proximity
Physical distance from others
3 - Somewhat close (e.g. share office)

Physical Demands

Sitting
Duration
4 - More than half the time
Standing
Duration
2 - Less than half the time
Bending or Twisting the Body
Duration
1 - Very little time

Interpersonal Relations

Contact with Others
Frequency
5 - Every day, almost continuously
Duration
5 - All the time, or almost all the time
Work with Work Group or Team
Importance
4 - Highly important
Frequency
4 - Every day, a few times per day

Workplaces/employers

  • Private vocational schools

Skills and abilities

This section displays the various competencies required for an occupation. Each category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of proficiency (for Skills and Abilities) or importance (for Personal Attributes) and secondly, in alphabetical order. The whole list of descriptors and their ratings can be expanded at the bottom of each page.

Abilities

Proficiency or complexity level
Speech Clarity
5 - Highest Level
Categorization Flexibility
4 - High Level
Fluency of Ideas
4 - High Level
Inductive Reasoning
4 - High Level
Information Ordering
4 - High Level

Skills

Proficiency or complexity level
Coordinating
5 - Highest Level
Decision Making
5 - Highest Level
Management of Financial Resources
5 - Highest Level
Management of Material Resources
5 - Highest Level
Management of Personnel Resources
5 - Highest Level

Personal Attributes

Importance
Collaboration
5 - Extremely important
Leadership
5 - Extremely important
Service Orientation
5 - Extremely important
Active Learning
4 - Highly important
Adaptability
4 - Highly important