Naomi Holley Director of Careers and Portfolio Pathways
THE CASE FOR A STRONG SCHOOL
CAREERS PROGRAM The Foundation for Young Australians (FYA) (2018) argues that 'today’s 15-year-olds will likely navigate 17 changes in employer across five different careers' in their lifetime and that young people are bearing the burden of an increasingly complex transition to adulthood while struggling to navigate a career path in a rapidly changing world (pp. 5, 8, 9). Due to these significant changes, there is a growing demand for highquality career education programs to be initiated in schools across Australia and a radical rethink in the ways that schools ensure the preparedness of young people for the future of work and the management of their careers (CDAA 2018, p. 1; FYA 2017, p. 2). Students need to be prepared for a world of work that is characterised by increasing and constant change (MCEEECDYA 2010, p. 8). Every day, secondary students make significant decisions that are pertinent to their life after school. A key source of motivation for students to study hard is to realise their dreams for work and life. These dreams and aspirations are not just dependent on a student’s talents; however, they can be influenced by their family backgrounds, depth and breadth of knowledge about the world of work, and socioeconomic status, among a range of other factors. In a nutshell, students cannot be what they cannot see: they need help to make sense of the world of work. (Denis et al. 2020, p. 5). Collectively, an effective careers program supported by effective careers guidance encourages students to reflect on who they are and who they want to become and to think critically about their post-secondary school choices and future economic life. The Career Industry Council of Australia (CICA) (2017, p. 1) has outlined that 'Australia is approaching the biggest intergenerational employment transition ever and what is needed for students about to commence further study or work, in addition to world’s best education, is world’s best careers advice'. It is therefore imperative that student skills and capabilities are built for the future 'through a planned program of learning to prepare them for a life beyond school' (Australian Government, Department of Education and Training 2019, p. 7).
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The changing nature of the world of work and careers has significantly altered how a careers program should be delivered to students in the 21st century. The Federal Government’s National Career Education Strategy (2019) highlights the Australian Government’s focus to improve career education in schools across the country and this provides the perfect
opportunity for schools to update their approach to careers education. The strategy reflects the nationally agreed objectives for schools in developing a high-quality careers education program and reasons that such programs need to reflect a close alignment with community, industry and future skills acquisition and the adaptive capacity of students to prepare for transitions to post-school options of further study and/ or employment (Australian Government, Department of Education and Training 2019, p. 3-7; McCowan, McKenzie & Shah 2017, p. 21). This strategy endeavours to provide consistency across Australia and should be taken into consideration when planning a strong Careers Education and Development (CED) Program. Hooley (2014, p. 34-35) explains that careers guidance and support in educational settings is best implemented by connecting career learning to the curriculum into a 'meaningful whole' but concedes that this form of approach requires substantial buy in from teachers and school leaders. Irrespective of this issue, secondary schools have an integral role to play in ensuring that its students are equipped with the skills required to navigate the world of work. Due to the changing work scape, young people are now challenged to play a greater part in the construction of their careers and prepare for the likelihood of several work experiences throughout their lifetime. Essentially, young people should be proactive life/career managers (McMahon, Patton & Tatham 2003, p. 5). Savickas (1999, p. 327) further argues that individuals must prepare themselves for a dynamic working life by 'looking ahead' and 'looking around' to ensure they are developing appropriate skills to equip them for their continued career journey. 'Learning how to adapt to changing conditions in the workplace will be an essential skill for success' and therefore a robust and well-considered career development learning program would maximise student involvement in their own career journeys (McMahon, Patton & Tatham 2003, p. 12; Krumboltz and Worthington 1999, p. 314). Implementing a CED program has many benefits which extend to all aspects of school and post-school life for students, parents, educational institutions and the wider community. A career development program is a significant addition to the curriculum of any school as the development of contemporary work skills, entrepreneurship, resilience and self-actualisation are necessary to thrive in the 21st century (QCAA 2018, p. 1). Such skills are key features that underpin an effective career development program.
