The case for a strong school careers program

Naomi Holley

Director of Careers and Portfolio Pathways

SUNATA 36

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). 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.

References

Australian Government, Department of Education and Training 2019, Future Ready: A student focused National Career Education Strategy, viewed 19 March 2021, https://docs.education.gov.au/node/52421 Career Development Association of Australia 2018, CDAA Applauds Victorian Inquiry into School Career Development, viewed 19 March 2021, https://www.cdaa.org.au/sb_cache/associationnews/id/76/f/ Media%20Release%20-%20CDAA%20Applauds%20Victorian%20 Government%20Inquiry%20into%20School%20Career%20 Development.pdf Career Industry Council of Australia 2017, As key influences, school career practitioners need more time to assist students make well-informed decisions, viewed 16 March 2021, https://cica.org.au/wp-content/ uploads/CICA-Media-Release-21-June-2017.pdf Mann, A, Denis, V, Schleicher, A, Ekhtiari, H, Forsyth, T, Liu, E & Chambers, N 2020, Dream jobs? teenagers’ career aspirations and the future of work, OECD, Paris, viewed 18 March 2021, https://www.oecd. org/education/dream-jobs-teenagers-career-aspirations-and-thefuture-of-work.htm. Foundation for Young Australians 2018, The New Work Reality, viewed 18 March 2021, https://cica.org.au/wp-content/uploads/The-NewWork-Reality-2018.pdf Foundation for Young Australians 2017, Inquiry into Career Advice in Victorian School, viewed 19 March, 2021, https://www.parliament.vic. gov.au/images/stories/committees/eejsc/Career_Advice_Activities/ Submission_72_-_Foundation_for_Young_Australians_15122017.pdf Hooley, T 2014, The Evidence Base on Lifelong Guidance: a guide to key findings for effective policy and practice, viewed 19 March, 2021, http:// www.elgpn.eu/publications/browse-by-language/english/elgpn-toolsno-3.-the-evidence-base-on-lifelong-guidance/ Krumboltz, J & Worthington, R 1999, ‘The school-to-work transition from a learning theory perspective’, The Career Development Quarterly, vol. 47, no. 4, pp. 312-325, viewed 18 March 2021, https://doi. org/10.1002/j.2161-0045.1999.tb00740.x McCowan, C, McKenzie, M & Shah, M 2017, Introducing career education and development: A guide for personnel in educational institutions in both developed and developing countries. InHouse Publishing, Rochedale. McMahon, M, Patton, W & Tatham, P 2003, Managing life, learning and work in the 21st century: Issues Informing the Design of an Australian Blueprint for Career Development, DEST, Canberra, viewed 16 March 2021, https://cica.org.au/wp-content/uploads/Managing-LifeLearning-and-Work-in-the-21-Century-MMcM_WP_PT.pdf MYCEECDYA 2010, The Australian Blueprint for Career Development, prepared by Miles Morgan Australia, Commonwealth of Australia, Canberra, viewed 1 March 2021, https://cica.org.au/wp-content/ uploads/Australian-Blueprint-for-Career-Development.pdf Queensland Curriculum and Assessment Authority 2018, Career Education 2018 v1.0: Short Course Syllabus, viewed 1 March 2021, https://www.qcaa.qld.edu.au/downloads/portal/syllabuses/snr_career_ edu_short_course_18_syll.pdf Savickas, M 1999, ‘The Transition from School to Work: A Developmental Perspective’, Career Development Quarterly, vol. 47. no. 4, pp. 326-336, viewed, 15 March 2021, https://doi. org/10.1002/j.2161-0045.1999.tb00741.x

SUNATA 37