Are education systems doing enough to prepare students for success after school?
Recent reports suggest that careers education not only faces poor resourcing but often starts too late, causing many students to miss out.
A recent UK report, based on data collected via a national survey of over 13,000 Year 11 students aged 15/16 years, found there is clear student demand for ‘more and better’ careers education and we conclude that some schools may not be meeting the statutory requirement to provide impartial careers support for all students.
Dr Julie Moote from King's Street College in London, said her analyses indicates that provision of careers education in England is currently patterned in ways that “may be working to promote inequalities relating to gender, ethnicity and social class”.
“Findings from our interview data offer insight into possible influencing factors and suggest that the majority of careers support is provided via a ‘self-referral’ system, which disadvantages those who, arguably, might benefit most,” Dr Moote said.
“We conclude by discussing the implications of these patterns and suggest some potential, more equitable, ways forward for schools and teachers.”
Specifically, Dr Moote recommends that targeted resourcing is needed for schools and teachers to engage and support disadvantaged students, and suggest greater monitoring of participation, and not just provision.
In Australia, the ‘New Work Reality’ report found that half of 25 year olds aren’t in full-time work, despite nearly 60% having a post-school qualification.
Mitchell Institute director, Megan O’Connell, said the findings are yet another warning that Australia’s education system isn’t working for too many people.
“We can’t keep focusing on last century’s education milestones, it is not enough anymore to get good high school grades or even go on to further study and training,” O’Connell said.
“The goal of a good education system should be to make sure every young person is on a positive pathway by their mid-20s, in meaningful employment and on a real trajectory for lifelong success.”
O’Connell said the education system can’t wait for students to reach tertiary education before they learn about what work they might want to explore.
“Students can start thinking about what they enjoy and what they are good at as early as primary school and learn about how they might contribute to different jobs,” she said, adding that there should be greater support for industry partnerships across all areas of education.
“If we don’t prioritise capabilities, we risk falling behind international education standards. Capabilities are not a new or novel concept, they have a long history in education systems around the world,” she said.
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