Career Education in Schools & Universities

Primary

Considerations

Introduce awareness and competencies at a rudimentary level. Zunker (1994) lists twelve competencies involving awareness, skills and knowledge in the following areas:

Self-concept
Social interaction
Change
Benefits of education
Relationship between work and learning
Career information
Personal responsibility
Work in relation to the needs and functions of society
Decision making
Life roles
Changing male/female roles
Career planning process

Strategies

Develop both school-wide and classroom activities aimed at exposing students to different occupations, types of work and their contribution to our daily lives.

Particular emphasis should be given to infusing career-related information into all subjects eg. English.

Program Initiatives

• Develop an industry-specific Career’s Day whereby current participants (parents and/or local business people) are invited to the school to display their equipment and skills to students in an exciting and hands-on manner eg. “Building Industry” – contributors such as carpenters, tilers, concreters, plumbers, designers could all be included.
• Conduct a Skills Day where the link between current skills and workplace activities is shown eg. drawing skills with art and design occupations or an interest in engines could be linked with motor mechanics.
• Teacher collects books from the library (at appropriate reading age); books that depict people in occupations. The collection is then distributed in the class, with later discussions and perhaps an essay focusing on the various jobs and skills.
• Organise a visit to a local workplace (perhaps through a parent) with preparation and follow up lessons. Emphasis the co-operation and interdependence between employers and employees. This could be a monthly event, visiting contrasting workplaces to provide a broad appreciation.
• Develop lessons focused on How Work Affects Families. Discuss how some people work different hours and that at times people may be unemployed. Explore the differences in physical and sedentary work and how this may affect parents or guardians.
• Make a display of hats worn and tools used by various kinds of workers. Discuss hats worn by firefighters, construction workers and chefs; tools such as a doctors stethoscope and a musician’s violin. Encourage the child to select a hat or tool that represents a job that he/she would like to do.
• Develop a lesson focused on “What particular jobs require”. Children research (by interviewing parents and friends, using library books etc.) to find out what characteristics make people suitable for jobs.
• In Language Arts (or Study of Society) Debate: Why do people have different interests, values and skills. The teacher sets the stage by outlining what values should be discussed; why some people like to work in a team, and others prefer to work alone; why some people like to organise (supervise others); why some prefer outdoor to indoor work.

Secondary

Considerations

Careers education should be continuous and cumulative, based on a sound foundation formed in the primary education years.

There are two distinct periods in a Secondary Careers Education Program focused on acquiring the following set of competencies achieved at various stages:

Years 8-10

Self & Social Awareness

• Clarifies self-concept
• Encourage students to discover their individual values, interests and abilities 
• Develops a set of values as a guide to behaviour
• Get students to explain their actions, attitudes and ethical considerations
• Exhibits a sense of independence & accepts responsibility for own decisions/actions

Self & Social Awareness

Clarifies self-concept Encourage students to discover their individual values, interests and abilities Develops a set of values as a guide to behaviour Get students to explain their actions, attitudes and ethical considerations Exhibits a sense of independence & accepts responsibility for own decisions/actions Develop student’s ability to critically choose own subjects

The World of Work

Shows increasing knowledge of occupations, work structures/settings, life roles & lifestyles Students need to be able to express preferences, be aware of compromises and consequences of particular career goals Is aware of labour market influences on employment and the possibility of unemployment Students display an understanding of dealing with periods of unemployment Is aware of options in tertiary education and training Skilled in considering personal suitability for particular options

Planning & Decision Making

Assuming responsibility for own career planning & formulates tentative career goals Students are capable of self-analysis and the world of work, enabling selection of rational career goals Can use decision-making process Students can make career-related decisions Can acquire occupational and educational information independently Students are capable of conducting research and accessing vocational information

Implementing Decisions/Transitions

Is able to complete applications for tertiary study/training Can accurately complete application forms required for tertiary study or training Is able to use job-search skills Students are skilled at planning a job search, writing application letters, completing forms and presenting at job interviews Is aware of changed behaviours and activities likely to accompany the transition from secondary school Competent in all aspects of the transition from secondary school into employment

Years 11-12

Self & Social Awareness

Tests reality of self-concept Students will be able to verify their own skills & preferences during work experience Is aware of preferred lifestyle and its possible implications in relation to career goals Students appreciate that compromises are needed to meet career goals Achieves more mature relationships with peers and older adults, and is aware of the dangers of stereotyping Students willingly and openly consider non-traditional occupations (providing their skills base is appropriate)

The World of Work

Shows increased knowledge of economic and employment structures Students understand the influences these factors have on their career goals Has detailed knowledge of career cluster and occupations relevant to own career goals Understands the nature of local and international labour markets Is aware of study paths and career paths relevant to own career goals Shows an awareness of the demand that these paths will involve

Planning & Decision Making

Reformulates tentative career goals Ability to refine goals in relation to additional information, self-knowledge and the world of work Can draw up an action plan for the achievement of own educational & occupational goals Willingly seeks counselling to confirm assumptions on which action is based Uses full range of informational resources to assist/enhance action plan Demonstrates the ability to research career information and access human resources for career information and guidance

Implementing Decisions/Transitions

Is informed about tertiary admission procedures Ability to complete detailed application documentation for tertiary entrance, scholarships, Austudy and other community support programs Aware of major changes likely to be encountered in the transition to tertiary education or employment Possess an understanding of the transition to tertiary education and/or employment, and has been resourced to cope with these significant changes Uses full range of informational resources to assist/enhance action plan Demonstrates the ability to research career information and access human resources for career information and guidance

Tertiary

Considerations

Research shows that about half of all tertiary students change their career goals whilst at a tertiary institution. Therefore a robust careers program in an institution is essential for student well being and minimising the dropout rate.

Strategies

The career program must focus on these four core objectives:

1. increase students’ self-knowledge
2. knowledge of the world of work
3. planning and decision-making skills
4. how to handle transitions

A well resourced Career Centre that features a careers library with a range of books, pamphlets on careers and professional bodies is critical to good career outcomes. The library will also contain Job Guides for every state, tertiary admission guides and university handbooks, plus information on post-graduate courses, scholarships and awards in Australia.

Program Initiatives

Provide students with access to computerised programs:

SIGI Plus
JIIG-CAL
Adult Directions
OZJAC

Provide information sheets covering the following topics:

Letters of application
Resume writing
Addressing key selection criteria
Interview skills
Telephone applications/interviews
Completing application forms
Job search techniques
General career management advice

Introduce students to various organisations involved in careers education at a tertiary level such as:

GCCA (Graduate Careers Council of Australia)
NAGCAS (National Association of Graduate Careers Advisory Service)
AAGE (Australian Association of Graduate Employers)

Introduce students to relevant websites such as:

gradlink (https://www.gradlinkprogram.com.au/)

Organise careers activities and services on the following topics:

• talks by employers and industry representatives

• job search skills and job search support groups

• mock interviews

• seminars conducted by recruiters and tertiary recruitment personnel

• how to access self-directed assessment instruments

• develop any other range of career services and initiatives to enhance the type of support to all students in developing their careers

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