School students making education and career decisions: aspirations, attitudes and influences: final report

This study investigated five key themes: (1) education and career decision-making processes; (2) career advisers and career information services in schools; (3) vocational education and training (VET) in schools; (4) traditional trades as a career; and (5) teaching as a career. Each of these themes was investigated from the perspectives of students, parents, school career advisers and principals. The study investigated the ways that Year 10 and Year 12 students make education and career decisions, the processes that they draw on in arriving at these decisions, and critical factors that...  [+] Show more

This study investigated five key themes: (1) education and career decision-making processes; (2) career advisers and career information services in schools; (3) vocational education and training (VET) in schools; (4) traditional trades as a career; and (5) teaching as a career. Each of these themes was investigated from the perspectives of students, parents, school career advisers and principals. The study investigated the ways that Year 10 and Year 12 students make education and career decisions, the processes that they draw on in arriving at these decisions, and critical factors that influence their thinking about a range of study and career issues. In examining decision-making processes, the study paid particular attention to the influence of career advisers, the uptake and reception of VET in schools, attitudes to traditional trades and school-based New Apprenticeships, and current thinking about teaching as a career. Importantly, the study examined whether decision-making of this kind was associated with students’ gender, and with the socio-economic and geographical demographics of the schools that students attended. The study found that even though informants offered in-principle support for progressive movements within schools, offering more students more opportunities to learn by broadening the curriculum base, it appeared that traditional practices of schooling often inadvertently impeded progress. This was often the case when informants spoke about the operation of career information services within the school, the accommodation of VET within the school curriculum, and the opportunities for students to take up traineeships or apprenticeships while still at school. Old practices, including inflexible timetabling and the prioritising of resources, seriously impacted on choice. As well, the study concluded that further research should be carried out into student perspectives on what it is that they need, not what adults think that they need, to improve their quality of life at school.