Looking to the future: report of the Review of Senior Secondary Pathways into Work, Further Education and Training [Shergold review]

This review aims to provide the Council of Australian Governments (COAG) Education Council with advice and recommendations on how senior secondary students can better understand and be enabled to choose the most appropriate pathway to support their transition into work, further education and/or training. In undertaking the review the expert panel will give consideration to the different contexts faced by disadvantaged students, including students with disability, those in regional, rural and remote areas, and Aboriginal and Torres Strait Islander students. Responsibility for senior secondary pathways into work, further education and training fall across levels of government, from the schooling system to vocational and higher education sectors as well as employers and industry. While the review reports to the COAG Education Council, which has responsibility for schooling, the recommendations may have broader systemic implications and will need to be considered in this policy context.

Specifically, the expert panel: (1) explored the efficacy of senior secondary education in preparing young people for diverse pathways to further learning and work, including: (a) identifying from existing curriculum frameworks and relevant research, the essential knowledge, skills and values needed for diverse pathways to life long learning, work and effective participation in civic life; (b) identifying the skills and knowledge students, employers, vocational education and training (VET) providers, and higher education institutions perceive are essential for successful post school transitions; and (c) clarifying the roles and responsibilities of key stakeholders, such as schools, students, parents, VET providers, higher education institutions, and employers, in supporting inclusion and preparing school leavers for life beyond school, whatever pathway they choose; (2) investigated whether current certification and university entry requirements, including other credentials such as the International Baccalaureate, assist in allowing students to make the study choices that are right for them to develop the skills and knowledge they need to access the most appropriate pathway into work, further education and/or training; (3) investigated barriers to students being able to equitably access all pathways, particularly for students in rural, regional and remote areas, Aboriginal and Torres Strait Islander students, students with disability, those who struggle to make transitions to work, further education and training, and potential early school leavers; (4) identified best practice in flexible delivery options, transition and engagement support arrangements for students transitioning from Year 10 to Year 11, as well as from Year 12 to post-school destinations including: (a) career education and awareness that supports inclusion and includes information linked to labour market outcomes for all pathways, to support students to make informed decisions about their study, training and career options, as well as develop career management skills; (b) the role and impact of teachers, school leaders, and different models of schooling, such as alternate education settings for disengaged students, distance education and/or home education, in successful transitions; (c) VET delivered to secondary students that leads to strong transitions; (d) work-based learning and industry partnerships; (e) higher education; and (f) the role of student wellbeing on their ability to engage in different types of learning, including VET, academic and work-based learning, to facilitate completion of year 12 and transition to successful pathways; and (5) investigated what, when and how data should be collected to capture experiences, identify pathways and measure the impact of delivery options, subject choice (including academic and VET) on student outcomes and destinations, to ensure continuous improvement.

Edited excerpts from publisher's website. Show less