Driving question: If learners identify their passions and get exposure to new and diverse entrepreneurial learning opportunities and networks, will they better recognise, transfer and expand their employability knowledge, skills and mindset?

• We set out to expose students to opportunities that will further their knowledge of the types of employment available so that they can further develop aspirations that align with their unique strengths. Once identified, students will be more confident in choosing subjects that not only develop their strengths further but provide a pathway to careers in their passion areas. A by-product is that students are more engaged in their learning and improve their achievement at school.

What was our framework for knowing if we made a difference?

Progress and achievement was measured by:

• a)    Student feedback on efficacy of the programs – students were surveyed on if and how the program expanded their knowledge about the types of work available to them in the future.

• b)    Student “passports” were used throughout the program as a means of collecting reflections and relevance of activities towards achieving program outcomes.

• c)     Subject selection data – data gathered to compare job cluster popularity to be used to inform teaching and learning in subject areas

• d)    Subject retention data – data gathered to determine whether students are making more informed decisions that resulted in improved engagement.

• e)    External network feedback – external volunteers were surveyed to measure overall satisfaction and areas to further improve the program.

APST: 1.2.4, 1.3.4, 1.4.4, 1.5.4, 1.6.4, 4.2.4
SEF: Learning Domain 1.1

What was our “theory of practice”?

The New Work Mindset, seven new job clusters to help young people navigate the new work order, Foundation for Young Australians, 2017. 

This research, involving the analysis of job advertisements revealed that jobs fall into 7 main clusters:

1. The Artisans: jobs requiring skills in manual tasks in construction, production, maintenance or technical customer service.

2. The Designers: jobs using skills and knowledge of science, mathematics and design.

3. The Generators: jobs requiring high level interpersonal interaction in retail, sales, hospitality and entertainment.

4. The Informers: jobs that involve professional providing information, education or business services

5. The Technologists: jobs requiring skilled understanding and manipulation of digital technology

6. The Co-ordinators: jobs involving repetitive administrative and process or service tasks.

7. The Carers: jobs seeking to improve the mental or physical health of others including medical, care and personal support services.

This research reveals the importance of a focus on “skills”, where skills can be inherent to particular job clusters, allowing for relatively easy movement between these jobs within the same cluster. The focus on “skills” rather than job “types” allows for skill development for students that will be relevant in the ever changing nature of work, rather than educating for a job “type” that may well not exist by the time the student graduates High School.

Further, The Mitchell Institute argues that if schools can improve career guidance and advice around a broader focus on capabilities then they will be more equipped to thrive in the changing world of work.

Are you interested in learning more about this specific project? The PLLT Co-Leaders Kate Short and Kate Kennerson have developed a podcast that discusses their achievements  and impact they have made. Click here to listen to the podcast