policy & reform
campusreview.com.au
New pathways
Panel invites suggestions for
2020 report into reimagining
higher education and
employment pathways.
By Kate Prendergast
A
secondary school graduate steps
out into the world today, and is
confronted with an overwhelming
array of choice. It’s not a simple fork in the
road anymore, but a multitude of criss-
crossing trails.
Many will find themselves on pathways
that, at the moment, don’t exist. Others
will start at jobs that will either become
automated or obsolete.
This diversity and flexibility has
indisputable benefits. It enables alternative
entry to higher education institutions,
so that a disappointing ATAR isn’t a
heartbreaking, absolute roadblock to a
dream job. It means there are multiple
ways to acquire the requisite skills for an
evolving job market, reducing the traditional
monopoly of universities as the kingmakers
of careers. And it means that education
isn’t limited to a rigidly defined bloc early
in one’s life, but is instead an ongoing
upskilling for adaptable workers.
Yet interpreting this ever-changing map is
far from easy. And if it can’t be understood,
what use does it serve?
The sector and government is keenly
aware of this problem. Earlier this year,
under the auspices of COAG, a review was
launched into senior secondary pathways
into work, further education and training,
with a report to be presented to the
Education Council next year.
In a discussion paper, an expert panel
appointed by education ministers proposes
that the current system is failing to
adequately prepare young people for the
future workforce.
This, they argue, is leading to
misinformed decision-making, and
careers which are misaligned to skills and
aspirations.
Through this review, the council aims
to rethink how young people navigate
between school and what comes after –
and they are inviting others to collaborate
in this process. Until 7 December,
stakeholders can make suggestions to
the expert panel on what’s working at the
moment, and how the current system
can be improved.
This invitation extends emphatically to
young people themselves.
“It is vital that we do not contribute to the
problem by continuing to view pathways
through the same lens they have always
been seen,” writes panel chair Professor
Peter Shergold.
“We should not constrain reforms within
a framework that does not allow young
people the flexibility they require to move
across and between education sectors
within the new reality of life-long learning.
We now have a chance to re-imagine how
the transition from school to employment
might look.”
The discussion paper prompts a series of
talking points relating to the skills schools
should be teaching students, and how
they should be valued; how students
are supported in their decision-making,
and how to adjust negative perceptions
around certain pathways; and how to
make sure that pathways are equitable for
We should not constrain
reforms within a framework that
does not allow young people
the flexibility they require.
all, irrespective of where they live, or what
disadvantages they may face.
Ideas for change are offered to further
spur the debate. One, for instance, is that
skills unrelated to academic achievement
– for example, teamwork – should be
reported on, “giving students a better sense
of the variety of achievements that help
build their future capacity”.
Another is to “create school-based
business incubators to support start-
up aspirations for business and social
entrepreneurs”.
Feedback submissions can be made
through www.pathwaysreview.edu.au
until 7 December 2019. The final report
to the Education Council will be made in
June next year. ■
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