|
This report describes and analyses how the work activities undertaken
by students while at school affect their post-school pathways into and
between work and study. Increasingly, students are involved with workplaces
while still at school. The three major ways in which this is happening
(in order of extent of engagement) are through work experience, paid
part-time work, and VET in Schools programs, which generally include
structured work placements (Smith & Green 2001). A special form
of part-time work, which also involves gaining vocational education
and training (VET) qualifications is a school-based apprenticeship or
traineeship (collectively
known as school-based New Apprenticeships).
The research questions for the project were as follows:
- To what extent does involvement with workplaces (including multiple
involvement) while at school affect school leaversí subsequent
pathways, and in what ways?
- How can multiple pathways be described and conceptualised?
- What are the students' views about the worth to them of their
different involvements with workplaces? (This question will include
exploration of the role of such involvement in the decision about
when to leave school.)
A fourth question about equity groups could not be answered due
to the lack of respondents from recognised equity groups.
The main research method was a comprehensive survey sent to respondents
from two previous projects (Smith & Green 2001; Smith & Wilson
2002) who had indicated their willingness to undertake follow-up research.
The first project yielded a database of 424 potential respondents from
13 schools in two states, and the second yielded a database of 375 potential
respondents who were school-based apprentices and trainees in three
states. Seventy from the first database responded to the survey, as
did 56 of the latter (16% response rate overall). The school-based apprentices
and trainees were a representative sample of the total numbers of young
people in these jobs in the states selected. The vast majority of the
respondents had left school in 2001 or 2002, and almost all had completed
their schooling to the end of Year 12 (and in a few cases Year 13).
The survey data were supplemented by telephone interviews with 18 respondents.
Data from telephone interviews were consistent with the findings from
the survey and added descriptive richness to the findings.
The following is a summary of the main findings of the survey.
- Work experience performed a useful function in opening respondents'
eyes to career possibilities.
- Those who had undertaken school-based New Apprenticeships had a
smoother transition into secure and substantial post-school activity
than those
who had not, but this activity was not likely to be a full-time university
course.
- Even after leaving school, the jobs of both groups were concentrated
in the industries of retail and fast food/hospitality, the areas in
which school students typically worked.
- Part-time jobs acquired by students while at school remained important
after leaving school, occasionally as the only activity, but more
commonly as a supplement to full-time study or another full-time job.
- A school-based New Apprenticeship could confirm their decision for
those who had decided upon their careers; it could also deter them
from that career.
- School-based New Apprenticeships were likely to provide a pathway
into apprenticeships or traineeships in a similar industry area, but
the
long-term career plans of those who had undertaken them were less
likely to be within that industry area.
- Work experience and school-based New Apprenticeships both had some
influence on respondents' study intentions. For nearly one-quarter
of those participating in school-based New Apprenticeships their participation
contributed to a decision to stay at school longer. Work experience
was likely, for nearly a quarter of school-based apprentices and trainees
and an eighth of the respondents who had not done a school-based New
Apprenticeship, to lead to a decision to undertake further study after
school. For the latter group, engagement with workplaces while at
school, and especially part-time jobs, generally had only a limited
effect on
study intentions.
- A high proportion of the respondents held VET qualifications: two-fifths
had completed a certificate II and one-quarter a certificate III.
About one-eighth were currently enrolled in either certificate III
or certificate
IV qualifications.
The qualitative data provided the following additional insights.
- The school-based New Apprenticeship pathways overall showed that
this group of respondents were more aware and confident in their decisions,
as they knew more about the industry areas of interest and were
provided
with support and advice through the process.
- Many respondents from both groups mentioned the potential of more
than one pathway and/or involvement with more than one industry in
their
future careers, with flexibility possible.
- Those going directly to university, in most cases from the group
not involved in school-based New Apprenticeships, mentioned that,
in a number
of instances, the university course(s) was not what they had expected.
Some respondents had changed direction, and others planned to change
pathways in the future.
- Descriptions of individual pathways demonstrated the uniqueness
and variety of each respondent's circumstances, opportunities and
perceptions.
- Work experience was of value to respondents, particularly in the
group not participating in school-based New Apprenticeships, in both
selecting
and rejecting career options, despite the fact that work experience
was also criticised by many respondents for its brevity and the nature
of the experiences.
- Although perhaps obvious, the qualitative data showed that the more
time respondents spent in workplaces during school, the more influence
this had on their subsequent choices, particularly on first leaving
school.
- While questions were not specifically asked about resources and
opportunities, a number of respondents reported how availability or
lack of resources
had affected their choices—either directly or indirectly.
- Part-time jobs were important less as career pathways than as learning
opportunities and a means of supporting other study or career opportunities.
They also provided significant opportunities for respondents to learn
about some of the realities of work.
An adaptable model is suggested in the report. This model can describe
links between workplace experiences undertaken by students while at
school and post-school activities, but it needs to be stressed that
these experiences comprise only one influence on young peopleís
pathways and plans after school.
A number of implications for policy and practice arise from the project.
- Experiencing the workplace while at school can provide students
with a great deal of information about their own abilities and interests
prior to their making pathway decisions and career choices. Experiencing
the workplace also enables students to make networks of contacts
and
become aware of a range of opportunities.
- Workplace opportunities may also provide generic skills which enhance
their employability. Employability skills could be fostered, monitored
and developed through career education or other school curriculum
prior to and in conjunction with workplace experiences of all types.
- Policy-makers and schools need to ensure that undertaking a school-based
apprentices and trainees does not narrow studentsí options.
This can be avoided by ensuring that school-based apprentices and
trainees
also undertake work experience, and providing encouragement and support
to those who wish to continue to aim for university entrance.
- The learning that many school students experience through part-time
work while at school is very influential in terms of motivation and
the knowledge to underpin choices of future pathways. Part-time jobs
could therefore be formally considered by policy-makers as well as
teachers and career advisers as part of a wider network of learning
opportunities
beyond the classroom.
- The industry areas school students are able to access through part-time
work are limited, typically in many cases to retail and fast food/hospitality.
Broader opportunities are only available through VET placements and
work experiences. As part-time jobs often lead to post-school employment
in the same workplace or industry, industries not currently offering
part-time employment to school students might consider the advantages
to be gained by creating work opportunities. Industries expecting
labour shortages could benefit from this.
- Apprenticeships and traineeships offer low wages to people in the
initial stages of the program and this could affect their ability
to live independently,
and/or complete the qualification. The findings suggest this did not
necessarily deter many respondents, but may have been a problem for
some.
- Many of the respondents continued in their part-time jobs after
leaving school in a permanent or interim capacity, or primarily to
fund further
study. It is important therefore to conduct further research on the
significance and effects of part-time student-working. A particular
concern may be the disadvantages that may now be associated with the
lack of a part-time employment record.
- There is a perception of a lack of current effective career advice.
Comments about deficiencies related both to job information and to
university course information.
- It is important to ensure that careers in the industries in which
young people typically work, both during their school years and subsequently,
are given equal prominence with other industry areas, in terms of
advice
and information offered to young people while at school.
Additional information relating to this research (appendices A—F)
can be found on NCVER's website <http://www.ncver.edu.au>.
|
