Good practice in secondary school careers programs : a case study of the approach of one inner city school

• Published in: Education & training (London) Vol. 54; no. 2; pp. 126 - 141
• Main Authors: Broadbent, Robyn, Cacciattolo, Marcelle, Papadopoulos, Theo
• Format: Journal Article
• Language: English
• Published: Emerald 01.01.2012
• Subjects: Australia; Best practice; Best Practices; Career choice; Career Education; Career Guidance; Career planning; Case Studies; Decision making; Developmental Studies Programs; Effective Schools Research; Evidence; Focus Groups; Foreign Countries; Inclusive education; Influences; Interviews; Longitudinal Studies; Multitrait Multimethod Techniques; Pathways; Program Effectiveness; Program Evaluation; School to work transition; Secondary education; Secondary postsecondary transition; Secondary School Curriculum; Secondary school students; Secondary schools; Student Attitudes; Subject selection (Students); Surveys; Transition programs; Transitional Programs; Urban Schools; Victorian Certificate of Applied Learning (VCAL); Victorian Certificate of Education (VCE); Vocational interests; Australia; Victoria; Melbourne (Vic)
• ISSN: 0040-0912
• DOI: 10.1108/00400911211210242

Career programs within secondary school curriculum can impact on a young person's sense of direction and meaning in life. The purpose of this paper is to report on an evaluation that was conducted in 2009 of the careers programs in one secondary college in the western suburbs of Melbourne. The research team utilised a multi-method approach collecting 273 surveys and undertaking both focus groups and interviews, ensuring the voices of young people were at the centre of the work. Innovative careers and transition programs create opportunities for young people to plan for their future. Similarly the absence of established careers programs can compound the disadvantage that some students experience. The findings evidence how important it is for schools to support inclusive classrooms that enable young people to make informed decisions about their career pathways. The research findings were used to form a model of good practice and highlight the transformational impact of career and transition programs for young people. The current research explores student knowledge, confidence, attitudes and perceptions while they are still at school. A longitudinal study, tracking these same young people as they progress to tertiary education and/or employment, would enable more definitive evidence on actual transitions and the actual outcomes experienced by young people. This paper is of value to the education sector as it looks to respond to the need to develop a more seamless approach to young people making successful transitions to further education and/or employment. [Author abstract]