• Tom Karmel

Image l Flickr: laralakatz

16 December 2009Young people need a choice of pathways argues Tom Karmel

Young people will have the best chance of success if they have a choice of pathways to help them make the transition from school to work, further education and/or training. These pathways must be backed up by programs designed to boost key numeracy and literacy skills. That's the message from the Young People: Finding their way policy forum held in Melbourne on 10 November. The forum was held to showcase how data from the Longitudinal Surveys of Australian Youth (LSAY) could be used to inform evidence-based policy.

A theme returned to throughout the day was that channelling resources into a one-size-fits-all approach of boosting Year 12 and higher education participation will not reach those groups of young people at risk of becoming disengaged. More prominence needs to be given to alternative pathways in which education and training are combined. On the whole, the evidence suggests that girls benefit most from the Year 12 and university academic pathway. The academic pathway also works best for academic boys. But boys who are less academic are better off if they pursue an apprenticeship. Apprenticeships stand out as a pathway that exerts a positive impact upon happiness during the training and after completion.

Too narrow a focus on Year 12 completion is misdirected. The focus should be on what will assist young people find work that is meaningful and sustainable, regardless of whether or not they complete post-school study. Advice for young people not going onto further study will be different from that given to those intent on university.

Participation in VET in Schools in the early years of senior secondary assists early school leavers to find work. This is a positive outcome, even if the evidence cannot show that VET in Schools increases the Year 12 retention rate. And, a part-time job is beneficial for those school students aspiring to a post-school employment pathway. But working longer hours may be detrimental to school performance (Year 11 and 12 retention and university entry). This poses a challenge for parents, teachers, and careers advisors: here again the key is providing advice which suits the ability and aspirations of young people.

Meeting this challenge requires policy that considers a range of factors that help young people choose the right pathway, particularly those who struggle in a traditional academic setting. A positive school experience that encourages good relationships with teachers and high levels of engagement increases the chances of low academic performers being fully engaged in work and/or further education after they leave school and being satisfied with their lives. Setting ambitious plans early is also beneficial, particularly, the research suggests, for low-achieving girls. Ambitious students go on to work in higher-status occupations than students with similar ability and background characteristics who lack motivation. And aspiring to an apprenticeship can help students overcome low achievement.

Young people's transitions are no longer straightforward. LSAY research is helping us to separate those who are at risk of prolonged exclusion from employment, education or training from those who are taking time out from work or study to travel, start a family, care for others, or take part in other meaningful activities.  As many as a quarter of young people are not in full-time employment or study for periods during the ages of 15 and 24 years. However, most of these young people do not view this as a permanent state and a majority go on to achieve satisfactory education and labour market outcomes by their mid-20s. A much smaller proportion, certainly less than 10%, are genuinely ‘at risk’ for significant periods of time between the ages of 15 and 25 years. One of the strongest factors associated with being at risk of long-term disengagement is having low levels of literacy and numeracy.

The individual and societal costs of long-term disengagement are not just reflected in employment and education outcomes. Findings from the State of Australia's young people report presented at the forum show that young people who are not working and/or studying are less likely than those who are working and/or studying to be involved in a range of social and civic activities. They are also less likely to have internet access, they spend less time with friends, are less likely to feel safe, more likely to smoke, less likely to engage in exercise and more likely to experience a mental disorder.

Clearly, policies that keep young people engaged in work, education or training contribute to their wellbeing and the wellbeing of society. The key finding from this forum is that alternative pathways are providing options for young people who are otherwise at risk of long-term disengagement.

Further detail about the research that was presented at the forum can be found at
http://www.lsay.edu.au/newsevents/youthpolicyforum.html

Dr Tom Karmel is the Managing Director of NCVER - the National Centre for Vocational Education Research