This may include using intermediaries, which come in many forms, such as industry peak bodies, government agencies and not-for-profit organisations.ģ. We need to give teachers time to engage in partnerships and provide them with professional learning and support to more easily facilitate effective partnerships. Support teachers by giving them time and resoources This information can inform government reforms that ensure resources are allocated equitably across the education system, and assist schools and industry to plan effective partnerships.Ģ. Governments need to track where partnerships are happening, what they involve, how effective they are, and who is missing out. Track school-industry partnerships to ensure equity and help planning Policymakers must design systems that make partnerships easier and ensure they are effective and available in all schools across Australia. These include child safety requirements, occupational health and safety, and procurement policies for new equipment that are different in each state and territory. There are many structural and administrative blockers that add layers of complexity for schools and industry partners. We know teachers are central to making partnerships work – but many don’t have the time, or the training to know how to engage effectively with industry Partnerships take time and resources for schools to initiate and manage – yet things that can be widely measured, like NAPLAN and ATAR, tend to be prioritised We need to address some systemic barriers to enable partnerships with industry to flourish in all schools: We haven’t yet found a way to bring the workplace and the classroom together in an effective way. “While many models of school-community engagement exist in Australia, school-community engagement to improve student learning is not common practice and implementation can be ad hoc.” There have been attempts to put school-industry partnerships on the national agenda over the past decade, but they still haven’t reached every school. Varied opportunities to engage with the world of work, through career talks, mentoring, and excursions to job sites can be valuable from primary school through to secondary school, particularly for students at risk of disengagement.Įarly exposure is critical to ensure that students can make informed decisions about future career pathways.Ĭareers education must be for all, not just those going to university A lack of interest in STEM subjects at age 10 is unlikely to change by age 14. Young people’s pathways are formed early – with career aspirations often following traditional gender stereotypes, and tending to reflect students’ interest and achievement in traditional school subjects. Vocational education and training sector is still missing out on government funding: report Traditionally, practical industry-focussed learning was anchored in vocational education and training, but participation rates in vocational pathways are declining. With young people spending longer in formal education, many might not connect with the world of work until their 20s.įor these students, once they complete their education, the “ new work reality” is the average transition time from education to full-time work is now up to five years, compared to one year in 1986. Some students already have access to valuable experiences like industry mentoring and entrepreneurship programs at school, but this isn’t the case for all students. Lack of workers with 'soft skills' demands a shift in teaching This offers some valuable benefits – enriching school learning, building students’ employability, and helping them develop the capabilities (such as problem solving, collaboration, and resilience) that we know are valued in work and life. Students picked by design thinking, coding and interview skills with this school-industry partnership.
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