Future Pathways & Career eduCation Framework
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Future Pathways & Career Education Framework
Guiding Principles
“We have gifts that differ, according to the grace given to each of us.” Romans 12:6
“With Jesus Christ as our inspiration and guide, we are called to provide high quality Catholic
education in the Diocese of Bathurst.
In partnership with the family, parish and community, our schools nurture a relationship with Jesus,
celebrate and learn the Catholic faith, and educate all to make a positive contribution to the world.”
“Building student ability, engagement and aspiration for education in a changing world.”
CEDB Strategic Framework 2020-2021
Dignity and Uniqueness
Catholic Schools are committed to a deep respect The Future Pathways & Career Education Framework
for the dignity and uniqueness of each individual. supports schools to facilitate students to apply
Further, they believe in the formation of all their education and experiences towards advancing
dimensions of the person in nurturing the fullness of their career potential in a global context. Students
humanity, in the belief that each person is called to will engage in self-management of the lifelong
not only develop their own capacities and lives, but career building process by having access to career
be vibrant participants in the life and well-being of resources, consultation and career exploration
their society and culture. opportunities.
Developing Each to Their Potential “Where there is no work, there is no dignity.”
Pope Francis
A Catholic school in the Diocese of Bathurst will
therefore be committed to developing “young men
and women of character and faith whose individual
gifts are nurtured to their highest potential so that
they can contribute effectively to Church, society
and culture.” Catholic Schools at a Crossroads
Background
Over the last decade it has become evident that the way we live and work has been dramatically
altered by factors such as globalisation, rapid increases in information and communications
technology, significant demographic shifts, resource scarcity and climate change.
By 2025, it is projected there will be 2 million new jobs in Australia and demand for 12 million
additional qualifications in the next 15 years.
At the same time, 40% of Australian jobs that currently exist, will disappear. There will be a
reduction in the need for workers to complete routine, manual tasks and an increase in time
workers spend focusing on problem solving, strategic problems and thinking creatively.
Importantly, the concept of a ‘job for life’ no longer exists. It is predicted that Australians will
change employers 17 times across five different careers during their working life.
National Career Agenda
The National Career agenda is informed by six important documents that have been produced between
2008 - 2020.
1. The Melbourne Declaration on Educational Goals for Young Australians
The Melbourne Declaration (MCEEDYA, 2008), which is under review at the time of publication,
provides a number of aspirational educational goals around post-school transitions.
“Schools need to provide information, advice and options to students so that they can
make informed choices about their future. All governments and school sectors need
to support young people’s transition from schooling into further study, training or
employment and enable them to acquire the skills that support this, including an appetite
for lifelong learning.”
2. Australian Blueprint for Career Development
The Australian Blueprint for Career Development (MCEEDYA, 2010) is a framework for designing, implementing
and evaluating career development programs for young people and adults. At its core, the Blueprint identifies the
skills, attitudes and knowledge that individuals need to make sound choices and to effectively manage their careers.
The Blueprint provides a structure of career management within 11 competencies mapped to the Australian Curriculum.
3. A Student Focused National Career Education Strategy
The National Career Education Strategy (Commonwealth of Australia, Department of Education and Training, 2019)
has been developed to increase awareness and improve national consistency in career education.
“Every school student will have access to high quality career education.”
The six objectives of the National Career Education Strategy are:
1. Students have transferable skills that equip them for the future of work
2. Career education meets the needs of all students
3. Partnerships thrive between schools, education and training providers, employers,
parents and carers and the broader community
4. Communities create local solutions and flexible pathways to meet the needs of students
and employers
5. Everyone is informed and involved
6. There is a strong evidence base.There are three main objectives for governments, school systems, schools, teachers and career practitioners:
Objective 1: Transferable skills
• Through the Australian Curriculum, which includes General Capabilities, develop the skills and attitudes that
prepare students for life beyond school
• Support teacher capability to make connections between classroom learning and applications to the world of work
• Support students to connect workplace applications to classroom learning, including developing career
management and navigation skills, through work exploration and work-related learning
• Provide tools and resources to school leaders and teachers to support evidence-based conversations with
students about their post-school options.
Objective 2: Meets the needs of all students
• Ensure career education meets the individual needs of every student
• Identify students’ individual passions and strengths to support their future pathway choices
• Recognise student diversity to support the career aspirations of all students
• Enable possibilities in career education for rural, regional and remote students, Aboriginal and Torres Strait
Islander students, students with disability, cultural and linguistically diverse students, and those from priority
cohorts.
Objective 3: Partnerships
• Collaborate with parents and carers, employers and the local community
• Promote partnerships with employers that build upon good practice models, and celebrate successful
sustainable partnerships
• Ensure partnerships reflect the diversity of employer needs and the many pathways available to school
students
• Work in partnership with higher education and vocational education and training providers to ensure career
education places value on all pathways equally.
4. Commonwealth of Australia Budget Papers 2019/2020
National Careers Institute
The Government will invest $42.4 million over four years to establish a National Careers Institute (NCI). The NCI will
help raise the profile of the VET sector, as well as provide individuals with access to career and education information
through a single web portal, informed by the latest research. The National Careers Institute will transform careers
advice for individuals across their education, training and employment. The Institute will be headed by a National
Careers Ambassador to promote consistent national guidance on quality careers advice.
Source: The Commonwealth of Australia (2019)5. The Review of Senior Secondary Pathways in to Work, Further Education and Training
This Review is underway at the time of publication and will provide the Council of Australian
Governments (COAG) Education Council with advice and recommendations on how senior
secondary students can better understand and be enabled to choose the most appropriate
pathway to support their transition into work, further education and/or training.
6. Victorian Careers Curriculum Framework
Adapted from the Blueprint, the Victorian Careers Curriculum Framework (Victoria Department
The Victorian
Careers Curriculum
of Education and Early Childhood Development, 2012) provides a scaffold for a career education
Framework
program for all young people from Years 7 to 12 and has been structured around the six steps
to a young person’s acquisition of skills and knowledge for lifelong career self-management.
The six steps are:
• I Discover: young people discover their strengths and talents
• I Explore: young people explore the world of work and their place in it
• I Focus: young people focus on their values and interests
• I Plan: young people use decision-making skills to plan their learning and career programs
• I Decide: young people decide on their best options and opportunities
• I Apply: young people apply their skills and knowledge to their learning and career planning.
Rationale
Introduction
To make effective transitions throughout secondary school and progression from school to work, education,
training and employment, young people require access to information and suitably qualified people. This enables
students to make key decisions about jobs, courses and career paths, provides access to career development and
an understanding of current market trends.
Before making and implementing decisions about careers, young people need to develop knowledge and
understanding of themselves in relation to the world of work. This includes consolidating the skills to recognise and
develop employability skills through the course of their everyday learning at school, in employment and training
pathways, at home and in the community.
Schools should take a leading role in a systematic and comprehensive approach to assist young people in managing
the transition process. Schools can work closely with young people and their families to ensure they are aware of the
full range of support and information services available to them.
School education must prepare students for a complex and rapidly changing world. Shifts in technology
and jobs are changing the balance, type and proficiency levels of the knowledge, skills and understanding
students need to develop through school. Ensuring that curriculum, learning and pedagogical models
can respond to these changing needs must be a key goal of the Australian education system in the next
decade. (Commonwealth of Australia, Department of Education and Training, 2018).Timely decision making
The decisions that young people make at school have a big impact on their lives – affecting not just their
further education, training or employment, but also their social lives, finances and health outcomes.
Research by Myers et al (2018) indicates that young people that do not transition to full-time work, education
or training after finishing school are at a significantly greater risk of not securing full-time employment in the
future which can have long lasting impacts on their employment prospects as they age.
The Federal, State and Territory Governments agree that when Career Development programs and
interventions are planned, they assist young people to gain knowledge, skills, attitudes and behaviours to
make sound decisions and to effectively manage and design their own career path.
Today, a career is more than a job. It is a combination of work, education and training,
volunteering, community participation, and other societal roles and activities, underpinned by
several transitions, lifelong learning, and balance between many facets of life. (Commonwealth
Department of Education and Training, 2017).
The Independent Review into Regional, Rural and Remote Education (Halsey, 2018) identifies that
“there is no ‘one size fits all’ answer” to prepare for transitioning from school, although it identifies
Year nine as being particularly significant for young people as they begin thinking about life beyond
school. Halsey identifies “the thinness of advice and information about current and likely employment
and careers and how to prepare for them” as a limiting factor in preparing students for their options
post school. Halsey specifically notes that “this (thinness of advice and information) is intensified in
situations where there is little employment diversity locally or family circumstances are such that on-
going conversations about ‘what would you like to do, to be after you finish school’ are rare or do not
occur.” In conclusion, Halsey states that schools with dedicated personnel to case manage students
have shown greater success with supporting their students to make informed choices about pathways
beyond school. Halsey also recommends that there is a need to “support RRR students to make
successful transitions from school to university, training, employment and combinations of them.”
The Commonwealth of Australia Department of Education and Training Career and Skills Pathways
Report (2017) identifies that “career support is necessary to help Australians to navigate the complex
work and education environment when they need to. However, in Australia, career support is currently
poorly positioned to meet this need. It tends to be fragmented, delivered at discrete junctures rather
than consistently across a person’s life phases and of variable quality across jurisdictions, industries,
and types of education and training.”
Key Components of a Model
The Commonwealth of Australia Department of Education and Training Career and Skills Pathways Report
(2017) identifies seven core elements that are key to a future whole-of-system career support model. The
model must be:
1. Lifelong, that takes into consideration the whole of the person, and grows with them to accommodate
new learnings and experiences
2. Connected to government, industry, local communities, and educational institutions; and is connecting
to the right people and networks as needed
3. Accessible to all people, relevant and understandable, available via multiple support channels
4. Of high quality, reliable and delivered by qualified and trained professionals
5. Tailored to the individual and their niche needs
6. About enabling people to be work ready and supporting people to acquire work-related experience
7. About empowering the person to manage their career and navigate the uncertain and complex future.Similarly, the Career Industry Council of Australia and McCrindle (2017), found that the most effective
forms of career development for students are:
1. An interview with the career advisor
2. Work experience
3. Vocational Education and Training in Schools
4. Hosting or visiting career expos
5. Attending university/TAFE/RTO open days
“Despite the fact that most students believe that having a career advisor is beneficial and helps
in preparing them for the transition from school, many indicated that more one-on-one time
with a career advisor and more personalised advice was necessary and that careers advisors
needed to have an understanding of a more diverse range of options to cater for every student
effectively.” Bisson & Stubley (2017)
Parent and Community Engagement
The Gonski report (2018) identifies “parent and carer’s aspirations and expectations for their child’s
educational successes are one of the strongest drivers of student achievements.” The report goes on to
identify that “Education providers and other stakeholders can do more to engage parents and carers in their
child’s learning, and support children to transition from early childhood settings to school and beyond.” In
the transitions and pathways setting, parental engagement is seen as critical due to the influence they have
around the selection of learning pathways and career aspirations.
Bisson & Stubley (2017) also suggests that for young people, parents remain the primary influencer and
provider of advice for their career choices, although strong external influences from objective sources may
be necessary to ensure that young people have a well-rounded view of all their available career options.
Strong industry partnerships ensure that employability skills are embedded in curriculum content and
pedagogical practices. Halsey (2018) recommends that schools in regional, rural and remote localities need
to expand the availability, affordability and accessibility of high quality work experience placements, VET and
dual VET/university options for RRR students.
Halsey (2018) cites a number of case studies that include industry-school and VET-university partnerships to ensure
that key employment skills are ‘anchored’ within rural communities. Key strategies to bring this about are to:
• Significantly increase the number of people with industry/business experience
• Work closely with schools and students to provide vocational pathways advice
• Assist students to negotiate the training and/or employment pathway they want to follow.Catholic Education Diocese of Bathurst Response
Goal
The Future Pathways & Career Education Framework is designed to ensure that every secondary school student in
the Diocese will have access to high quality Career Education.
Objective
Career Development within CEDB schools will be:
• Delivered by professionally trained and committed staff able to access an extensive school-community network
• Overseen by School Principals and Future Pathways Leaders working within the school and broader community,
who have prime responsibility for ensuring that each young person has access to services, including follow-up
mentoring, as necessary
• Commencing formally in Stage 5 and 6 and in-formally in Stage 4 of secondary schooling, allowing young
people to discover their potential, explore their career interests and link their learning to future success in life
• Characterised by strong employer, industry and school collaboration, enabling young people to connect with
businesses and local employers to support the development of students’ technical and non-technical skills
• Implemented to assist young people to:
• understand and manage influences relating to career planning and lifelong learning
• develop skills, knowledge and capabilities to make career decisions
• apply their learning to achieve educational and career aspirations, and
• build resilience in their capacity to manage change throughout their lives
• Adapted from the Victorian Careers Curriculum Framework (Victoria Department of Education and Early
Childhood Development, 2012) where goals of Self-Development, Career Exploration & Career Management
are embedded at each year level from year 7-12.
These
Thegoals support
Career a formalised structure
Self-Management Stepsof: are:
• Year 7 I Discover
• Year 8 I Explore
• Year 9 I Focus
• Year 10 I Plan
• Year 11 I Decide
• Year 12 I Apply
• Self-development Young people understand themselves, build their experiences and achievements and
develop their capabilities
• Career exploration Young people locate, investigate and consider opportunities in learning and
future work options
• Career management Young people make and adjust career action plans and manage their life choices,
changes and transitions.Implementation
This Framework provides all secondary schools of CEDB with a new or expanded career development role with
adequate time to support student transition to further education, training or employment post school. It also
provides an innovative response to the commonly held view, from a number of recent reports, that careers education
and transition into further education/workforce is an important school based activity.
Implementation Strategies
Key to enhancing the current provision and implementing new strategies, approaches to career education
will involve:
• Strategic planning to align career education activities to whole-school objectives, and to map career
education learning outcomes against the curriculum
• Future Pathways Leader expertise to coordinate approaches to career education, provide support
to learning area teachers, deliver professional services to students and engage with employers and the
community
• School leadership to prioritise career education through adequate resourcing, time allocation and public
support and acknowledgement
• Community engagement to connect career education initiatives with support and input from employers,
tertiary education providers, parents and community members
• Professional development to build the capability of key learning area teachers to address career
education.
Operational Implementation Strategies
• Change the name of the Career Practitioner to Future Pathways Leader to more accurately reflect the nature
of the new role
• Develop communication strategies with the student, parent, school and wider community around
career pathways
• Develop career information collection forms to provide the opportunity for goal setting, self-reflection, self-
discovery and career exploration for all Year 7 – 12 students
• Implement the Future Pathways Career Education program, based on and adapted from the Australian
Blueprint for Career Development and the Victorian Careers Curriculum Framework for all Stage 5 students.Action Plan
Catholic Education Diocese of Bathurst will:
• Provide direction to the School’s Leadership Team to support the implementation of the Future Pathways
Career Program
• Provide coordination of the program to manage the implementation of the Future Pathways & Career
Education Framework across the Diocese
• Determine the qualifications required and provide financial support for staff to obtain these qualifications.
School Leadership will:
• Consider the staffing allocation provided with reference to current staff resources
• Timetable careers classes in Year 10 (as a minimum)
• Engage staff, parents and students in strategic reflection and planning based on the CEDB Future Pathways
& Career Education Framework.
Future Pathways Leaders will:
• Formalise and contextualise the structure, delivery and resources developed by the Blueprint and the Victorian
Framework
• Oversee the implementation of the Program from Year 7 - 12 within their School and across the diocese
• Become members and attend meetings of the relevant Careers Advisors Association.
Suggested Role Description
(to be contextualised by each school)
• Timetabled careers program delivered as a minimum of once per fortnight in Year 10 (Includes work experience
preparation, subject selection – pathway planning)
• Schedule interviews with 7-10 students (offer career guidance, counselling for subject selection) to discuss
their Individual Pathway Plans
• Schedule interviews with Senior Students (Stage 6) to discuss their Individual Pathway Plans
• Promote and co-ordinate the work experience program
• Provide and maintain careers information for all students and parents. (i.e. Message Board of upcoming
events, newsletters)
• Community relations – schedule visits from Industry, TAFE, University and other government departments
• Membership of a Career Advisers Association – attend meetings once a term
• Support students with their university applications (UAC)
• Coordinate the School Recommendation Scheme for Year 12 students applying to University
• Coordinate and manage External VET (EVET) applications.
• Coordinate and manage School based Apprenticeships & School based Traineeships (SBAT’s)
Future Pathway Leaders should hold the post graduate qualification Graduate Certificate in
Careers Education & Development or be willing to undertake the Graduate Certificate in Careers
Education & Development within 12 months of appointment.References
Bisson, R. & Stubley, W. (2017) After the ATAR: Understanding How Gen Z Transition into Further Education and Employment, Year 13 Australia.
Careers Advisers Association of NSW & ACT. (2019). The Role of Careers Adviser in High Schools. Careers Advisers Association of NSW &
ACT Inc.
Careers Advisers Association of NSW & ACT. (2017) Framework for Career Education & The Role of a Careers Adviser in NSW & ACT Schools.
Careers Advisers Association of NSW & ACT Inc.
Career Industry Council of Australia. (2019) Professional Standards for Australian Career Development Practitioners. Career Industry Council
of Australia.
Career Industry Council of Australia & McCrindle. (2017) As key influences, school career practitioners need more time to assist students
make well informed decisions Career Industry Council of Australia. Accessed at https://cica.org.au/wp-content/uploads/CICA-Media-
Release-21-June-2017.pdf
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