Career guidance in schools too often centres on achieving high ATAR at the expense of alternative routes to further study.
As your teenager prepares to embark on their university journey, consider whether their choice is driven by genuine desire to obtain a degree or a perception this pathway is their only option.
University education is often seen as the height of academic achievement leading to career success. This perception is deeply ingrained in society.
But a university pathway might not be the right choice for everyone.
The results of a new study published in the journal Educational Review have highlighted the immense pressure Australian school students face to pursue university education, often at the expense of other viable pathways.
The decade-long study, involving more than 10,000 students from years three to 12 and follow-up interviews with 50 individuals post-school, highlighted the unintended consequences of federal government policies.
Those policies appear to favour promoting university study while devaluing vocational education and training (VET) pathways.
Students participating in the study reported feeling pressured by schools to aim solely for higher education, with other paths seen as inferior or sub-standard.
The study pointed to the significant stress and mental health issues of this narrow focus. Many of the study participants said the pressure to achieve high grades, often for the sole purpose of securing a university place, was overwhelming.
Unsurprisingly, the study concluded that career guidance in schools too often centred on achieving high Australian Tertiary Admission Rank scores and rarely discussed alternative university entry routes.
The study confirmed what we already know: the diverse range of talents, interests and career aspirations among young people requires an equally diverse spectrum of tertiary education options.
As employers, policymakers, parents, teachers and career guidance counsellors, we need to rethink the advice we offer young people. We must consider the value of the full range of educational paths by acknowledging that university is not the only route to career success.
In particular, VET pathways must receive increased attention and respect.
VET provides training for a wide array of careers, from traditional trades such as carpentry and plumbing to cutting-edge roles in healthcare, hospitality and technology sectors.
VET courses often emphasise practical, hands-on experience to make them highly relevant to real-world work environments. This approach enhances learning and ensures graduates are well prepared for immediate employment and equipped with job-ready skills.
This direct link between training and employment is a significant advantage for those looking to enter the workforce promptly (and often without the debt incurred when completing university study).
VET can also provide pathways to further education, including opportunities to transition to university degrees. For many, it is a stepping stone for continuous professional development and career progression.
VET also plays an important role in social inclusion by providing education and training opportunities for a diverse range of people, including those from disadvantaged backgrounds or those seeking a career change later in life.
Beyond VET, the digital revolution has opened up new frontiers in education and career development.
The emergence of online courses, coding boot camps, digital marketing programs and a variety of self-learning platforms has revolutionised the landscape of education and training, as well as skills acquisition.
These alternative education models offer several advantages, including strong alignment with current and future industry, flexibility, accessibility and, of course, affordability.
While university education remains a valuable path for many, it is not the only route to a fulfilling career.
Recognising the full spectrum of educational opportunities is crucial to supporting the diverse talents and aspirations of young people.
By fostering a more inclusive and flexible education system, we can better equip the next generation for the varied and dynamic challenges of the modern world.
We must take steps to ensure career guidance is not just about achieving the highest possible ATAR but encompasses the full range of options on offer.
Our focus should be on empowering students to make informed choices about their future, based on the individual’s skills and interests and the realities of the contemporary job market.
In doing so, we can create a society where every young person can succeed and contribute meaningfully, regardless of the educational path they choose.
• Professor Gary Martin is chief executive of the Australian Institute of Management WA
