TRANSITIONS FROM SECONDARY SCHOOL: NEW ZEALAND
A well known axiom of good policy development is first consult with the target group for whom the policy is being developed to get an idea of their contexts, existing experiences, behaviour, motivations, life values, perceptions, and advice. Transitions from Secondary School is an excellent research report of the New Zealand Tertiary Education Commission Insights Team, undertaken to inform policy development for career learning for young people and adults in New Zealand, a model study in terms of its research methodology and the presentation of its findings, .
The study explored the career learning world of school-leavers, capturing the stories of over 500 school-leavers, using a weighted sample (ethnicity, gender, and school leaving qualification level) for TEC priority groups (Maori, Pacific, women, disabled and neurodivergent school-leavers). The methodology consisted of four parts: big data analysis, surveys, interviews, and literature reviews.
While life values strongly influenced occupational choice considerations, dream job aspirations and actual plans differed due to a variety of barriers e.g. economic, social, school organisation and type, and level of self-confidence. People, experiences, and static resources were the main sources of career learning knowledge with varying degrees of usefulness attributed to them, and for different types of knowledge used (orienting, tailored, deep, and logistical). People were their main sources, followed by static resources and experiences. School-leavers decision-making was categorised according to the Cynefin framework (complex, complicated, chaotic, and clear). The transition decision (which pathway to take) was described as complex with students not adequately equipped to make such a decision. Six distinct pathways for school-leavers were identified e.g. workforce entry, apprenticeship, university, polytechnic, NEET. 10% of school-leavers were still undecided about pathways at the point of leaving school.
47% of school-leavers surveyed did not have access to careers advice. 39% did not use online resources.
The interviews involved school-leavers with potentially greater needs and those less understood in existing literature or via survey respondents. In this sense, the research results provide a baseline for the construction of a universal career learning system in New Zealand, a research approach merited in other countries and societies.