Presentation on theme: "Learning and Earning for All: Why the Fuss? John Spierings DUSSELDORP SKILLS FORUM August 2007."— Presentation transcript:
Learning and Earning for All: Why the Fuss? John Spierings DUSSELDORP SKILLS FORUM August 2007
Dusseldorp Skills Forum Established 1988 by Lend Lease shareholders Independent public interest enterprise Operating foundation with policy, research & practice arms Focus: youth, skills, participation, citizenship Seeks: individual, community & policy change Catalyst for significant legislative, policy & practice change in education and training
The challenge of youth transition Social & cultural induction to adulthood & workforce Successful transitions are taking longer First 12 months post-school are central to successful transitions Economic impacts on participation & productivity: returns from good transitions are very large Potential offset to looming demographic squeeze Demand for ‘knowledge workers’ outpacing others
Why the fuss NOW Unprecedented economic conditions & growth Strong domestic demand for skills International competitiveness dependent on skills Others powering ahead on skills & education We have education & training building blocks Imperative to really deliver Demographic squeeze looming
We are not running out of young people Teenage population as a proportion of the workforce population,
What young people are thinking Newspoll survey of Australians aged years Substantial qualitative work by Saulwick & Muller Optimistic, confident & fearless about the future Positive about final year at school, work & study* Engagement significantly affected by early school leaving, school type, parental background Significant disaffection among casual workers Some concerns about education costs * Significantly higher levels of dissatisfaction by respondents from a government school about their final year at school
Some policy contradictions Australia’s excellence & equity gap From mass schooling to universal provision Attractions of the labour market Poor resource allocation across sectors Core standards alongside customised learning Points of change in very large systems Civic virtues of learning & instrumental outcomes
School leavers not fully engaged Slightly more than 26% of 2005 school-leavers were not in study or work full-time in May 2006.
Completing Year 12 matters 20% of Y12 leavers; 45% of Y11 leavers; 50% of Y10 leavers not fully engaged six months after leaving school: a major opportunity gap.
Growth in full-time jobs since million full-time jobs created for year olds since 1995; static full-time job growth for teenagers & decline of 42,000 for young adults.
Core attainment issues School or Cert III completion rate of 81 percent Relatively static completions for more than a decade Indigenous completion at half this rate 20th in OECD for school completion 46% of school leavers not in post-school study 47% overall traineeship completion rate 60% traditional apprenticeship completion rate
Estimated Year 12 completion
Core engagement issues Noticeable improvement in recent years 13.8% of teenagers not fully engaged 22% of young adults not fully engaged 27% of SA young adults not fully engaged 526,000 or 18% of yo not fully engaged 306,000 or 11% of yo unemployed, underemployed or marginally attached to work 1:3 Year 11 leavers & 2:5 Year 10 leavers not fully engaged as young adults
The policy challenge Subject to their ability, every young Australian will: Attain Year 12 or an AQF III qualification Be engaged in full-time work or learning or a combination of these Be provided with the resources, relationships & integrated pathways to achieve these outcomes Independent evaluation, research & good practice approach reporting to parliament
What works … Relationships: mentoring & case management for transition Organic stakeholder partnerships & shared responsibility Leadership by school principals Tracking post-school pathways: role of data Clear exit procedures Quality career advice & guidance Local knowledge about pathways Successful transition from primary school Student-centred ‘middle years’ Making the economic case
Crunch Time proposals Establish Certificate III as a major benchmark Encourage demand-side intermediaries Develop cross-sectoral settings alongside schools Provide a guaranteed second chance for young adults Review the purpose of traineeships Consider segmenting traineeships as skill pathfinders & transitional labour market platforms Incremental change rather than sweeping reform Emphasis on evaluation, good practice & accountability
Final comments Young Australians are confident & fearless Early school leaving, school type & parental background can significantly affect engagement Gaps around policy rhetoric & current resources Significant opportunity to address Australia’s 3Ps A robust national debate is crucial It’s up to us: the investment & policy decisions we make will determine if youth confidence is justified