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Careers Education Must be for All, Not Just Those Going to University


Year 12 exams are in full swing and we are getting almost daily reminders from the media that young people need to think and plan beyond their final days in the classroom.

Even the premier of New South Wales, Mike Baird, has chimed in with his advice to students.

But a focus on exams, ATARs and university offers provides a skewed image of what it means to finish high school.

Less than half of young people finishing school go on to university in Australia. Yet the focus of many of our media and public conversations tends to reinforce university as the gold standard that all young people should strive for.

This is further reinforced by government targets to increase the number of 25 to 34-year-olds completing a bachelor degree or higher to 40% by 2025.

But university isn’t the only option. Neither is it the best option for everyone.

This year alone more than 290,000 young Australians aged 15 to 24 were unemployed. So what can be done to support them?

We need to focus on improving careers advice for young people in schools to help them make informed decisions about their future careers.

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Developing a Growth Mindset in Students. A Methodology and Toolset to Support Life-Long Learning.


Career planning with students cannot be left to one report or one year level. It must be embedded into regular activity and encompass far more than 19th century career matching approaches.

Aptitude tests and career matching mean students often leave school with a fixed mindset believing that their past, current and future will be determined by their IQ, Aptitudes and matched abilities (see Carol Dweck, Stanford University). On the other hand students who have a growth mindset (IBID) believe their past, current and future performance is determined by their ability to learn from mistakes, persist when things are difficult and exert the effort required to succeed.

Career-life education in schools must encourage the development of a growth mindset with consistent learning experiences at key points across their educational experience.

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Labour 2.0: Why We Shouldn’t Fear the ‘Sharing Economy’ and the Reinvention of Work

uber app
Uber suffered a legal blow this week when a California judge granted class action status to a lawsuit claiming the car-hailing service treats its drivers like employees, without providing the necessary benefits.

Up to 160,000 Uber chauffeurs are now eligible to join the case of three drivers demanding the company pay for health insurance and expenses such as mileage. Some say a ruling against the company could doom the business model of the on-demand or “sharing” economy that Uber, Upwork and TaskRabbit represent.

Whatever the outcome, it’s unlikely to reverse the most radical reinvention of work since the rise of industrialization – a massive shift toward self-employment typified by on-demand service apps and enabled by technology. That’s because it’s not a trend driven solely by these tech companies.

Workers themselves, especially millennials, are increasingly unwilling to accept traditional roles as cogs in the corporate machinery being told what to do. Today, 34% of the US workforce freelances, a figure that is estimated to reach 50% by 2020. That’s up from the 31% estimated by the Government Accountability Office in a 2006 study.

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The Robots are Coming for Your Job! Why Digital Literacy is so Important for the Jobs of the Future


In a report released this week, the Foundation for Young Australians (FYA) claims that up to 70% of young people are preparing for jobs that will no longer exist in the future. The report also raises concerns about decreasing entry-level occupations for school leavers and the impacts of automation.

In another recent report, the Committee for Economic Development of Australia predicts that:

almost five million Australian jobs – around 40% of the workforce – face the high probability of being replaced by computers in the next 10 to 15 years.

Some of the jobs most at risk of being automated include office administration staff, sales assistants, checkout operators, accounting clerks, personal assistants and secretaries.

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What’s the Best Way to Take Notes on Your Laptop or Tablet?


Claire Brown, Victoria University

How many windows and tabs are open on your computer as you read this article? How many different tasks are you trying to do on your computer right now? Electronic devices tempt us to try to multi-task, but according to research, only 5% of people can multi-task efficiently.

People have a maximum attention span of around ten minutes, thus the amount of attention we can devote to processing, encoding, storing and retrieving information is limited.

When students divide their attention by simultaneously trying to take notes as they listen to the teacher, check Facebook, answer texts and respond to email, their notes are less effective because they are distracted by non-academic activities.

Arguments against the use of laptops, tablets, smart phones and other devices in the classroom largely centre around problems with multi-tasking and distractions on the devices. It also becomes an equity issue if not all students can afford the latest devices.

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Graduating into a Weak Job Market: Why so Many Grads Can’t Find Work


Joshua Healy, University of Melbourne

Times are tough for young Australians. The costs of education and housing are rising. The youth unemployment rate is double the national average and competition for good jobs is intense.

Many young people are taking longer to reach the conventional milestones of adulthood: independent housing, career stability, a partner and children. This is not because young people no longer want these things, but because they have become harder to attain.

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Students’ Low Financial Literacy Makes Understanding Fees, Loans, Debt Difficult


Laura de Zwaan, Queensland University of Technology

Financial literacy in Australian is low, particularly so in those under 25 years of age. What might be surprising is that it is low even among university students.

Recently I was part of a research team that undertook surveys of students from across Australia aged 17-20. Students were asked to rate their understanding of different areas of financial importance: budgeting, saving, managing debt, investing, retirement planning, tax, insurance and superannuation.

They were then asked to answer some basic questions related to each of those areas, with some interesting results that are yet to be published.

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VET FEE-HELP Needs Help to Create Real Careers

The recent media spotlight on a number of high volume VET FEE-HELP providers begs the question – why do we spend in excess of one billion dollars on tax payer funded courses each year when there appears to be, more often than not, no clear career outcome for the candidate?

The real solution to this lies in a refocusing of the provision of vocation training on real employment outcomes, and not just what has become a government funded ticketing system with no checks and balances. When the qualification has become the end, and not the means to get a job or further one’s career, then the point really has been lost. Vocational colleges need to have real links to career and employment data and have processes for matching skills and interests of candidates with existing jobs and careers in the field.

Unfortunately, there appears to be little effectiveness in the government’s response to this disconnect between training and employment. For the future of our workforce we hope that the government will find a way to promote career focused training providers and spend our money more wisely.


Author: Tim Morrissey (RTO Manager, Career Life College)

Technology Changing The Workplace In The 21st Century



Australians love
 working and their jobs, with 73% 
 workers saying that they would
 won the 

Everything in the 21st Century has changed, from the likes of the way we go about our daily lives to the way to work. How has work changed in the 21st Century?

Well, as everyone is well aware, technological advances has been integrated into our lives. Can you imagine a world without computers, tablets and smartphones? All these technologies has been made to make living our lives easier. Tasks such as keeping on top of all your mail and scheduling meetings has never been easier, all without the fuss of the archaic paper and pen.

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Accounting Course Package



Certificate IV and Diploma of Accounting Course Packages

The difficult thing with wanting to study the Diploma of Accounting is that the certificate iv is a required prerequisite – where ever you study it. So if you don’t have the certificate iv it means months of extra study and added costs.

We help students mitigate this added time and cost by packaging the two courses together in a way that considerably reduces these headaches.

The way it works is simple – students can skip the elective units of the certificate iv while still gaining access to the diploma. On top of this students can then study the diploma with two elective units removed (credited from those studied as part of the certificate iv). Students still receive both qualifications upon successful completion.

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