Experience with Career Pathways: Commonwealth Countries

Thank you for responding to the following survey about your experience with career pathways (education programmes that enable youth to explore and successfully prepare for the world of work). Responses to this survey are confidential and the survey results will be shared only at an aggregate level to protect the identities of individual and organisation responses. Responding with your name is optional. We appreciate you providing information about your programmes and your experiences about these important initiatives to support youth. Please note, if you are unsure of a response, you may leave it blank.

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* 1. Name (optional)

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* 2. Organisation

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* 3. Country

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* 4. Field: select the role that best represents your area of responsibility.

National Policymaker

National Administrator

Local Policymaker

Local Administrator

Community Based Organization

Advocate

Practitioner

Employer

Philanthropist

Workforce Development

Economic Development

Other (please specify)

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* 5. Geographic Focus (please provide a brief description of the region or area of your programme)

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* 6. Scale: Please indicate the approximate number of students in your geographic focus participating in pathways in the current school year and the percentage that student population represents relative to the overall secondary student population in your geographic region.

Number of students participating in career pathways

Approximate percentage of students participating in career pathways relative to the total student population (example: 22% of secondary students in years/grades 10-13 participate)

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* 7. Focus: If you are involved in a specific industry (e.g. healthcare, information technology (IT), etc.) or programme (NCEA, etc.) please explain.

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* 8. Demographics: If you have information sources regarding the race, ethnicity, gender and academic ability of the students served, please include a link or indicate where we can find it. If not available, please indicate with N/A

Definitions
When you think about the students in career pathways in your geographic focus area, please help us define the programmatic attributes.

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* 9. Our pathways are undertaken by:

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* 10. Most of the time, pathways are designed to lead directly to specific employment opportunities after earning a secondary education certificate or completing a VET programme.

Yes

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* 11. Most of the time, pathways are designed to inform and enable a student’s post-secondary choices or occupational area by engaging them in a sector, like health care or IT.

Yes

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* 12. Approximately how many courses/modules/credits specific to a given career pathway is a student required to complete to fulfill the pathway requirements:

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* 13. Most of the time, the students have a “work based learning (WBL) experience” prior to completing their secondary education or vocational education and training (VET) programme to help them make more informed choices about their post-secondary options

Yes

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* 14. If so, please estimate the amount of time that the majority of students are in a work-based learning settings below:

	0-25%	26-50%	More than 50%
Career Awareness (includes workplace tours or guest speakers coming to school)	Career Awareness (includes workplace tours or guest speakers coming to school) 0-25%	Career Awareness (includes workplace tours or guest speakers coming to school) 26-50%	Career Awareness (includes workplace tours or guest speakers coming to school) More than 50%
Career Exploration (includes job shadowing or informational interviews)	Career Exploration (includes job shadowing or informational interviews) 0-25%	Career Exploration (includes job shadowing or informational interviews) 26-50%	Career Exploration (includes job shadowing or informational interviews) More than 50%
Career Immersion (on-site work as an intern or pre-apprentice, paid or unpaid)	Career Immersion (on-site work as an intern or pre-apprentice, paid or unpaid) 0-25%	Career Immersion (on-site work as an intern or pre-apprentice, paid or unpaid) 26-50%	Career Immersion (on-site work as an intern or pre-apprentice, paid or unpaid) More than 50%
Apprenticeships (deep engagement with an employer)	Apprenticeships (deep engagement with an employer) 0-25%	Apprenticeships (deep engagement with an employer) 26-50%	Apprenticeships (deep engagement with an employer) More than 50%

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* 15. Typically, this programming starts in earnest at age

Age 10 or earlier

Age 11

Age 12

Age 13

Age 14

Age 15

Age 16

Age 17+

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* 16. What kinds of learning approaches are used in the career pathway to build students’ work-readiness? Please select the options used and provide details if appropriate:

	A lot	Some	None
Project-based learning	Project-based learning A lot	Project-based learning Some	Project-based learning None
Team projects or team-oriented experiences	Team projects or team-oriented experiences A lot	Team projects or team-oriented experiences Some	Team projects or team-oriented experiences None
Work-integrated learning	Work-integrated learning A lot	Work-integrated learning Some	Work-integrated learning None
Student self-assessment on work-readiness mindsets and skills	Student self-assessment on work-readiness mindsets and skills A lot	Student self-assessment on work-readiness mindsets and skills Some	Student self-assessment on work-readiness mindsets and skills None

Other (please specify)

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* 17. How does fulfilling the career pathways coursework contribute to a student earning a secondary education qualification or industry recognized certificate (Select all that apply or leave blank if no qualification or certificates are integrated with the programme.)?

Yes, the programmes count towards the student’s secondary education qualification.

Yes, the programmes can lead to the student earning an industry recognized certificate.

The programmes can lead to both a secondary education qualification or an industry recognized certificate.

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* 18. Is the career pathway integrated with tertiary education or ongoing adult education? For example, can the student begin earning tertiary qualifications in the career pathway programme? Does completing the career pathway provide the student with an advanced standing in a tertiary education program or entry into a industry apprenticeship? Please explain.

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* 19. Does the career pathway have significant partnerships with tertiary education institutions, industries, or other? If so, please list the partners and provide a brief description as appropriate.

University

Private non-university training provider

Industry association

Specific employers

Others

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* 20. In talking to a student or parent, in a sentence or two, how would you distinguish “career pathways” from a traditional vocational education and training (VET) programme

Strengths

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* 21. When you consider career pathways, what are the primary benefits for students?

	Not a benefit	Somewhat beneficial	Beneficial	Very beneficial	Greatest benefit
Engagement – For some students, learning by doing is a better way to learn.	Engagement – For some students, learning by doing is a better way to learn. Not a benefit	Engagement – For some students, learning by doing is a better way to learn. Somewhat beneficial	Engagement – For some students, learning by doing is a better way to learn. Beneficial	Engagement – For some students, learning by doing is a better way to learn. Very beneficial	Engagement – For some students, learning by doing is a better way to learn. Greatest benefit
Relevance – By seeing how their academic experience applies in a work setting, education becomes more relevant.	Relevance – By seeing how their academic experience applies in a work setting, education becomes more relevant. Not a benefit	Relevance – By seeing how their academic experience applies in a work setting, education becomes more relevant. Somewhat beneficial	Relevance – By seeing how their academic experience applies in a work setting, education becomes more relevant. Beneficial	Relevance – By seeing how their academic experience applies in a work setting, education becomes more relevant. Very beneficial	Relevance – By seeing how their academic experience applies in a work setting, education becomes more relevant. Greatest benefit
Achievement – Because this approach is more engaging, student achievement improves broadly.	Achievement – Because this approach is more engaging, student achievement improves broadly. Not a benefit	Achievement – Because this approach is more engaging, student achievement improves broadly. Somewhat beneficial	Achievement – Because this approach is more engaging, student achievement improves broadly. Beneficial	Achievement – Because this approach is more engaging, student achievement improves broadly. Very beneficial	Achievement – Because this approach is more engaging, student achievement improves broadly. Greatest benefit
Career-readiness – Career pathways give students a head start on the durable skills they will need to excel in the workplace.	Career-readiness – Career pathways give students a head start on the durable skills they will need to excel in the workplace. Not a benefit	Career-readiness – Career pathways give students a head start on the durable skills they will need to excel in the workplace. Somewhat beneficial	Career-readiness – Career pathways give students a head start on the durable skills they will need to excel in the workplace. Beneficial	Career-readiness – Career pathways give students a head start on the durable skills they will need to excel in the workplace. Very beneficial	Career-readiness – Career pathways give students a head start on the durable skills they will need to excel in the workplace. Greatest benefit
Career fit – By exploring a given field, they have a better sense of what they do, and do not want to pursue as a career.	Career fit – By exploring a given field, they have a better sense of what they do, and do not want to pursue as a career. Not a benefit	Career fit – By exploring a given field, they have a better sense of what they do, and do not want to pursue as a career. Somewhat beneficial	Career fit – By exploring a given field, they have a better sense of what they do, and do not want to pursue as a career. Beneficial	Career fit – By exploring a given field, they have a better sense of what they do, and do not want to pursue as a career. Very beneficial	Career fit – By exploring a given field, they have a better sense of what they do, and do not want to pursue as a career. Greatest benefit
Agency – By having to make some choices about their future, students build confidence in owning their path forward.	Agency – By having to make some choices about their future, students build confidence in owning their path forward. Not a benefit	Agency – By having to make some choices about their future, students build confidence in owning their path forward. Somewhat beneficial	Agency – By having to make some choices about their future, students build confidence in owning their path forward. Beneficial	Agency – By having to make some choices about their future, students build confidence in owning their path forward. Very beneficial	Agency – By having to make some choices about their future, students build confidence in owning their path forward. Greatest benefit
Persistence – The programme helps students persist in completing tertiary education qualifications or industry recognized certifications.	Persistence – The programme helps students persist in completing tertiary education qualifications or industry recognized certifications. Not a benefit	Persistence – The programme helps students persist in completing tertiary education qualifications or industry recognized certifications. Somewhat beneficial	Persistence – The programme helps students persist in completing tertiary education qualifications or industry recognized certifications. Beneficial	Persistence – The programme helps students persist in completing tertiary education qualifications or industry recognized certifications. Very beneficial	Persistence – The programme helps students persist in completing tertiary education qualifications or industry recognized certifications. Greatest benefit

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* 22. Are there other benefits for students beyond those listed above? What other thoughts would you share about the benefits to students in participating in career pathways?

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* 23. How would you assess the effectiveness of the career pathways with which you are engaged? Please rate each attribute from low to high

	Not strong	Somewhat strong	Strong	Very strong	Strongest
Reach – Your initiative has broad reach across schools and geographies.	Reach – Your initiative has broad reach across schools and geographies. Not strong	Reach – Your initiative has broad reach across schools and geographies. Somewhat strong	Reach – Your initiative has broad reach across schools and geographies. Strong	Reach – Your initiative has broad reach across schools and geographies. Very strong	Reach – Your initiative has broad reach across schools and geographies. Strongest
Equity – Your initiative serves as a vehicle to level the playing field for all students.	Equity – Your initiative serves as a vehicle to level the playing field for all students. Not strong	Equity – Your initiative serves as a vehicle to level the playing field for all students. Somewhat strong	Equity – Your initiative serves as a vehicle to level the playing field for all students. Strong	Equity – Your initiative serves as a vehicle to level the playing field for all students. Very strong	Equity – Your initiative serves as a vehicle to level the playing field for all students. Strongest
Depth – For the students this works for, your initiative provides deep career preparation.	Depth – For the students this works for, your initiative provides deep career preparation. Not strong	Depth – For the students this works for, your initiative provides deep career preparation. Somewhat strong	Depth – For the students this works for, your initiative provides deep career preparation. Strong	Depth – For the students this works for, your initiative provides deep career preparation. Very strong	Depth – For the students this works for, your initiative provides deep career preparation. Strongest
Coherence – Secondary, tertiary, and VET educators are better aligned and more integrated.	Coherence – Secondary, tertiary, and VET educators are better aligned and more integrated. Not strong	Coherence – Secondary, tertiary, and VET educators are better aligned and more integrated. Somewhat strong	Coherence – Secondary, tertiary, and VET educators are better aligned and more integrated. Strong	Coherence – Secondary, tertiary, and VET educators are better aligned and more integrated. Very strong	Coherence – Secondary, tertiary, and VET educators are better aligned and more integrated. Strongest
Alignment with Employers – Your employer community buys in to this and are proactive partners.	Alignment with Employers – Your employer community buys in to this and are proactive partners. Not strong	Alignment with Employers – Your employer community buys in to this and are proactive partners. Somewhat strong	Alignment with Employers – Your employer community buys in to this and are proactive partners. Strong	Alignment with Employers – Your employer community buys in to this and are proactive partners. Very strong	Alignment with Employers – Your employer community buys in to this and are proactive partners. Strongest

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* 24. Are there other strengths that distinguish your programme? What might other countries that have career pathway programmes want to learn more about from you?

Opportunities

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* 25. As the career pathways with which you are engaged continue to evolve, please assess the areas you believe need to improve by rating each one:

	No improvement needed	Some improvement needed	Needs improvement	Needs more improvement	Needs most improvement
Employer engagement – Need for increased co-ownership with employers.	Employer engagement – Need for increased co-ownership with employers. No improvement needed	Employer engagement – Need for increased co-ownership with employers. Some improvement needed	Employer engagement – Need for increased co-ownership with employers. Needs improvement	Employer engagement – Need for increased co-ownership with employers. Needs more improvement	Employer engagement – Need for increased co-ownership with employers. Needs most improvement
Access – Need for scalable solutions to get students to and from training and WBL.	Access – Need for scalable solutions to get students to and from training and WBL. No improvement needed	Access – Need for scalable solutions to get students to and from training and WBL. Some improvement needed	Access – Need for scalable solutions to get students to and from training and WBL. Needs improvement	Access – Need for scalable solutions to get students to and from training and WBL. Needs more improvement	Access – Need for scalable solutions to get students to and from training and WBL. Needs most improvement
Equity – Need to increase supports for those for whom full engagement in career pathways take more effort and support.	Equity – Need to increase supports for those for whom full engagement in career pathways take more effort and support. No improvement needed	Equity – Need to increase supports for those for whom full engagement in career pathways take more effort and support. Some improvement needed	Equity – Need to increase supports for those for whom full engagement in career pathways take more effort and support. Needs improvement	Equity – Need to increase supports for those for whom full engagement in career pathways take more effort and support. Needs more improvement	Equity – Need to increase supports for those for whom full engagement in career pathways take more effort and support. Needs most improvement
Career navigation – Need to improve supports for students in looking to make good choices in secondary education and beyond.	Career navigation – Need to improve supports for students in looking to make good choices in secondary education and beyond. No improvement needed	Career navigation – Need to improve supports for students in looking to make good choices in secondary education and beyond. Some improvement needed	Career navigation – Need to improve supports for students in looking to make good choices in secondary education and beyond. Needs improvement	Career navigation – Need to improve supports for students in looking to make good choices in secondary education and beyond. Needs more improvement	Career navigation – Need to improve supports for students in looking to make good choices in secondary education and beyond. Needs most improvement
Expectation setting – Need to normalize that a university education is just one path to a successful career.	Expectation setting – Need to normalize that a university education is just one path to a successful career. No improvement needed	Expectation setting – Need to normalize that a university education is just one path to a successful career. Some improvement needed	Expectation setting – Need to normalize that a university education is just one path to a successful career. Needs improvement	Expectation setting – Need to normalize that a university education is just one path to a successful career. Needs more improvement	Expectation setting – Need to normalize that a university education is just one path to a successful career. Needs most improvement
Engagement – Need to ensure that career pathways are seen as attractive learning programmes for all students.	Engagement – Need to ensure that career pathways are seen as attractive learning programmes for all students. No improvement needed	Engagement – Need to ensure that career pathways are seen as attractive learning programmes for all students. Some improvement needed	Engagement – Need to ensure that career pathways are seen as attractive learning programmes for all students. Needs improvement	Engagement – Need to ensure that career pathways are seen as attractive learning programmes for all students. Needs more improvement	Engagement – Need to ensure that career pathways are seen as attractive learning programmes for all students. Needs most improvement

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* 26. Are there other areas of improvement that should be addressed? What other improvements would you like to see in your career pathways programme?

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* 27. As you think about what you might want to learn from other countries engaging in some version of the career pathways work, what are your questions?

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* 28. If you would like to stay in touch with us regarding this project and career pathways, please share your email address. We will use it only to contact you with questions that might help us better understand career pathways and to share the ongoing results of our project.

Email Address