The researching of international and national practice in engaging parents in the career development of their children reveals a range of programs and ideas, but no one comprehensive strategy. Although the importance of parental involvement is consistently acknowledged in policy documents, OECD national states have not heavily invested in developing practical strategies on the ground. A few policy makers (including DfES (UK)) feel that recent youth policy and program development in careers and transition have overlooked and/or undervalued the role of parents.

However, by supplementing current WA initiatives with innovative and specific practice from overseas and interstate, DET can develop an integrated and more effective framework of measures. The key, is to connect investment in

The combined impact of these four interdependent measures will assist the Department to meet the needs of parents of both mainstream and “at risk” young people.

When reflecting upon the findings of the research, one can be confident WA is a leader in engaging parents in the career development of their children. The key messages that the Department relays to parents through career development programs are consistent with international practice. How DET might strengthen and integrate its various initiatives to guarantee impact is at the heart of this report. In consultation with Career Development personnel who have reviewed the 20 overseas and interstate initiatives document in the report, a number of developments are proposed. They include

·               Career Development workshops for parents who are themselves marginalised from the labour market

·               market parent workshops on topical issues – gap year, subject selection, how to beat the HECS bill

·               produce a CD Rom for parents and their children; a CD Rom which transforms DET workshop materials into home-based and interactive exercises

·               a career hotline for parents

·               briefing/training DET specialists in connecting the four interdependent measures into one integrated strategy/framework

·               review the Get Access website and make it more parent friendly

·               modify the format of the IPP and transition portfolio so it encourages parental involvement

·               helpful hints for parents of primary school students on how they can help their child connect learning to the career development of their children

·               parents assisting secondary school students to manage their own team-based pathway exploration projects

·               “Employers (who are often parents) as Career Partner” workshops

·               work-site based seminars for parents that introduce participants to the four mechanisms

·               an awareness campaign on the vital role of parents in career development.

In addition, six specific recommendations are made to DET regarding this topic. They are;

1.             DET adopt the “Feedback Loop – The Interdependent Mechanisms” framework (see page 17) as an integrated strategy for engaging parents in the career development of their children. This framework reflects the thinking of DET personnel yet links a number of initiatives and priorities into one coordinated push for change.

2.             DET approach John McCarthy from the International Centre for Career Development and Public Policy (Brussels) to establish a network of career development personnel who have a keen interest in engaging parents. A number of people who have supported this research are keen to see such a network established; a network that can share ideas and act as a clearinghouse for information. John McCarthy is likely to respond positively to such a request.

3.             DET approach the National Youth Careers and Transition Advisory Group (DEST) to jointly convene a think-tank/forum on engaging parents. Such an event may shape a framework for an integrated approach to involving parents in the career development of their children i.e. the four interdependent mechanisms. Margaret Sykes (DEST) has indicated some initial (but informal) interest in this idea.

4.             DET follow-up contact with the University of Strathclyde in order to develop home-based and interactive materials that parents and their children can use together. Sheila Semple from the “Enterprising Careers” centre would be keen to engage in such an endeavour with DET.

5.             DET establish a hot-line support service for parents about career development matters (building upon the success of both Connexions Direct (UK) and Careerpoint (NZ).

6.             DET explore the issues of gap year, and more particularly develop a workshop program that enables parents of senior school students to explore the advantages/disadvantages for their child. Such an issue is topical and could provide “Parents as Career Partners” with a refreshing marketing strategy for their workshops. Anecdotal evidence in both Australia and the UK (where the Chancellor has invested funding) suggest that the “gap year” is a significant issue for mainstream young people and their parents. It also presents a special challenge and opportunity for career development.

This report identifies and suggests initiatives that the WA Department of Education and Training can take to assist parents in their efforts to support the career development of their teenage children.

The report emphasises practical and helpful strategies to further engage parents of mainstream and “at risk’ young people, rather than presenting itself as a policy paper or summary of career development theory. The case for parents being supported has been made. International and local research clearly indicates that parents are important to, and can make a positive impact upon the career development of their children. Although the report briefly summarises the key messages sent to parents by education and career development experts, the focus of the report is consistent with the DET brief and this is about how one can reach and engage parents in this endeavour.

Educational and training systems supporting parents in the career development of their children is an emerging field of work. Some policy makers (including officials of DfES (UK)) argue that recent youth policy development has overlooked the role of parents in the career development and transition support of the current (Y) generation. For this reason, the research has not only needed to analyse learning from a major Scottish initiative taken in the 1990s, but also investigate emerging initiatives, some of which have not yet been fully tested and evaluated.

The Western Australian Department of Education and Training is seen as an Australian leader in this agenda. Although it has built upon work in Canada and New Zealand, the Parents as Career Partners workshop has received strong interest from other states. DET desires to build upon its momentum and has commissioned this research in order to;

·               improve the spread and quality of the impact of the Parents as Career Partners workshops and

·               consider other measures that are complementary.

·               Initial contact was made with the Centre for Education Reform and Innovation (CERI) based in Paris, which is a part of the OECD organisation in order to identify member nations who have invested in this topic. CERI provided only limited contacts as recent policy priorities had not emphasised programs for parents. CERI referred contact to Richard Sweet (former staff person) who supervised the joint EEC/OECD study of Career Guidance 2004. The resulting handbook for policy makes noted the importance of parents but did not document practice. For policy background discussion note ISBN 9264 015 191 OECD/European Communities 2004.

·               Since 2004, Career Guidance issues have been transferred by OECD to the International Centre for Career Development and Public Policy (located in Brussels). In its early stages, the centre has not yet fully developed their website that would provide information relevant to this research topic. The researcher has made contact with the Director John McCarthy jmc@iccdpp.org who previously was the Director of the National Centre for Guidance in Education (Ireland). This centre has developed considerable work on the topic of parents and career development. A summary of this work is provided in attachment 1 “Parents and Guidance”. John recently travelled to Australia and presented at major conferences. For more details please refer to CEAV website www.ceav.customer.netspace.net.au

·               Web search on Parents and Career Development revealed recent Canadian, New Zealand and Australian developments. Canada was not to be further investigated as WA has already made close contact.

·               Web research of American research into career development and the role of parents – aided by a reading list provided to the researcher by DET.

·               Phone and email research with specific contact people in Scandinavia, Scotland, New Zealand, England and the International Centre for Careers Development and Public Policy (Brussels) via John McCarthy.

·               Phone interviews with relevant “systems” people from a number of Australian departments of Education eg Qld, NSW, SA, Tasmania.

·               Access to evaluations of the Brotherhood of St Lawrence, PACTS initiative and an in depth phone interview with the Coordinator.

·               Identification of various local vocational learning initiatives that had made an effort to meaningfully engage parents eg NT, SA.

·               Contacted Australian Association of Career Counsellors.

Whether the research has been carried out by USA career development experts (as summarised in the document Parenting and Career Development*, the University of Strathclyde** (Scotland) or the Brotherhood of St Lawrence*** (Australia) or by the National Centre for Guidance in Education (NCGE – Ireland), - see attachment 1, all agree that

·               interactions between parents and children and among siblings are a powerful influence – secure parent-child relationships and high parental involvement are associated with progress in career decision making

* ERIC Counselling and Student Services Clearing House (2006) USA www.kidsare.com/education/parenting.career.html

** CES Briefing – Young Peoples Transitions: Careers Support from Family and Friends No 24 (2002) University of Strathclyde (Centre for Education Sociology)

*** A Positive Influence – Equipping parents to support young people’s career transitions – Evaluation of PACTS Program www.bsl.org.au

·               Career educators should shift focus from the individual to the family system and develop a new and richer view of parent involvement

·               There is a need for programs that help parents become informed educators and sources of guidance for their children’s career development.

·               Young people seek support from an informal network (family and friends) and a formal network (career guidance). Both networks need to use each other more effectively.

·               You have an important role to play in transitions.

·               Access career resources so you can provide informed and accurate advice.

·               Engage and support your children to exploit informal (friends/family) and formal networks and then make their own decisions.

·               Youth to adulthood is a transition and young people are in an exploration phase, the foundation stone of which is self-awareness – “it is OK to change your mind”. It is normal not to be sure of ones career direction at this early stage.

·               Listen to your child, respond when they seek advice. Communication and dialogue at home about work from an early stage) is helpful.

·               You are not alone – you can work with professionals and gain support.

The scan of current development theory indicates a great deal of consensus about the key messages career development professionals wish to send to parents. Of keen interest is a strong suggestion that the current (Y) generation are living in a world greatly changed from the world of their parents (when they were young). Somewhat influenced by the Canadian: Lasting Gifts”, the Career Services rapuara of New Zealand identifies five key messages**** to young people that need to be appreciated (if not agreed) by parents.

Follow your heart

Focus on the journey

Change is constant

Learning is ongoing

Access your support

There is an underpinning message that parents should support, facilitate and encourage, rather than direct or control the career direction and development of their children.

**** Career Services rapuara PowerPoint for presentations to parents – High 5 Lasting Gift principles which are also used by the Real Game.

The following two matrixes highlight helpful strategies that have been developed to engage parents in the career development of their children. As this field is one of emerging endeavour, the various initiatives have been categorised by the PET banner.

P = Ideas/recommendations from parents who have participated in current programs.

E = Education and Training or Career services personnel are developing this idea.

T = Tested and proven ideas or strategies to engage parents i.e. established initiatives.

The first matrix MAINSTREAM is dedicated to initiatives that can be considered universal (for all young people). However their major impact tends to relate to the parents of young people who are travelling well; that is young people who are likely to make an effective transition from school to work and experience positive career development. The general assumption is that the majority of these parents have experienced positive career development themselves (but this is not always the case).

The second matrix AT RISK is dedicated to the parents of young people who are seen to be “at risk” of not making a successful transition. There is a general assumption (but not always the case) that many of the parents of these young people are themselves “at risk” i.e. poor, marginalised, unemployed and may need assistance with their own career development.

The distinction has been made as DET is keen to look at the needs of all parents, even though significantly more intensive resources tend to be dedicated to those who are “at risk”.