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Work exposure and moments of learning in informal (eg. caring for family) or formal (eg. school) build self-confidence and skill when validated by a trusted other (teacher, parent, employer etc).

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Young people using language of skills and capabilities to describe themselves builds their self-confidence and is valued by employers.

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1a. How do make sure that young people's language and understanding of pathways is incorporated into our approach?

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1a. How do make sure that young people's language and understanding of pathways is incorporated into our approach?

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2a. How do we capture data of these moments across schooling and how they influence young people's pathways?

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2a. How do we capture data of these moments across schooling and how they influence young people's pathways?

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1b. How do we make sense of and work with the multiple capability frameworks?

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1b. How do we make sense of and work with the multiple capability frameworks?

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3a. What makes young people confident to tell their pathways story when they exit formal learning?

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3a. What makes young people confident to tell their pathways story when they exit formal learning?

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https://www.jobsandskills.gov.au/sites/default/files/2024-06/national_skills_taxonomy_discussion_paper.pdf

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https://www3.weforum.org/docs/WEF_Defining_Education_4.0_2023.pdf

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2b. How do we recognise the learning that takes place across a constellation of experiences (informal, formal, work exposures)?

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2b. How do we recognise the learning that takes place across a constellation of experiences (informal, formal, work exposures)?

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Action Research _ Cycle 3 - Pathway Decisions Huddle

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This infographic provides a snapshot of the lives of 17-year-old Australians in relation to school, work, living arrangements and the skills future workplaces will require. We use the latest LSAY data from those who were 17-years-old in 2017 to look at the group of young Australians who will transition from school to a world of work demanding new skills and experience.

Infographic

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This infographic provides a snapshot of the lives of 17-year-old Australians in relation to school, work, living arrangements and the skills future workplaces will require. We use the latest LSAY data from those who were 17-years-old in 2017 to look at the group of young Australians who will transition from school to a world of work demanding new skills and experience.

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The Next Step post-school destination surveys identify the study, work or other point-in-time destinations of students who leave or complete school in Queensland.

Longitudinal studies previously tracked the pathways of specific groups of school leavers over several years.

Year 12 Completers survey

This annual survey includes all students who complete Year 12 at a Queensland state, Catholic or independent school during the previous year. Results are summarised for statewide reporting.

The latest longitudinal study follows (through to 2018) a sample of young people who completed Year 12 in 2010. A previous longitudinal study of Year 12 completers from 2005 was completed in 2013.

State School Leavers survey

This annual survey includes all students who left a Queensland state school in Years 10 or 11, or before completing Year 12 during the previous year. Results are summarised for statewide reporting.

A longitudinal study of school leavers who left school before completing Year 12 in 2010 was completed in 2014.

Help with your next steps

Contact the Next Step team

Performance Monitoring and Reporting
Department of Education
PO Box 15033
City East QLD 4002

Phone: (07) 3055 2845
Email: nextstep@qed.qld.gov.au​

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Next Step post-school destination surveys

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​​​​​​​​​​​​​The Next Step post-school destination surveys identify the study, work or other point-in-time destinations of school leavers after completing or leaving all government, Catholic or independent schools in Queensland.

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E.g. if you have relevant case studies, examples you'd like to contribute

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E.g. if you have relevant case studies, examples you'd like to contribute

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2c. How do we tie these meaningful moments to key junctures in curriculum?

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2c. How do we tie these meaningful moments to key junctures in curriculum?

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When learners are enabled to tell their own story of what their "pathway" might look like they can attach meaning to the capabilities and experiences that matter and much more effectively navigate the potential options laid before them.

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1. How do YP better understand themselves in relation to future life/work?

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1. How do YP better understand themselves in relation to future life/work?

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2. How do YP come to better understand the world around them in relation to their future life/work?

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2. How do YP come to better understand the world around them in relation to their future life/work?

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3. How do YP come to translate their story of self and the world into story of their future? 

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3. How do YP come to translate their story of self and the world into story of their future? 

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IMPACT: What stories/insights do we have that illustrate the importance or impact of any of the above three questions?

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IMPACT: What stories/insights do we have that illustrate the importance or impact of any of the above three questions?