Three terrifying educational trends making your child’s world even tougher    080

Parents today always acknowledge that the educational world has changed since they went to school, for example, the use of digital devices.  However few parents realise the significance of the changes, and the important implications for their children.  And fewer still parents take corrective action. In this article I briefly consider three of the current changes and provide suggestions on how parents can protect and encourage their children.

COMPETITON

Ultra competition now exists at all levels—competition to get into selective schools, into good comprehensive schools, and even into private schools.  The increased choice and opportunities now available for moving between schools, after Year 7, including late entry to selective schools, adds to the competition.  Some schools, when interviewing applicants, are specifically concerned about what the applicant can do for the school, and actually talk about it, brutally talk about it—and a clear convincing answer is expected, backed with evidence. Excellent school results are only the beginning.

Gaining entry to professional degree courses at university is also becoming more competitive. About ten years ago entry to an economics or commerce degree might have needed an ATAR of about 90.  Now, entry to a commerce degree, coupled with another popular area, at a major university, may require an ATAR as high as 98. And double degrees are becoming more common and more popular.

Parents do need to be aware that academic success does not guarantee successful entry to schools, or to jobs for that matter. Leadership and personal development, and community service are now also needed, and parents need to foster and support their children in this area, taking the opportunities that are available for this type of development. Consider that for most jobs offering permanent positions which lead to a six figure income, there are some 40-50 applicants for each position. As I have said many times young people really do need to have climbed Mt Everest in their pyjamas, without oxygen.  Today, though, that’s not good enough. Now your son or daughter needs to have led a team doing the same thing. Parents always laugh when I say this but the issue of competition is certainly no laughing matter. So, start building that resume—it’s never too early!

SCHOOL REPORTING TO PARENTS

This is a sneaky change and one which continues to grow. Basically parents and students are not given sufficient real information about student progress, but plenty of other information. Almost every student receives a report comment which is very positive and includes extensive description of work covered.  It’s actually similar to the comment given to other students. The vast majority of students achieve at the ‘C’ or middle level—a very large group—or above. At the same time schools usually do not grade classes.

Another problem with reporting is that the format and language of the school reports keep changing. In one year, English for example, may have three categories of achievement while in the next year there are four categories and also the labels have changed. This is confusing for parents and makes it difficult to see if the child is improving.

The result is that parents and students can have little idea about how individual performance compares with that of other students, something most schools don’t like talking about.  Private schools can be more explicit with educational feedback such as providing a place in grade, and classes, and even in Years 7 and 8 can be organised, for example, into three levels, top, second top, and the rest. Parents need to ask teachers specifically about their child’s improvement prospects, and how their child’s situation can be made better for the next year. Be aware of these types of things. Many parents and students are not; the years slip by; and then it’s too late.

INCREASED COMPLEXITY OF POST YEAR 12 OPPORTUNITY AND CHOICE

The below table illustrates how university degree offerings have changed over the last 10 years or so. More degrees are offered, and there are also far more double degrees available, as well as special programs such as honours or advanced degrees. This makes career choice even more difficult. As a result some children are likely to remain at university longer than is necessary and this requires additional support resources, usually from the parents. Universities however would argue that a double or combination degree gives more flexibility of choice, keeping career options open for longer, and that this is an advantage.

The solution is to begin serious career thinking, earlier, perhaps during Year 10.  I have written elsewhere about this but here I emphasise the importance of attending and thinking about career expos, and university information days. It is never too early to begin attending these, and have your child exposed to the real world. Boys particularly are most reluctant to take advantage of these opportunities. Other types of information should also be used such as school results, work experience feedback, and even the types of occupations common among the child’s relatives. Children who just sit in their bedrooms and play computer games receive less career information—and pay the price with wrong choices which have to be corrected later, or worse, wrong choices which are never corrected.

Some companies are offering, during Year 12, the opportunity for students to apply for cadetships and traineeships, which usually mean working for the company in the year after school and attending university at the same time, and being paid a salary. These are very popular programs and students must prepare well in advance for these types of applications. This means parents becoming informed about opportunities. High achieving students for example can receive offers to enrol from universities even while the UAC is processing multiple thousands of student applications and preference lists. Suddenly students and parents are faced with a choice, and there is usually no one to help them. Once again the importance of knowledge and preparation is emphasised. The problem is going to school every day is very habit-forming and this lulls students and parents into the idea that school is all that matters. Well both parents and students have to spend the time getting ready for the real world, which usually comes much faster than students or parents are ready for.

All content copyright—Mark Thackray—Australian Educational Services