New models of working and learning: how young people are shaping their futures differently

Abstract

This paper is about the way in which young people are increasingly adopting dual identities – worker and learner – during the long transition from full‐time student to full‐time worker. Part‐time jobs undertaken while in full‐time education provide opportunities for learning about work and may lead to full‐time careers in the same industry area. Those who enter full‐time work directly are increasingly likely to have a job with a formal training contract. The paper is based on a series of Australian research projects, undertaken over seven years by the author and colleagues, using quantitative and qualitative methodologies. The data were used to construct six hypothetical case studies of young learner/workers typifying the multiple roles of young people in the working and educational arenas. The case studies illustrate the complex and often under‐planned arrangements that may be redefining how young people think about education and jobs and how they conceptualise their movement into the full‐time workforce.

Keywords:

• post‐compulsory education
• young people
• part‐time work
• student learning

Acknowledgements

I would like to acknowledge my co‐researchers in the projects used to write this paper: Annette Green, Lou Wilson, Sue Erikson, Ros Brennan Kemmis, Steve Keirl and Paul Comyn. Fiona Underwood, Heather Smith and John Rosser provided research assistance.