Shaping young people’s decision-making about post-school pathways: institutional and personal factors

Abstract

The decisions that young people make about post-school pathways are becoming increasingly important because of implications for: (i) personal educational and employment trajectories and goals, (ii) allocation of educational resources, and (iii) meeting a range of community needs associated with the development of occupational capacities. Indeed, there is a growing and global concern that young people are disproportionately participating in higher education which comes at a cost to the level of participation in vocational education and the occupations it serves. This trend indicates a shift in young people’s aspirations and their preference for post-school pathways. However, there are implications and outcomes arising from this decision-making, leading to calls in many countries to redress this shift in post-school preferences. There are distinct implications both for young people who have identified a preferred occupation and those who remain undecided about them and the consequences for post-school pathways. Yet, without an elaboration of the societal factors and personal practices shaping and influencing that decision-making, it is difficult to know how to redress that situation. This review examines recent literature addressing the factors and practices shaping young people’s decision-making about those pathways. It identifies a complex intertwining of societal (i.e., institutional) and personal factors shaping this decision-making. Although societal factors (e.g., SES, location, gender) play important roles in this decision-making, it appears that the practices of parents, teachers and familiars are salient in this decision-making and, therefore, efforts to redress this issue. These findings suggest such practices need to be mediated by enhancing what is suggested by societal institutions (e.g., schools, government), familiars (teachers, parents) and more fully informing young people’s decision-making.