Table Of ContentSDG: 4
Quality Education
Sarah O’Shea
Olivia Groves
Kylie Austin
Jodi Lamanna Editors
Career Development
Learning and
Sustainability Goals
Considerations for Research and Practice
Sustainable Development Goals Series
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Sarah O Shea • Olivia Groves •
Kylie Austin • Jodi Lamanna
Editors
Career Development
Learning
and Sustainability Goals
Considerations for Research
and Practice
123
Editors
Sarah O’Shea Olivia Groves
National Centre for Student Equity National Centre for Student Equity
in Higher Education in Higher Education
Curtin University Curtin University
Perth, WA, Australia Perth, WA, Australia
Kylie Austin Jodi Lamanna
University of Wollongong University of Wollongong
Wollongong, NSW, Australia Wollongong, NSW, Australia
ISSN 2523-3084 ISSN 2523-3092 (electronic)
Sustainable Development Goals Series
ISBN 978-981-19-6636-1 ISBN 978-981-19-6637-8 (eBook)
https://doi.org/10.1007/978-981-19-6637-8
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Foreword
A very wise mentor of mine once asked me, “What is your narrative Belinda
—do you know your story? Where have you been, where are you going and
what difference will you make?” These words have always stayed with me
and guided my work in tackling our world’s greatest challenges through the
framework of the United Nations Sustainable Development Goals (SDGs).
The SDGs were initiated in 2015 when 193 member states came together and
signed Agenda 2030, a plan of action for people, planet and prosperity
through partnership. The Agenda, with its 17 global goals, is universal and
calls for action by all countries, seeking to end poverty and hunger, realise
the human rights of all and ensure the lasting protection of the planet and its
natural resources. My mentor and first editor of Career Development
Learning and Sustainability Goals: Considerations for Research and Prac-
tice, Sarah O’Shea, guided my thinking and helped me find a way to pursue
my passion at a time when interdisciplinary thinking and sustainable
development where not at the forefront of university conversations. I am
today internationally recognised for my expertise on these topics. I wish I had
this guidance 20 years earlier when I was leaving University, a time when
future paths are multiple, inequitable, unforgiving and complicated.
We live in a complex and interconnected world and never has knowing
one’s direction and employability options been so critical. This book captures
this philosophy and provides the latest literature, approaches and possibilities
to ensure career development learning (CDL) becomes mainstream in our
society and a vital part of our education as it is critical in helping to achieve
the SDGs. Embedding career education in learning is essential for our
societies, our economies and our planet. SDG4, Quality Education challenges
us to “ensure inclusive and equitable quality education and promote lifelong
learning opportunities for all” (United Nations, 2021). As the authors discuss
in this book, CDL is essential for a quality education. We know that edu-
cation and training increases the knowledge, skills and capabilities of indi-
viduals. If we can inspire and clarify career aspirations during that education,
irrespective of gender, abilities, age and vulnerabilities we can improve the
productivity of the workforce. Imagine a world of work fully inclusive of
persons with disabilities (currently 48% of working-age people with dis-
ability in Australia are employed compared with 80% without disability
SDG10) (AIHW, 2020). Decent work for all (SDG9) leads to income coming
into the home, growing food security (SDG2), economic growth and
increasing the health and well-being of our communities (SDG3) helping to
vii
viii Foreword
build sound human resource development of a country, a foundation for
sustainability. A lack of CDL in our education systems threatens the
achievement of SDGs as set under the 2030 Development Agenda.
Not only are the SDGs dependent on CDL but they can also support career
education implementation. The global goals can be used to generate ideas on
occupations that students may like to pursue. The challenges and opportu-
nities can be used to expand career aspirations and the SDGs can connect
work aspiration to a bigger purpose and that purpose can be a motivating
factor moving forward. While the SDGs are a beautiful framework for CDL
involving both the individual and those with responsibility for carriage, we
are all in this together and this book shows how through multi-stakeholder
partnerships (SDG17) we can ensure career aspirations and outcomes for
young people.
Having seen first-hand the editors’ impact in the education and inclusivity
space, I know you will take away immediate thoughts for action as you
further understand CDL and its potential to change our world and our futures.
Assoc. Prof. Belinda Gibbons
University of Wollongong
Wollongong, NSW, Australia
e-mail: [email protected]
Acknowledgements The research described in this book was funded bythe Australian
GovernmentDepartmentofEducation,SkillsandEmployment(DESE),commissionedby
NationalCentreforStudentEquityinHigherEducation(NCSEHE).
References
AIHW (2020). People With Disability in Australia. Australian Institute of Health and
Welfare (AIHW). https://www.aihw.gov.au/reports/disability/people-with-disability-in-
australia/contents/key-data-gaps/existing-data-sources-and-challenges
United Nations (2021). https://sustainabledevelopment.un.org/?menu=1300 Sustainable
Development Goals Knowledge Platform.
Contents
1 Introduction to Career Development Learning
and Sustainability Goals: Considerations for Research
and Practice .. .... ..... .... .... .... .... .... ..... .... 1
OliviaGroves,KylieAustin,JodiLamanna,andSarahO’Shea
Part I Partnerships and Collaborations in CDL Research
2 Partners in Career Education: Exploring Collaboration
Between Universities, Schools, Industry, Communities
And Vocational Education Providers in Developing Best
Practice Career Approaches .. .... .... .... .... ..... .... 17
Kylie Austin and Sarah O’Shea
3 Co-Creating End-To-End Student Experiences in Career
Development Learning .. .... .... .... .... .... ..... .... 31
Mollie Dollinger, Jason L. Brown, and Belinda D’Angelo
4 Using Community-Based Participatory Research in Rural
Career Development Learning Partnerships . .... ..... .... 45
Jessica Woodroffe, Sue Kilpatrick, Sarah Fischer,
and Nicoli Barnes
Part II Innovative Methodologies in CDL Research
5 “I Don’t Feel Anxious [Talking] to You”: Inclusive
Methodologies for Researching the Educational
and Vocational Experiences of University Students
with Disability .... ..... .... .... .... .... .... ..... .... 65
Olivia Groves
6 Linking Diverse Datasets to Inform Career Development
Learning for Students from Low SES Backgrounds.... .... 79
JaneCoffey,SiobhanUnwin,SherryBawa,andDawnBennett
7 Supporting Equity Students’ 21st-Century Career
Construction Needs Out-Of-The-Box Approaches. ..... .... 91
Maria Raciti
ix
x Contents
8 “It’s Very Reflective, Looking Back on What Decisions
Were Made and Where the End Result Kind of Came
from”: Visual Mapping in Career Development
Learning Research. ..... .... .... .... .... .... ..... .... 107
Olivia Groves
9 Ethical, Methodological and Practical Considerations
When Researching Children’s Perspectives of Career
Education Programmes .. .... .... .... .... .... ..... .... 125
Nicola Cull and Peter O’Callaghan
10 Ensuring Equitable and Inclusive Career Development
Learning Research: Provocations and Practical Lessons .... 141
Olivia Groves, Sarah O’Shea, and Kylie Austin
