Abstract
Many of Australia’s most in-demand occupations did not exist five years ago (World Economic Forum, 2016) and the rapidity of change is particularly pertinent to Science, Technology, Education and Mathematics (STEM). McCrindle
(2018) reports that 75% of the fastest-growing occupations in Australia relate to STEM disciplines. Also growing is the extent to which the nature of work is changing: for example, Australians have an average of five different
careers and 17 jobs across their working lives (Alpha Beta, 2015). Graduates, then, are increasingly likely to encounter work which is precarious and complex and which demands new skills, knowledge and experience across the
career lifespan. It follows that if Western Australian STEM graduates are to successfully
transition into and through the labour market,
they need to learn how to learn and how to
navigate change.
(2018) reports that 75% of the fastest-growing occupations in Australia relate to STEM disciplines. Also growing is the extent to which the nature of work is changing: for example, Australians have an average of five different
careers and 17 jobs across their working lives (Alpha Beta, 2015). Graduates, then, are increasingly likely to encounter work which is precarious and complex and which demands new skills, knowledge and experience across the
career lifespan. It follows that if Western Australian STEM graduates are to successfully
transition into and through the labour market,
they need to learn how to learn and how to
navigate change.
| Original language | English |
|---|---|
| Publisher | Developing EmployABILITY |
| Commissioning body | Developing EmployABILITY |
| Number of pages | 8 |
| Publication status | Unpublished - 2019 |
| Externally published | Yes |