The evaluation of the Career and Transition (CAT) pilot: supporting young people through their life, learning and work transitions: volume 1

This report presents the findings of the evaluation of the Career and Transition (CAT) pilot project. The CAT pilot was implemented in 2002 to test ways of delivering career and transition services for young people. It formed part of the immediate response to the recommendations of the former Prime Minister Howard's Youth Pathways Action Plan Taskforce in its report 'Footprints to the Future, (2001)'.  Through working closely with teachers, career advisers and principals in schools in project sites, CAT advisers assisted significant numbers of young people with their career and transition planning, by working through individualised Learning Pathways Plans. The CAT advisers were supported by Partnership Committees, whose members brought information about the local labour market, career options and support services to the projects. This evaluation sought to establish the ways in which the CAT pilot has provided enhanced career and transition support for young people aged 13-19 and their families, mainly through the examination of case studies. The case studies themselves are examined in volume 2 of the evaluation.

Findings of the evaluation indicate that a number of factors contributed to the success of the pilot. Most of the projects made young people more aware of existing career information resources, which were supplemented by the knowledge of local career-related information from the advisers and Partnership Committee members. They used a variety of strategies to make this information more accessible, for example, through career expos, industry days, career shops and mobile facilities. All projects sought to work in a complementary fashion with existing career service providers, including career advisers, career guidance staff, school counsellors and teachers. Relationships between CAT advisers and school personnel were generally very good, and the perceived independence of the advisers was highly valued by school staff and students. The projects reported that the development and implementation of Learning Pathways Plans was very useful in providing a framework and key tool for young people to explore and develop a range of options and to plan successful transitions. The LPPs were often referred to as an important tool for building relationships between young people and industry and broader community parties. Most of the projects found the action learning process to be helpful for reflecting on the lessons of the students’ experiences at various stages in the pilot.

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