HOW and when do we decide what our 'career' will be?

We all know we’re in the midst of a rapidly changing global economy, and digital landscape. Increasing digital inclusion in a constantly changing environment is tough! A New Zealand Government report “Digital New Zealanders: The Pulse of Our Nation” shows that while an average of 15% of families across the country are without internet access, most of them are packed into low socioeconomic areas.  And by the end of 2022, 87% of Kiwis should have access to ultra-fast broadband (UFB), putting New Zealand among the top five OECD countries for the proportion of the population with access.
 
Worldwide, 71% of 15-24 year olds are online. OECD data shows adults without information and communications technology (ICT) experience, even if employed, are likely to earn less than those with ICT skills.
 
We know that there’s paid growth in new digital jobs and these can be accessed and delivered remotely with access to good internet and the capability to do so.
 
While it seems the overarching infrastructure is well underway, access is only one indicator of digital inclusion, people must also have the motivation, skills, and confidence to go online.
 
Napoleon Hill was said to have come up with the phrase:

 "Whatever the mind of (wo)man can conceive and believe, it can achieve."

A small percentage of any population are the big thinkers, the ones that can conceive of new, bold vocations. It’s the mass middle, the broader base and majority of young people that may have difficulty conceptualizing roles yet to form, or that do exist but not within their reality or perceived reach.  This audience will benefit greatly from visibility on roles, pathways, and people ‘like me’ who are in these roles. A one percent lift in income for the mass middle, has a significant impact on the whole economy not just financially, but in terms of engagement, impact and wellbeing.
 
Career Education and Guidance in New Zealand Schools report states “We know that students become more engaged with learning if they are thinking about and preparing for the next steps in their lives. Young people who have learned to manage their own journeys through life are equipped to seize and create opportunities and participate fully in society and the economy.”
 
Assisting them to broaden their expectations and showcase more diverse possibilities for what those next steps can be, is essential. What exists today, may not exist tomorrow, so the imperative is even greater to help rangitahi see what’s possible.  
 
“A Review of Careers Information, Advice, Guidance and Education (CIAGE)” in New Zealand by the PPTA shows the following:
 
“There is no shortage of careers information available, in fact there is probably too much information, but the key question is how well the information is packaged to meet the needs of learners and their families/whanau, especially those who are not already well informed.”
 
“Research shows that young people use their families/whanau as a major source of careers information, and this can be problematic, especially when there is only limited experience and knowledge of career options within the family/whanau.”
 
It is therefore essential that young people and their whanau develop knowledge on the changing workplace and nature of jobs. 
 
In summary, young people are seeking career 'possibilities' between the ages of 12-14.5, and from there, narrow their choices down to what is seen as realistic? We need to expose them to newer, innovative, and broader roles, while they’re seeking possibility. The below model combines Ginzberg's career theory, with the New Zealand school career guidance model.

Career guidance kicks in around 15.5 ... a year AFTER rangatahi (young people) have already decided what's 'realistic' for them.
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So make sure you're the one shining the light on big, bold, bad a$$ women and careers from the moment these little humans hatch and every day after, you never know how you're positively shaping them.
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Image © Careering