Economics and Business
(levels 9-10)
Work and work futures
Enterprising skills & capabilities
Anita Forsyth
Monash University
Introduction
We are currently undergoing big economic
shifts and the most significant disruption in the
world of work since the industrial revolution.
Introduction (cont’d)
This session will explore how aspects of the
level 9-10 E&B Victorian curriculum can inform
students about how work is changing and the
skills employers are looking for in the
21st century in order to ensure students are
prepared as productive participants in the new
world of work and are able to drive economic
and social progress in the years to come.
Introduction (cont’d)
A young person today is going to need more than
a qualification.
The facts
• a young person is likely to have 17 jobs over 5 industries
across their lifetime
• it is now taking a young person aged 15 to 24 4.7 years
on average to find a full time job
• jobs of the future demand enterprise skills 70% more
than jobs of the past
Introduction (cont’d)
• young people are going to need to be entrepreneurial &
innovative to manage the diverse stages of their working
lives
• they are going to need to be job builders and creators in
their future rather than being job seekers
• they are going to need a toolkit of transferable,
enterprise (21st century) skills and they need to start
developing these early!
Introduction (cont’d)
An enterprising mindset includes skills such as
• the ability to think critically and assess information
• be creative and confident
• work in teams
• solve problems
• be financially and digitally literate
• a good communicator
• build effective relationships
• self regulate, etc…
Introduction (cont’d)
• enterprising young people are typically
optimistic about their future and have raised
aspirations for further education, training,
employment and self employment
E&B at levels 9-10
• Provides opportunities to plan curriculum, pedagogical and
assessment approaches to meet these challenges.
• For example, from the Achievement Standard - By the end of
Level 10,
Students discuss ways that this may be achieved and the
enterprising behaviours and capabilities that could be developed
by individuals to assist the work and business environments.
Students analyse the reasons why and how the work environment
is changing and discuss the implications this has for individuals,
businesses and the economy. Students identify economics and
business trends, explain relationships and make predictions.
Approaching E&B at levels 9-10
A school case study example
• Offers Humanities in 4 compulsory semester
units across Years 9-10
Year 9
• Semester 1 – Geography focus
• Semester 2 – History focus
Year 10
• Semester 1 – Economics and Business focus
• Semester 2 – Civics and Citizenship focus
Approaching E & B at levels 9-10
A school case study example (cont’d)
In addition to the semester of E&B, Year 10
students are required to work in teams to
undertake a purposeful, authentic task that
develops their enterprising, 21st century skills and
to present their work at an exhibition/conference at
the end of semester 1 or 2 (dependent in which
semester they are completing the task). Examples
of these projects will be outlined later.
Approaching E&B at levels 9-10
Year 10 Semester 1 - Economics & Business Unit
Timeline: 16 weeks approx.
The unit is made up of 4 topics:
• Topic 1. Work & work futures – 20-24 lessons (5-6 weeks)
• Topic 2. Economic performance & indicators - 12 lessons (4
weeks)
• Topic 3. Australia’s Trading Relationships - Doing Business in
Asia - 12 lessons (3 weeks)
• Topic 4. Managing the Finances - 12 lessons (3 weeks)
Work and work futures
The focus of this topic is on the content descriptors
including
Work & Work Futures
• Research the way the work environment is changing in
contemporary Australia and analyse the implications for
current and future work
• Examine the roles and responsibilities of participants in
the changing Australian or global workplace
Enterprising Behaviours & Capabilities
• Identify the ways enterprising behaviours and
capabilities can be developed to improve the work and
business environments
Topic 1 Work and Work Futures overview
• Technological change & digital disruption
• Changing work environments - hierarchical, flatter, flexible
• Reshaping work for the future: Technology, globalisation,
demographic change, work & society
• Impact of emerging technologies on the future - Robots,
Artificial Intelligence (AI), Internet of Things (IoT), the cloud,
Big data, augmented reality, etc…
• Where the jobs are/ are not
• The ‘New Basics’ - enterprise skills and the skills young people
need for the ‘new work order’, the importance of innovation,
entrepreneurship and the rise of self-employment.
Technological change and digital disruption
What is digital disruption?
Digital disruption is a transformation that is caused by emerging digital
technologies and business models. These innovative new technologies
and models can impact the value of existing products and services
offered in the industry. This is why the term ‘disruption’ is used, as the
emergence of these new digital products/services/businesses disrupts
the current market and causes the need for re-evaluation.
Technological change and digital disruption
Students research case study examples,
explaining how these cases have disrupted
current markets and caused the need for reevaluation in terms of business pressures,
work and work futures.
(CEDA Report Australia’s future workforce
2015 P79-84)
Digital disruptors and the
disrupted
Technological change and digital disruption
Disruptive innovations are creating new industries and business
models, and destroying old ones. New technologies, data
analytics and social networks are having a huge impact on how
people communicate, collaborate and work. As generations
collide, workforces become more diverse and people work longer;
traditional career models may soon be a thing of the past. Many of
the roles and job titles of tomorrow will be ones we’ve not even
thought of yet. (PWC 2016 The future of work – a journey to 2022)
Changing work environments
• Hierarchical, flatter, flexible
• Describe the changing work environments and predict how this
might impact work skills now and for the future.
• see Civics & Citizenship Alive 7 Australian Curriculum Edition
eBookPLUS (2017) pps. 94-96 and clips
https://www.youtube.com/watch?v=Chb3Mk7wVVQ
https://www.youtube.com/watch?v=eU55cdqHv44https://www.you
tube.com/watch?v=HEIHL6Zxtx0
Reshaping work for the future
• Five forces have been identified as having a significant effect
on work and work futures - 1.Technology; 2. Globalisation; 3.
Demography and longevity; 4. Society; and 5. Energy scarcity.
• Divide the class into five groups and allocate one factor to
each group. The group reports back to the class on how their
factor is likely changing/impacting work and work
environments.
See
CEDA Report Australia’s future workforce? (2015) pps 32-37
FYA The New Work Order (2015)
Impact of emerging technologies on the future
• Robots, AI, IoT, the cloud, Big data, etc…
• What are the effects/impacts of these technologies on
consumers? businesses? the economy? the workforce?
• Predict the sorts of jobs that are likely to be created? To
disappear? (check your predictions with the research in the
references below)
See
CEDA Report Australia’s future workforce? June 2015 , P38-46
FYA (2016) The New Work Mindset Report
https://www.youtube.com/watch?v=Tp7QkdSP Inside Udemy
offices/education MOOCs
Where the jobs are/are not
• Refer to these resources and draw up a table that
outlines jobs for the future compared to jobs that are
disappearing.
CEDA Report Australia’s future workforce? June 2015
P192-202
https://www.youtube.com/watch?v=9TgCMXhOo5Y
Phil Ruthven talk
Where the jobs are/are not (cont’d)
• Refer to the FYA The New Work Mindset report (2016) p. 15 and
21. The report describes 7 main job clusters in the Australian
economy based on skills demanded by employers. Discuss
which 3 job clusters appear to have the most potential for
employment for the future. Explain why these job clusters have
strong prospects.
• Discuss which two job clusters have weak future prospects.
Outline why this is likely.
The New Basics
Enterprise skills and the skills young people need for the ‘new
work order’, the importance of innovation, entrepreneurship and
the rise of self-employment.
FYA The New Basics Report (2016)
‘Jobs of the future demand enterprise skills 70% more than jobs
of the past’. P13
What are enterprise skills? These include creativity, critical
thinking, problem solving, teamwork, digital literacy, financial
literacy, communications, self regulation.
Work futures also indicates increasing opportunities around self
employment and entrepreneurship. Why?
See CEDA Report Australia’s future workforce? (2015) P179-191
The New Basics (cont’d)
• Important to consider that students can learn about enterprise
but being involved in enterprising activities where they
authentically apply and practise these skills is essential.
• Ensure teaching and learning opportunities for students are
built in across the topic study to practise enterprising skills – ie
working in teams; undertaking research and communicating
through written reports and presentations; problem solving
activities; activities involving critical and creative thinking;
using digital technologies to create, design, report, research,
present, etc…
• Design formative and summative assessment tasks associated
with the unit that specifically target the development of
enterprising skills. Where possible include an authentic
assessment task where students work is shared beyond the
classroom such as present findings at a school assembly; to
the careers staff; in an online, published report; etc…
Enterprise project
Students work in teams of 4 to undertake an enterprise project.
Students build their own ‘start up’ where they are required to
design and execute a project that contributes to the good of the
school, local or global community.
Half the cohort undertakes this project in semester 1 of Year 10,
the other half in semester 2 of Year 10.
Students are allocated two hours a week across a semester to
undertake their project.
Examples of specific projects have included:
-setting up and running a coffee cart for a major school event;
-designing an app to offer students across the school community
advice about study skills;
Enterprise project (Cont’d)
• organising a peer mediation program to support students in
school;
• organising and delivering community education programs
related to a local social or environmental issue including an
education program for parents following the introduction of the
Compass system at school;
• researching community issues (youth homelessness; setting
up a skate park; work futures; bicycle safety; etc…) and
presenting findings to the relevant local government agency;
• undertaking an occupational and health safety audit for the
school;
• researching education issues such as local education options
and proposed responses; truanting students were employed to
carry out research on truancy and proposed responses to the
school’s wellbeing team.
•
Enterprise project (Cont’d)
• students to undertake a review and evaluation of aspects of the
school’s curriculum, learning approaches, or other areas of
education. For example in response to a Student Attitudes to
School survey where the girls at the school rated ‘Stimulating
Learning’ much lower than the boys, a group researched how
this attitude might be improved and made recommendations to
the schools Curriculum committee about what might be
changed.
Resources
Civics & Citizenship Alive 7 Australian Curriculum Edition eBookPLUS
(2017)
Accenture research: https://www.accenture.com/au-en/insight-digitaldisruption-future-of-work
CSIRO Research
http://www.csiro.au/en/Research/D61/Areas/Data-for-decisions/StrategicForesight/Tomorrows-Digitally-Enabled-Workforce
CEDA Paper: Australia’s Future Workforce. June 2015.
http://www.ceda.com.au/research-and-policy/policy-priorities/workforce
Foundation for Young Australians – in particular the reports
The New Work Mindset (2016) http://www.fya.org.au/report/the-new-workmindset-report/
The New Basics (2016) http://www.fya.org.au/report/the-new-basics/
The New Work Order (2015) http://www.fya.org.au/report/new-work-order/
Resources
PWC (2016) The future of work – a journey to 2022 report
https://www.pwc.com/gx/en/managing-tomorrows-people/future-ofwork/assets/pdf/future-of-rork-report-v16-web.pdf
Tripod Enterprise Education http://www.tripod.edu.au/
ABW Enterprise Education http://www.abw.org.au
CONTACT US
Megan Jeffery
Curriculum Manager, Business and Economics
(03) 9032 1696
0428 374 149
[email protected]