“Tomorrow’s skills” is the buzzword of educators and employers when talking about the challenge of preparing the next generation for the workforce.

Unfortunately the common phrase tends to be about all they share on the issue.

Long-running suspicions between business and educators have prevented communication and both sides are guilty of talking past each other. But the fact is, often we talk about the same things – differently.

However in a country the size of New Zealand, with an economy smaller than Sydney’s, we can no longer afford inefficiency in these pathways between school and tertiary and between school and work.

Stronger connections between schools and businesses are needed to foster the necessary workplace skills, which I classify as technical and soft.

‘Technical’ job skills include functional numeracy and literacy at their most basic, and then broaden from NCEA English Level I to nuclear physics. As jobs continue to change rapidly, so will these technical requirements.

‘Soft skills’ such as teamwork and communication now assume greater importance in the workplace, although they are not as widely held as you may think.

Careers advisors must assume a lot of the responsibility for fostering these skills among students.

This is not a role for a redundant teacher, but for the best and brightest among staff. Handing out pamphlets will no longer do. Technical knowledge is required as well as an emotional dimension and a deep understanding of people.

Careers advisors also need an appreciation for business and empathy for what employment and entrepreneurship is all about.

The best way to improve understanding between the two groups is to connect schools with local employers in a way that is intentional and ongoing.

This could take many forms, from students visiting a local business or businesses taking part in a school programme. The New Zealand Enterprise Trust already coordinates??? projects of this type.

The nature of school careers advice also needs attention., as highlighted by research showing a third of students embarking on tertiary study drop out in their first year.

A problem I see is that students with skills more suited to trade-based careers are often inappropriately encouraged to go to university.

Not only do they give up on their qualifications, but also they are unnecessarily burdened with debt and repelled by the tertiary experience.

We need to confront cultural biases and common views of trades as dirty and unimaginative.

Plenty of baby boomers still seek something better for their children than “working with their hands”. However, those views are simply outdated as trades people enjoy strong demand and many command healthy incomes in the market.

These opportunities in trade and business more generally need to be promoted to careers advisors, parents and the education community. And stronger school-business links will help students see these for themselves.

Schools need to work harder to inform students of entry points to these industries and help students position themselves for these jobs.

Students may be more motivated to aim beyond the minimum NCEA requirements if they feel their learning is endorsed by employers and better connected to a future career.

Generation-Y regards work differently to previous generations and it’s time for careers advice to reflect this.

I’m not confident the current nine-to-five, Monday to Friday paradigm job will hold the sway it does now, as work becomes more fluid in the future.

A long-term job with a defined career structure is just one of the options open to young people today. They can choose to work for themselves and be entrepreneurs, or seek work for reasons other than money or experience.

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