Exhibit 9.2 (continued)
Future Careers
Q450 In which areas would you like to work after you finish your education?
Q545 Which areas of work do you think offer the most potential for your child in (his/her)
future career?
Q527 Which areas of work do you think offer the most potential for your students in their
future careers?
School Base: School respondents and plan to work
Parent Base: All parents
Teacher Base: All teachers
Total
Total Total
Students
Parents
Teachers
Base . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1064 . . . . .2017 . . . . .1010
%
%
%
Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .- . . . . . . . .* . . . . . . . .*
Operative unskilled (truck diver, carpet
installer, construction) . . . . . . . . . . . . . . . . . .- . . . . . . . .* . . . . . . . .1
Restaurants or hotels . . . . . . . . . . . . . . . . . . . . .9 . . . . . . .4 . . . . . . .43
Retail (stores) . . . . . . . . . . . . . . . . . . . . . . . . . .8 . . . . . . .6 . . . . . . .50
Sales/marketing/advertising . . . . . . . . . . . . . . . .* . . . . . . . .1 . . . . . . . .1
Scientist/science related . . . . . . . . . . . . . . . . . .3 . . . . . . .3 . . . . . . . .1
Service worker (day care/hairdresser) . . . . . . . .2 . . . . . . . .* . . . . . . . .1
Skilled craftsmen (drafting, carpenter,
electrician) . . . . . . . . . . . . . . . . . . . . . . . . . .1 . . . . . . .1 . . . . . . . .1
Social service agencies . . . . . . . . . . . . . . . . . . . .7 . . . . . . .10 . . . . . . .33
Too young/too early to tell . . . . . . . . . . . . . . . .- . . . . . . . .* . . . . . . . .-
Veterinary/animal care . . . . . . . . . . . . . . . . . . .2 . . . . . . .2 . . . . . . . .*
Whatever (he/she) is good at/whatever
makes (him/her) happy/it's up to (him/her) . .- . . . . . . . .* . . . . . . . .-
Other . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .- . . . . . . . .2 . . . . . . . .-
Something else . . . . . . . . . . . . . . . . . . . . . . . . .* . . . . . . . .- . . . . . . . .-
None . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .- . . . . . . . .- . . . . . . . .-
Don't know . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 . . . . . . .4 . . . . . . . .-
Do not plan to work . . . . . . . . . . . . . . . . . . . . .- . . . . . . . .- . . . . . . . .-
No answer . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 . . . . . . . .- . . . . . . . .1
Important Aspects of Jobs
What characteristics of jobs do secondary school students consider to be the most
important? Students are most likely to mention having a job were they can earn lots
of money (47%), that allows time for personal or family activities (44%), where they
can have fun at work (35%) and that is meaningful to them (30%) (Exhibit 9.3).
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