Gleeson students upskill for real world
Schools
Gleeson College Year 10 students are financially savvy after completing a Microcredential in Personal Financial Management.
A microcredential differs from a full qualification such as a VET Certificate in that it is a certification of assessed learning or competency.
Key teacher of Microcredentials at Gleeson, Marisa Favilla, said this meant students achieved competency in a set of skills that were recognised by industry.
Mrs Favilla was among Catholic school teachers participating in microcredential workshops provided by Catholic Education SA in partnership with Matthew Dale from Educonomy.
She said the workshops came about in response to employer feedback that essentially stated that all students come out of school with a report card with grades in a variety of subjects, but what they are looking for in a potential employee is ‘what skills does the applicant bring to the table?’.
“Therefore, the importance of a microcredential is that it certifies competency in a set of skills that are recognised by industry, enhancing the employability of Gleeson students.” Mrs Favilla said.
“It focuses on developing young people to become capable learners, by developing real-world skills and knowledge. It also provides a valuable opportunity for students to develop their Learner Profile capabilities recognised by the SACE Board.”
It is the first of many microcredentials being offered to students at Gleeson College.
“My teaching background covers an array of subjects including Accounting, Business Innovation and Economics,” Mrs Favilla said.
“Every day the papers are full of stories of adults who are in overwhelming debt, or stories about how housing affordability is now out of reach for many young people.
“I made it my mission to ensure that students gained the knowledge and skills to avoid being burdened by escalating debt and the skills to work towards affording a holiday or buying their own property.”
Mrs Favilla saw it as an opportunity to teach Year 10 Commerce students critical life skills in budgeting and debt avoidance.
“I was aware that many of my students have casual jobs, some of whom are earning an average of $350 per week even at Year 10. By Year 12 students are working more shifts and earning much more,” she said.
“Many students also have credit cards but have no concept of the interest charges attached to them. It became very clear to me that while many students are earning an income, they have no knowledge of debt products or the importance of saving and investing. Zero financial knowledge and skills.”
Students were also taught how to boost superannuation to ensure a quality lifestyle in retirement.
“The response from parents was amazing,” Mrs Favilla said.
“Many wished they had been taught this when they were at school. Students were inspired to put their knowledge to good use; 95 per cent established a savings account with a set savings pattern and a savings goal in mind. The only students who didn’t were those who did not have a casual job.”
Several students saved for their first car, another saved up to see Taylor Swift in Sydney including tickets, flights and accommodation. Another student saved $1000 spending money for their family holiday.
“In 2024, several students not only established a regular savings pattern, but with the help of their parents, established an investment portfolio by getting parents to help them purchase Government bonds or shares,” Mrs Favilla said.
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