WEBVTT - 20% of kids don’t finish Year 12.  Does it really matter?

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<v Speaker 1>The report says that over twenty percent of students don't

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<v Speaker 1>finish a year at twelve. Does that matter?

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<v Speaker 2>Yes and no.

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<v Speaker 3>It's a short answer is no, it doesn't matter as

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<v Speaker 3>long as people young people leave school with options, and

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<v Speaker 3>not all people do, so I think it's a good

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<v Speaker 3>one to keep on top of just to understand what

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<v Speaker 3>our education system is doing in regards to preparing young

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<v Speaker 3>people for the world.

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<v Speaker 2>But at the end of the day, as long as

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<v Speaker 2>they have options, it's okay. But that's not always the case.

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<v Speaker 1>Because for me, it seemed that when I was at

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<v Speaker 1>school up to year ten was essentially just to keep

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<v Speaker 1>you in school. It was only the kids who actually

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<v Speaker 1>wanted to learn anything that went on to eleven and twelve.

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<v Speaker 1>Do you think that's the case.

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<v Speaker 2>Let's break it down a little bit.

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<v Speaker 3>Over the last fifteen years, broadly, the number of people

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<v Speaker 3>leaving school before year twelve has increased, So that's it's

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<v Speaker 3>studied a little bit over the last couple of years, but.

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<v Speaker 2>It has increased as well.

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<v Speaker 3>And I think what's happened since you're at school and

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<v Speaker 3>even in some respects since I was at school, they

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<v Speaker 3>were like, look, I think there's twelve years worth of

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<v Speaker 3>learning that everyone should have no matter what. But then

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<v Speaker 3>we know there's exceptions and things like that. So I

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<v Speaker 3>think the interesting parts is that's been declining. We want

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<v Speaker 3>to make sure that people are leaving school with options.

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<v Speaker 3>There's probably a baseline level we want people to leave with,

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<v Speaker 3>whether they're going onto university or a trade or anything else.

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<v Speaker 3>We're just trying to strike the right balance there and

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<v Speaker 3>keep on top of that.

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<v Speaker 1>I feel that once you got into high school there

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<v Speaker 1>should have been some direction as to what to do

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<v Speaker 1>after you leave school, whereas you were still learning things,

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<v Speaker 1>but there was no real life experience. Do you think

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<v Speaker 1>that that's changed.

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<v Speaker 3>A bit a bit to a degree. I know many

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<v Speaker 3>schools now and there's up to twenty thirty percent of

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<v Speaker 3>students in year eleven and twelve that actually do and

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<v Speaker 3>finish school with a vocational certificate. So they're working in workplaces,

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<v Speaker 3>they're working in conjunction with a school and a registered

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<v Speaker 3>training organization to really get that practical experience, and often

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<v Speaker 3>they're starting that from year ten, year eleven, and sometimes

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<v Speaker 3>they're leaving through that process when the apprenticeship or the

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<v Speaker 3>training takes over and a job comes out of that.

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<v Speaker 2>So I think that's increased.

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<v Speaker 3>That's increased in my experience, that kind of practical connection

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<v Speaker 3>to industry. Is it where we need it to be

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<v Speaker 3>to enable people to finish school with a decent amount

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<v Speaker 3>of experience in what they need. I'm not quite so sure.

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<v Speaker 1>Because that seemed to be Again, that seemed to be

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<v Speaker 1>the issue. Do you find that a lot of people

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<v Speaker 1>don't remember the things that they learned at high school?

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<v Speaker 3>Short answer is yes, for sure. There's many things so,

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<v Speaker 3>and I hug back in mind. I've got both in

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<v Speaker 3>a professional capacity but also in a personal capacity with

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<v Speaker 3>children there in the end of their schooling. Myself, some

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<v Speaker 3>of that I look at and going, when do we

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<v Speaker 3>ever need to know that? But what I think schools

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<v Speaker 3>have done different. And then this is another observation as

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<v Speaker 3>a parent, if anything else, is the breadth and diversity

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<v Speaker 3>of subjects offered to young people these days is way

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<v Speaker 3>more than when I was younger. So they're learning about economics, psychology, law,

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<v Speaker 3>practical things as well in school. So I think that

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<v Speaker 3>stuff's going to be more relevant when it was a

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<v Speaker 3>cookie cutter, one size fits all. Absolutely. I think we're

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<v Speaker 3>learning things that we never put to use down the

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<v Speaker 3>track as well. So young people have the up chance

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<v Speaker 3>to stream and follow their interests a little bit more

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<v Speaker 3>and hopefully that reduces things that they're learning that they

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<v Speaker 3>never use again.

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<v Speaker 1>And is that leading up to year ten not necessarily

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<v Speaker 1>year eleven or twelve.

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<v Speaker 3>Well, each school does it a little bit differently. I

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<v Speaker 3>think there is. I think it's a little bit more

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<v Speaker 3>homogenized and is similar to probably what we experienced at

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<v Speaker 3>the moment at that age. Yes, I think in year

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<v Speaker 3>eleven and twelve it's a little bit more diverse. But

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<v Speaker 3>some schools want young people to go through every subject

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<v Speaker 3>because it opens them up to things that they may

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<v Speaker 3>not have even chosen, but it gives them an interest

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<v Speaker 3>as well, So schools approach that differently. But yeah, I

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<v Speaker 3>think they are a little bit more standard to what

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<v Speaker 3>we probably saw when we're at school.

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<v Speaker 1>And don't get me wrong, I think that schools are

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<v Speaker 1>very important and it's very important for you to learn

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<v Speaker 1>all kinds of things, if nothing else, just to get

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<v Speaker 1>you into that mindset. But it seemed to me that

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<v Speaker 1>it wasn't until the end or the middle of year ten,

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<v Speaker 1>when back in those days it was the cees which

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<v Speaker 1>we to provide you with ideas of where you could

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<v Speaker 1>go next via a handbook. So basically they gave you

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<v Speaker 1>a handbook and said these are careers you could follow

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<v Speaker 1>if you want to, But there was no real direction

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<v Speaker 1>from any of the teachers or from the education department

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<v Speaker 1>apart from that.

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<v Speaker 3>Has that changed, probably not as quickly as we'd hope

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<v Speaker 3>it to do. There's definitely been some changes in that area.

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<v Speaker 3>But I think up until year ten, and look, there's

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<v Speaker 3>different schools of thoughts there, like do you need a

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<v Speaker 3>young person in year seven, year eight, year nine thinking

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<v Speaker 3>at career at that stage or is it a little

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<v Speaker 3>bit of a step back for them to kind of

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<v Speaker 3>just enjoy that process to learn As what you've said there,

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<v Speaker 3>what year do you start to introduce the concept of

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<v Speaker 3>a career. In my experience, in the middle of year

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<v Speaker 3>ten it comes out of rush.

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<v Speaker 2>You kind of.

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<v Speaker 3>Feel like, can your whole career and life decision in

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<v Speaker 3>the middle of the year ten using your year eleven

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<v Speaker 3>and twelve subjects or an apprenticeship If that's the past

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<v Speaker 3>way you go down, I think they could stage it

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<v Speaker 3>in secretce it in a little bit more, you know,

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<v Speaker 3>a little bit more slow burned throughout that because it

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<v Speaker 3>does seem to I'm at a rush, but I think

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<v Speaker 3>it's improved slightly.

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<v Speaker 2>But yeah, I think there's ways to go there.

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<v Speaker 1>So by year nine, from my memory, you would have

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<v Speaker 1>been fourteen years of age, and then by year ten

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<v Speaker 1>you would have been fifteen years of age.

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<v Speaker 2>But I got that right, Yep, that sounds right.

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<v Speaker 1>Okay, So I think that by year nine you should

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<v Speaker 1>be trying to get the idea in kids' heads what

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<v Speaker 1>they'd like to do next. Do you think that's too soon?

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<v Speaker 3>No, I don't think it is like a fourteen year

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<v Speaker 3>old is starting to think about that naturally anyway, So

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<v Speaker 3>schools could meet that person there, that young person there.

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<v Speaker 3>I don't know many four en year olds that haven't

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<v Speaker 3>started to think about that. That their parents or their

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<v Speaker 3>uncles and arniees or whatever the case may be, but

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<v Speaker 3>haven't started asking a fourteen year old in a more

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<v Speaker 3>material sense what that career pathway should be for them.

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<v Speaker 3>So I think that's an entirely appropriate age to do it.

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<v Speaker 3>I think the busyness of school years mean that we

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<v Speaker 3>kind of stick with some of the things that we've

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<v Speaker 3>already done in that space. I'm not sure we're fully

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<v Speaker 3>meeting a fourteen year old's needs in that area. Yeah,

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<v Speaker 3>but I think it is improving slightly, but maybe not

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<v Speaker 3>at the pace we need.

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<v Speaker 1>And the other thing that I think that you know,

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<v Speaker 1>they could bring in if they haven't brought in now.

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<v Speaker 1>As I said, it was fifty years ago since I

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<v Speaker 1>was at school, but there was no practical life advice.

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<v Speaker 1>How to apply for a credit card, how to dress

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<v Speaker 1>for an interview, how to get a home loan, how

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<v Speaker 1>to buy a car, things like that that you suddenly

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<v Speaker 1>find yourself in the real world having no knowledge about.

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<v Speaker 2>Yeah, and they're very important things.

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<v Speaker 3>You don't want a seventeen to eight in year old

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<v Speaker 3>finishing year twelve and as an adult essentially, and you know,

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<v Speaker 3>signing a mobile phone contract, well that's it. Yeah, taking

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<v Speaker 3>on other kinds of things as well. So I completely

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<v Speaker 3>agreed to you, And to be honest, I don't see

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<v Speaker 3>too much of that. I think that there's a few

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<v Speaker 3>better programs, and I think non school organizations have incursions

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<v Speaker 3>and things like that where they do try and teach

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<v Speaker 3>and train some of those things, but that depends on

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<v Speaker 3>the school itself. I haven't seen that come through a

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<v Speaker 3>curriculum in any material sense. I think it depends on

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<v Speaker 3>the school and what kind of organizations they work in

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<v Speaker 3>partner with, depending on you know, it depends on how

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<v Speaker 3>they do that as to what level they get of

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<v Speaker 3>that education while still at school,