Recent findings from the OECD’s 2025 report The State of Global Teenage Career Preparation confirm what educators in girls’ schools like Kambala have long observed: young women are aspiring higher, and a girls’ education plays a critical role in supporting those ambitions.
The aforementioned report and the graph below informed by that report, reveal a notable shift over the past two decades. In 2000, girls’ top career choices included traditionally gendered roles such as hairdresser or office clerk. By 2022, those had been replaced with professions like architect, psychologist and veterinarian, with over 50% of girls now aspiring to one of ten professional careers, including doctors. This evolution reflects growing confidence and opportunity awareness among young women and is magnified at Kambala with the table below reflecting the areas of aspiration and achievement of our most recent alumni.
A girls’ school environment fosters this upward momentum as students see themselves in leadership roles, explore non-traditional pathways and challenge societal expectations. Without the presence of gender stereotypes that can subtly shape classroom interactions and participation, girls are empowered to engage more freely in the Sciences, Politics, Law and Entrepreneurship. Kambala, with a strong culture of aspiration and pastoral support is uniquely placed to address what the OECD refer to as an “aspiration gap” by fostering confidence, connection, and clarity in future planning. This is reflected in the individual subject selection interviews that are ongoing with every Year 10 student as they make plans for their final two years of academic school study.
This global data affirms, the right environment can make all the difference. At Kambala, we are proud to equip our students with the confidence, ambition and vision to aspire beyond limits and achieve.
Reference: here
Ms Carolyn Gedling
Deputy Principal – Academic