What do you want to be when you grow up? Nearly everyone has been asked that question — usually starting in elementary school, if not sooner. Nearly everyone asks that question of themselves — sometimes regardless of age or the stage of their careers.

The question takes on additional significance as educators ponder how young is too young to begin preparing for a career. Consider, too, so-called grownups change jobs. A lot. An average of 12 times over the course of their careers, by one estimate. The implications couldn’t be more important for businesses at the end of the labor pipeline or their efforts to recruit and retain talent.

As a kid growing up the midst of the space race in the 1960s, I thought I wanted to become an astronaut. Who didn’t? Inspired by Issac Newton and Marie Curie, I subsequently wanted to become a scientist and make important discoveries. Then something unexpected occurred. I took a part-time job in high school covering sports for my hometown newspaper. What I discovered instead was how much I enjoyed writing and reporting. I pursued science in college, but switched to journalism at the beginning of my sophomore year and fared considerably better personally and academically.

Although I’m nearly 60 years old and deeply in love with journalism, I still wonder what I’m going to be when I grow up. Fighter pilot is probably no more a realistic vocational goal at this point than lion tamer. Mountaineer sounds exciting, but also dangerous and, even more daunting, like a whole bunch of work. Still other possibilities come to mind. Maybe dive master? Leading scuba diving excursions through warm and clear water to tropical coral reefs seems like an enjoyable way to make a living. If nothing else, I remain determined to someday change at least one of my job titles — from aspiring novelist to published novelist.

What’s any of that got to do with workforce development or business? The question of whether or not there are efficient ways to prepare students for careers given the changing interests and priorities inherent in life.

Growing up in the 60s and 70s in a small town in Eastern Colorado, there were no organized efforts to direct students toward certain careers. Students at Strasburg High School directed themselves in deciding what classes to take or whether or not to participate in vocational training. Given my shift in interests, I’m not sure those efforts would have helped even if they’d been offered more insistently.

That’s part of what goes into the debate over how to best prepare students for careers. Even as schools ready students for college, there’s growing pressure to place less emphasis on college curriculum and more emphasis on vocational education. What about putting students who demonstrate certain abilities or aptitudes into certain classes?

There are arguments both for and against tracking. The earlier people start specializing, the more time they have to develop their skills. It also makes sense to give students an education best suited to their abilities and interests and not waste time on unnecessary classes. Conversely, studies of international test scores show students from countries that track earlier perform worse. Here’s the other thing: Students change their minds.

My two sons constitute prime examples. I believed my oldest son was headed for a career in journalism. My youngest son planned to study international relations and join the Peace Corps. My oldest son is now half way through the MBA program at Dartmouth and just started an internship at Goldman Sachs. My youngest son earned his CPA and works for one of the largest accounting firms in the country.

Both my sons received what I consider excellent educations at Grand Junction High School that included a load of Advanced Placement classes. But neither of them took a single class related to finance or accounting.

So what’s the best way to prepare students for careers? The answer probably has a lot to do with accessibility and flexibility. Those students who have a clear direction in mind need an education that suits their abilities and interests, whether that’s getting ready for college or a vocational career. Businesses can help in providing opportunities for internships and apprenticeships. Otherwise, it’s important to develop in students the abilities to work with technology and think critically — broader skills that apply to whatever careers they choose.

As for me, my vocational aspirations remain pliable. Every bit as pliable as my definition of what constitutes growing up.