Quasi-Market Reforms and Vocational Schooling in England and Wales: An Economic Analysis. Division of Economics Working Paper.

Autor/inn/en	Davies, Peter; Adnett, Nick
Institution	Staffordshire Univ., Stoke-on-Trent (England). Business School.
Titel	Quasi-Market Reforms and Vocational Schooling in England and Wales: An Economic Analysis. Division of Economics Working Paper.
Quelle	(1998), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Admission (School); Education Work Relationship; Educational Attitudes; Educational Change; Educational Needs; Educational Policy; Educational Practices; Educational Quality; Employment Qualifications; Foreign Countries; Information Needs; Labor Market; Occupational Information; Parent School Relationship; Postsecondary Education; School Choice; Student Motivation; Student School Relationship; Vocational Education; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsreform; Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; Bildungspraxis; Quality of education; Bildungsqualität; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Ausland; Information need; Informationsbedürfnis; Labour market; Arbeitsmarkt; Berufsinformation; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Post-secondary education; Tertiäre Bildung; Choice of school; Schulwahl; Schulische Motivation; Schüler-Lehrer-Beziehung; Ausbildung; Berufsbildung
Abstract	The creation of a quasi-market in England and Wales schooling has changed pupil, parent, and school behavior in a way that has reinforced the dominance of traditional, academic schooling. A study summarized results of research into this quasi-market behavior, with particular emphasis upon the upper secondary age group. The study found that while schools now face greater incentives to respond to consumer choice, only certain groups of consumers have been effectively empowered by these reforms. Schools thus respond only to the wishes of a sub-sample of consumers. In effect, they receive a signal that is biased against the provision of quality vocational schooling. This analysis can be linked to changes in structure of contemporary labor markets and the attempt to gain credibility for a national system of vocational qualifications. The analysis concludes with proposals that seek to improve the quality of the information flows between parents, schools, and the labor market. (Contains 50 references.) (Author/KC)
Anmerkungen	Staffordshire University Business School, Division of Economics, Stoke-on-Trent, ST4 2DF, United Kingdom. Fax: 01782 747006.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC