School Completion Targets and the "Equivalence" of VET in the Australian Context

Autor/inn/en	Polesel, John; Keating, Jack
Titel	School Completion Targets and the "Equivalence" of VET in the Australian Context
Quelle	In: Oxford Review of Education, 37 (2011) 3, S.367-382 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2010.547316
Schlagwörter	Foreign Countries; Vocational Education; Graduation Rate; Educational Policy; Policy Analysis; Secondary Schools; Vocational Schools; Vocational Training Centers; Program Effectiveness; Labor Force Development; Dropouts; Nontraditional Education; Adult Vocational Education; Integrity; School Holding Power; Role of Education; Credentials; International Education; Australia; European Union; Norway; Sweden; United Kingdom (England); United Kingdom (Wales); United States + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Politics of education; Bildungspolitik; Politikfeldanalyse; Sekundarschule; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Vocational training center; Vocational training centre; Vocational training centres; Ausbildungseinrichtung; Berufsaufbauschule; Arbeitskräftebestand; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Non-traditional education; Alternative Erziehung; Integrität; Bildungsauftrag; Studienbuch; Internationale Erziehung; Australien; Norwegen; Schweden; USA
Abstract	Located differentially (and to its detriment) within a status hierarchy of knowledge, vocational education has been called upon to satisfy an increasing range of political and social needs, including meeting the needs of industry and government and catering for increasing pupil diversity. Faced with stubbornly immobile rates of school completion in Australia, policy makers have turned to vocational education and training to play a part in achieving higher rates of school completion or its "equivalent". This has been principally in the form of proposing alternative qualifications to the existing senior school certificates and increasing the role played by adult vocational education and training (VET) providers. This article considers the contribution of these various policy initiatives to progress in achieving school completion targets--focusing on current approaches to provision of vocational programmes (both in schools and in other providers), the equivalence of qualifications and the relative strength of non-school pathways. It questions the integrity of these "alternative" measures of school completion and challenges the notion that VET, delivered within a secondary school subject paradigm, can produce the gains in participation required to reach these targets. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10