Policy influences on the implementation of vocational education and training in australian secondary schools 1

Malley, Jeff; Keating, Jack

doi:10.1080/13636820000200146

Cited by 16 publications

(12 citation statements)

References 2 publications

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“…However, they also note a considerable number of weaknesses, including (Malley et al, 2001): multiple objectives caused by the separation between Commonwealth and state governments; problematic applications of quality and benchmark concepts; limited entry-level vocational concepts and qualifications; vague data about participation and retention rates; funding and resourcing difficulties; lack of flexibility, limiting change and innovation; lack of appropriate performance measures; relatively low employer participation; and maintenance of the supply of vocational teachers.…”

Section: Donna Pendergast and Chris Cooper 87mentioning

confidence: 96%

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Hospitality and Tourism VET in Schools

Pendergast

Cooper

2003

Journal of Teaching in Travel & Tourism

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Section: Donna Pendergast and Chris Cooper 87mentioning

confidence: 96%

“…(MCEETYA, 1999b) Malley, Keating, Robinson and Hawke (2001) argue that the strengths of VET in Australian schools are:…”

Section: Donna Pendergast and Chris Cooper 87mentioning

confidence: 99%

Hospitality and Tourism VET in Schools

Pendergast

Cooper

2003

Journal of Teaching in Travel & Tourism

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“…In April 1998, movement towards a national agreement on VET in schools was achieved when federal and state education ministers committed school authorities to NTF and ARF competency-based training packages and procedures. The late 1990s were marked by a rapid expansion of VET subjects and pathways in senior secondary education across Australia (Malley et al 2001). 5.…”

Section: Notesmentioning

confidence: 98%

National agendas in global times: curriculum reforms in Australia and the USA since the 1980s

Savage

O’Connor

2014

Journal of Education Policy

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This paper provides a comparative analysis of national curriculum reforms in Australia and the USA, set against the backdrop of global trends since the 1980s. The analysis is driven by an interest in the reconstitution of national policy spaces in global times, and draws particularly upon Stephen Carney's notion of global policy-scapes as a way of understanding the complex and disjunctive flows of transnational policy ideas and practices. The paper begins by arguing that reforms since the early 1980s have been driven by global panics about globalisation, equity and market competitiveness. These global influences have underpinned parallel reform attempts in each country, including the development of national goals in the late 1980s, failed attempts at national standards in the early 1990s and rejuvenated attempts towards national consistency in the 2000s. Building on this, we argue that despite shared global drivers and broad historical similarities, reforms in each country remain distinct in scope and form, due to several unique features that inform the national policy space of each country. These distinctive national policy spaces provide different conditions of possibility for reform, reminding us that despite global commonalities, policy reforms are relational and locally negotiated.

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“…Despite these problems, it has also been argued that applied learning has helped to democratise the curriculum by increasing retention (Sweet 2008) and engaging disaffected youth (Te Riele and Crump 2002), as well as accommodating the broader range of learners entering school since near-universal participation in secondary schooling became the norm over 20 years ago (Malley et al 2001). Moreover, while these broad patterns suggest a status differentiation in the curriculum and a lack of parity of esteem for vocational learning in secondary schools, they do not examine the views of students themselves (and sub-groups of students) regarding vocational programs in schools.…”

Section: Introductionmentioning

confidence: 98%

The marginalisation of VET in an Australian secondary school

Polesel

Clarke

2011

Journal of Vocational Education & Training

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It has been argued that the culture and traditions of secondary schooling explicitly exclude vocational learning from the mission of secondary schools. Analyses have further highlighted the role played by vocational learning in sifting and sorting students by social background. In many continental systems, Germany, France or Italy for example, the fragmentation of the upper secondary curriculum into general and vocational tracks has been the means by which the 'integrity' of the academic stream has been maintained. In the Australian context, the abolition of technical schools in favour of a more comprehensive model of provision has not erased existing social inequalities. This article argues that the maintenance of the dominant academic curriculum and its associated forms of knowledge has involved a number of processes designed to exclude or accommodate different kinds of learners, to marginalise applied learning pedagogies and curricula and to ensure differentiated learning experiences for different subgroups of young people. Drawing on views and perspectives of students and teachers in a large secondary school in an industrial provincial city of Australia, this article presents an analysis of the school-level processes which have contributed to the construction of the learner identity of students in vocational programs in Australian schools.

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Policy influences on the implementation of vocational education and training in australian secondary schools 1

Cited by 16 publications

References 2 publications

Hospitality and Tourism VET in Schools

Hospitality and Tourism VET in Schools

National agendas in global times: curriculum reforms in Australia and the USA since the 1980s

The marginalisation of VET in an Australian secondary school

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