Abstract
Course selection by year 11 and 12 students exert a significant influence on occupational outcomes of young people. While many studies have been conducted by the Australian Council for Educational Research (ACER) across a broad spectrum of schools, not much is known about this aspect in relation to Islamic School students. In this research, data was collected on student course choice from nine randomly selected Islamic schools across Australia. For the first time, the results reveal the most prevalent course clusters studied by students are Science, Technology, Engineering and Mathematics (STEM) aligned courses. Mathematics and sciences followed by legal and business studies sit at the peak of the course hierarchy. Long-held views and anecdotal evidence that suggest Arabic and Islamic Studies feature prominently in course selection proved to be unfounded. Preference for these courses are shown to be very low. Vocational Education & Training (VET) courses do not feature prominently in Islamic school curriculums to the disadvantage of students who may wish to pursue non-academic careers instead of opting for university inspired career paths. Professionally, medicine, engineering, law and business (in that order) are the most preferred occupations. We also find a conspicuous gender-based difference regarding course selection and occupational aspirations.
Highlights
The Australian education system is both private and public
They are mean Australian Tertiary Admission Rank (ATAR) scores sourced from eleven universities situated closest to the nine Islamic schools surveyed
Our research finds new evidence and confirm several previous anecdotal observations that Islamic schools offer courses that are heavily STEM-weighted
Summary
The Australian education system is both private and public. It is broadly structured : primary school—Foundation through to years 6 or 7; secondary—from years 7 or 8 to 10; senior secondary—years11 and 12; and tertiary education—including higher education and Vocational Education and Training (VET). The Australian education system is both private and public. It is broadly structured : primary school—Foundation through to years 6 or 7; secondary—from years 7 or 8 to 10; senior secondary—years. Like government schools, they are required to meet public standards of educational and financial accountability, and comply with the legislative, regulatory and reporting requirements. They are required to meet public standards of educational and financial accountability, and comply with the legislative, regulatory and reporting requirements They must meet the criteria established by the relevant state or territory government for registration as a school. Islamic schools are faith based schools that deliver the Australian National Curriculum, and while they do not adopt a single common purpose, some common aims appear to be high quality education and the achievement of a strong
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