Abstract
Australian Governments of different levels have initiated and carried out some policies to reform vocational education and training in schools to ensure school to work successful transition. This article takes the New Framework as the target policy for analysis, supplemented by other related policies to investigate Governments’ purposes, principles and measures for organizing vocational education and training in schools. Dramaturgical coding method, together with excerpt-commentary analysis, has been adopted in the policy analysis. It is found that the partnerships among different levels and different agencies are key to the organizational changes in the success of vocational education and training in schools in effecting a seamless work/study transition. This approach offers an informed representation of the information that is conveyed in the New Framework by vividly interpreting its terms and conventions. The most important factor promoted by these policies was the promotion of partnerships between schools and industries.
Highlights
Over the last decade Australian Governments at state and federal levels have issued different policies to reform Senior Secondary schooling through vocational education and training (VET) or vocational education and training in schools (VETiS), named in this research as VET/iS
Intend to explore what are Australian Governments’ principles, initiatives and strategies conveyed in the policies issued in terms of organizational changes in schools through VETiS? This research investigates these and related issues by analyzing four VETiS related policies, namely
Australian Governments offer strategies for “partnerships with universities, registered training organizations, Technical and Further Education (TAFE) and businesses to broaden the horizons of students, support educators and provide students with links to further training, education and employment opportunities” (MCEETYA, 2009:12)
Summary
Over the last decade Australian Governments at state and federal levels have issued different policies to reform Senior Secondary schooling through vocational education and training (VET) or vocational education and training in schools (VETiS), named in this research as VET/iS. A researcher’s task is “not to minimize or underestimate the effects of policy” (Ball, 1994:11), but to interpret what the policy-makers try to convey to the policy readers For these reasons, such an analysis is critical for school organizational changes through VET/iS, and the diverse policy issues concerning VET/iS enhancement. In education settings it is expected that the most significant policies will create changes “intended to improve the educational outcomes for the majority of students, with the greatest benefits of change flowing to those for whom the system has traditionally worked least well” (Crump & Stanley, 2005:8) Under such circumstances, we intend to explore what are Australian Governments’ principles, initiatives and strategies conveyed in the policies issued in terms of organizational changes in schools through VETiS? New Framework for Vocational Education in Schools: A comprehensive guide about pathways for young Australians in transition (MCEETYA, 2001)
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