Relevant bibliographies by topics / Postcompulsory education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Postcompulsory education'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Postcompulsory education"

1

Hazelkorn, Ellen. "Reenvisioning Welsh Postcompulsory Education." International Higher Education, no. 92 (January 14, 2018): 22. http://dx.doi.org/10.6017/ihe.2018.92.10221.

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In 2015, the Welsh government commissioned a review of its postcompulsory education system. Recommendations included the creation of a single regulatory, oversight, and coordinating authority bringing together further, higher, and adult learning. By its swift endorsement of the report’s principles and recommendations, the Welsh government conspicuously diverged from the market–demand drivenapproach adopted by the UK government for England.
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Hazelkorn, Ellen. "Reenvisioning Welsh Postcompulsory Education." International Higher Education, no. 92 (January 14, 2018): 22–24. http://dx.doi.org/10.6017/ihe.2018.92.10284.

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In 2015, the Welsh government commissioned a review of its postcompulsory education system. Recommendations included the creation of a single regulatory, oversight, and coordinating authority bringing together further, higher, and adult learning. By its swift endorsement of the report’s principles and recommendations, the Welsh government conspicuously diverged from the market–demand drivenapproach adopted by the UK government for England.
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3

Cohen, Arthur M. "Accommodating Postcompulsory Education Seekers Around the World." Community College Review 21, no. 2 (October 1993): 65–75. http://dx.doi.org/10.1177/009155219302100208.

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4

Sweet, Richard. "What Do Developments in the Labour Market Imply for Postcompulsory Education in Australia?" Australian Journal of Education 32, no. 3 (November 1988): 331–56. http://dx.doi.org/10.1177/000494418803200307.

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Growth in full-time educational participation since 1975 has been effective in reducing measured levels of youth unemployment. Had full-time participation not grown since 1975, it is estimated that an additional 86 400 15 to 19-year-olds would have been seeking full-time work in August 1985 and the unemployment rate for the age group would have been 31.5% rather than 20.3%. Future increases in school retention rates such as those envisaged by the Quality of Education Review Committee will have implications for levels of demand for the labour of youth as well as for the supply of youth labour. Reductions in unemployment among 18 to 19-year-olds as the result of educational initiatives will require full-time tertiary places to grow significantly. Whether growing full-time participation is of itself sufficient to improve the way in which postcompulsory education supplies productive skills to the economy is open to question. Comparisons between Australia and other OECD countries suggest that issues of vocational preparation, and not levels of senior secondary participation or higher education output, should be seen as central within Australian debate on education's link to the economy. On a number of educational expenditure, participation and output measures, Australia is at least on a par with the OECD average. However the proportion of young Australians in programs of vocational preparation is less than half the OECD average, and is the second lowest of 20 OECD countries for which data are available. Recent Australian reports on postcompulsory education generally reject a role for schools in vocational preparation. This is probably sensible in view of the way in which the traditions and values of Australian schools limit their capacity to provide access to vocational programs. However, it begs the question of why other advanced industrial economies take a contrary view, and prevents attention being paid to questions of how the postcompulsory system as a whole can increase young people's access to recognised programs of vocational preparation. Rather than a quest for a common curriculum in the postcompulsory years, effort to create common credentials that can link schools and technical and further education (TAFE) is urged.
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Jensen, Jane McEldowney. "Creating a Continuum: An Anthropology of Postcompulsory Education." Anthropology Education Quarterly 30, no. 4 (December 1999): 446–50. http://dx.doi.org/10.1525/aeq.1999.30.4.446.

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6

Halliday, John. "Post-modernism and Post-compulsory Education." Paideusis 14, no. 1 (October 30, 2020): 31–47. http://dx.doi.org/10.7202/1072823ar.

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This paper examines and elaborates upon the work of two writers, Usher and Edwards who have explored the significance of post-modernism for those involved in the post-compulsory sector of education. They argue that postmodernism signals an increasing interest in this sector of education and a major challenge to the idea of compulsory schooling. In this paper it is argued that postmodernism challenges the very distinction between compulsory and postcompulsory education. It problematises and disturbs a number of entrenched assumptions about education, teaching and learning in interesting ways. The paper concludes with an outline of what formal education might become as a result of such problematisation and disturbance.
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Whitehead, Stephen. "From Paternalism to Entrepreneuralism: the experience of men managers in UK postcompulsory education." Discourse: Studies in the Cultural Politics of Education 20, no. 1 (April 1999): 57–72. http://dx.doi.org/10.1080/0159630990200104.

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8

Watson, Louise, Leesa Wheelahan, and Bruce Chapman. "From Silos to Seamlessness: Towards a Cross-Sectoral Funding Model for Postcompulsory Education and Training." Australian Journal of Education 45, no. 3 (November 2001): 249–62. http://dx.doi.org/10.1177/000494410104500304.

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9

Archer, Louise, Julie Moote, Becky Francis, Jennifer DeWitt, and Lucy Yeomans. "The “Exceptional” Physics Girl." American Educational Research Journal 54, no. 1 (November 19, 2016): 88–126. http://dx.doi.org/10.3102/0002831216678379.

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Female underrepresentation in postcompulsory physics is an ongoing issue for science education research, policy, and practice. In this article, we apply Bourdieusian and Butlerian conceptual lenses to qualitative and quantitative data collected as part of a wider longitudinal study of students’ science and career aspirations age 10–16. Drawing on survey data from more than 13,000 year 11 (age 15/16) students and interviews with 70 students (who had been tracked from age 10 to 16), we focus in particular on seven girls who aspired to continue with physics post-16, discussing how the cultural arbitrary of physics requires these girls to be highly “exceptional,” undertaking considerable identity work and deployment of capital in order to “possibilize” a physics identity—an endeavor in which some girls are better positioned to be successful than others.
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10

Macintyre, Stuart. "The Genie and the Bottle: Putting History Back into the School Curriculm." Australian Journal of Education 41, no. 2 (August 1997): 189–99. http://dx.doi.org/10.1177/000494419704100207.

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THIS article originated in addresses to the annual conferences of the Queensland History Teachers Association on 23 June 1996 and the South Australian History Teachers Association on 24 March 1997, with some subsequent revision. It begins with the widespread concern that the teaching of history is under threat, considers statistical evidence for the decline of history enrolments in the postcompulsory years of schooling, and qualifies the predictions of the doomsayers. The principal concern is with the erosion of history as part of the common curriculum in Years P-10 and its subsumption into studies of society and environment. I suggest that if history is to be restored to its proper place in the school curriculum, we need to think of academic history and school history as related but distinct activities. The renewed attention to civics provides an opportunity to revive school history.
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Dissertations / Theses on the topic "Postcompulsory education"

1

Montague, Alan John, and alan montague@rmit edu au. "Policy making and the Ministerial Review of Postcompulsory Education Pathways in Victoria 2000-2004." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20061115.101745.

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In January 2000 the Victorian government established a 'Ministerial Review of Postcompulsory Education Pathways in Victoria'. This explores the work of this Ministerial Review using an organisational discourse approach to the policy-making process. The study examines how the initial problem was represented that required policy intervention. I ask what the Brack's Victorian State Government defined, understood and represented the 'problem' to be regarding young people's participation in post-compulsory education. The research then focuses on establishing how the Ministerial Review set out to validate the initial representation of the problem. The research then concentrates on how the Ministerial Review came to develop its policy recommendations to address the policy problems it had identified. This involves establishing what solutions to the 'problem' were proposed by the Ministerial Review panel and why they were recommended as policies. Finally this study evaluates the value of the Ministerial Review process.
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2

Larson, Adam Howard. "Becoming technicians in the 'hydrocarbon state' : transitions into post-compulsory vocational education and training in the State of Qatar." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/becoming-technicians-in-the-hydrocarbon-state-transitions-into-postcompulsory-vocational-education-and-training-in-the-state-of-qatar(dcd55298-d3c6-4b8a-9610-878544da1638).html.

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This thesis explores the transitions of young people from different national, social and cultural groups into post-compulsory vocational education and training (VET) and technical careers in the State of Qatar. It aims to understand young people’s perceptions of post-compulsory VET and technical careers, the factors that enable or constrain their participation in engineering and skilled trades programmes, and their strategies for navigating education and employment. The thesis employs a qualitative research design and in-depth interview methodology to investigate the subjective transition experiences of 15 young people from diverse national, social and cultural backgrounds participating in engineering and skilled trades programmes at three post-compulsory institutions in Qatar. The data were analysed according to a thematic framework based on a priori codes, which resulted in several inductive themes. The findings indicate that although young people are positive about post-compulsory VET and technical careers, higher education (HE) remains the normative pathway for college-bound students. However, a growing number of young people participate in VET to circumvent barriers to HE and enter the thriving technical labour market. They use economic, social and cultural capital to navigate these barriers, which include Qatar’s segmented labour market, academic requirements, institutional habitus, social networks and social positioning. Differently situated young people reflexively fashion their transition biographies to celebrate successes and rationalise failures in Qatar’s dynamic post-compulsory education system and technical labour market.
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Books on the topic "Postcompulsory education"

1

Hawke, G. R. Report on postcompulsory education and training in New Zealand. Wellington, New Zealand: Government Printer, 1988.

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2

National Center for Education Statistics, ed. Participation in technology-based postcompulsory education. [Washington, D.C.?]: U.S. Dept. of Education, Institute of Education Sciences, National Center for Education Statistics, 2003.

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3

Towards Creative Learning Spaces Rethinking The Architecture Of Postcompulsory Education. Routledge, 2011.

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4

Towards Creative Learning Spaces Rethinking The Architecture Of Postcompulsory Education. Routledge, 2011.

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Book chapters on the topic "Postcompulsory education"

1

Falcon, Julie. "The Swiss El Dorado?" In Education and Intergenerational Social Mobility in Europe and the United States, 150–72. Stanford University Press, 2020. http://dx.doi.org/10.11126/stanford/9781503610163.003.0007.

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Until fairly recently little was known about trends in intergenerational social mobility in Switzerland and the mediating role of education in this process. With lasting high standards of living, big shares of vocational education and training (VET), and wide development of tertiary sector, Switzerland constitutes an interesting case to test modernization theory. Yet this analysis, drawn from a tailor-made dataset constructed from nineteen surveys representative of the Swiss population and collected between 1975 and 2013, leads us to reject expectations from this theory. While educational reforms have contributed to increase access to postcompulsory education, the influence of social background on educational attainment and on occupational destiny has not substantially declined throughout the twentieth century in Switzerland. In light of all this, and despite its economic prosperity and its high standards of living, Switzerland remains far from being a social mobility El Dorado.
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You might also be interested in the extended bibliographies on the topic 'Postcompulsory education' for particular source types:
Journal articles
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