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Journal articles on the topic 'Postcompulsory education'

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Published: 4 June 2021

Last updated: 10 February 2022

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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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2

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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5

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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7

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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11

BØE, MARIA VETLESETER, and ELLEN KAROLINE HENRIKSEN. "Love It or Leave It: Norwegian Students’ Motivations and Expectations for Postcompulsory Physics." Science Education 97, no. 4 (June 14, 2013): 550–73. http://dx.doi.org/10.1002/sce.21068.

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12

Taylor, P. J., G. H. Pollard, G. C. Leder, and W. J. Atkins. "Gender Differences in Mathematics: Trends in Performance." Psychological Reports 78, no. 1 (February 1996): 3–17. http://dx.doi.org/10.2466/pr0.1996.78.1.3.

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Longitudinal entry and performance data for the Australian Mathematics Competition, which in 1992 attracted over 500,000 entries from secondary school students, are presented in this paper. Male and female patterns are of particular interest. Examination of data over the 10-yr. period from 1983 to 1992 showed that the number of females in the postcompulsory years of education electing to enter the competition increasingly approaches entry figures for males. Performance differences between females and males are also decreasing for most of the categories of questions found in the paper. However, the opposite effect was observed in questions categorized as algebraic. The implications of the findings are discussed.

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13

McMahon, Mary, and Wendy Patton. "Career development as explained by children and adolescents: How can career educators respond?" Journal of Psychologists and Counsellors in Schools 4 (November 1994): 81–88. http://dx.doi.org/10.1017/s1037291100001928.

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This paper examines the processes of career development experienced by children and adolescents in the school age groups: preschool, infant, primary, secondary and post-compulsory. The data was gathered through focus group interviews and was analysed to determine the subjects' understanding and experience of career development. The findings established that career development is experienced and understood by subjects of all school age groups, and that it is affected by a complex array of influences. The study clearly establishes the processes of career development experienced by the children and adolescents in the study. As a result, it is recommended that career education be included in the school curriculum from preschool to the postcompulsory school years, and that career decision making and career education be set within the broader context of career development.

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14

Rowan, Leonie, and Chris Bigum. ""What's Your Problem?" ANT Reflections on a Research Project Studying Girls Enrolment in Information Technology Subjects in Postcompulsory Education." International Journal of Actor-Network Theory and Technological Innovation 1, no. 4 (October 2009): 1–20. http://dx.doi.org/10.4018/jantti.2009062301.

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Despite more than 30 years of gender reform in schools, the percentages of girls enrolled in information technology subjects in the post-compulsory years of education has remained persistently low: often under 25%. This article investigates data collected during an Australian Research Council Linkage Grant project (2005-2007) focused on identifying the reasons for this under-representation, and ways in which the situation could be changed. The article looks beyond the official recommendations of the project to explore how the research experience and the data combine to raise important questions about the limits of research in this area. The authors discuss the difference between the researchers’ perception of the problem under consideration, and the participants’ perception of the same issue. They use the resources of actor-network to highlight the gaps, tensions and contradictions within the data and to ask key questions about the extent to which the enrolment of girls in IT is indeed “a problem”.

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15

Avis, James. "Policy talk: reflexive modernization and the construction of teaching and learning within postcompulsory education and lifelong learning in England." Journal of Education Policy 15, no. 2 (March 2000): 185–99. http://dx.doi.org/10.1080/026809300285890.

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16

de Aldama, Carlos, and Juan-Ignacio Pozo. "Do You Want to Learn Physics? Please PlayAngry Birds(But With Epistemic Goals)." Journal of Educational Computing Research 58, no. 1 (January 24, 2019): 3–28. http://dx.doi.org/10.1177/0735633118823160.

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For some years now, the scientific community has been studying how videogames foster acquisition of mental representations of the world around us. Research to date suggests that the efficiency of videogames as learning tools largely depends on the instructional design in which they are included. This article provides empirical evidence related to the use of the videogame Angry Birds and how it can modify students’ conceptions regarding object motion. We selected a sample of 110 16- to 17-year-old students in postcompulsory secondary school. Both quantitative and qualitative data are provided. Our results show that (a) merely playing Angry Birds does not produce significant learning, (b) learning occurs when Angry Birds is guided by epistemic goals. Students who used the videogame in this way were able to recognize more variables, provide better explanations, and understand more fully the relationship between angle and distance, (c) naïf belief regarding the effect of mass on falling objects (“mass-speed belief”) remained unchanged after using Angry Birds guided either pragmatic or epistemic goals, and (d) there was no significant difference between students who worked collaboratively in pairs and those who worked individually. In the light of these results, we discuss potential implications for the future.

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17

Piemontese, Stefano, Bálint Ábel Bereményi, and Silvia Carrasco. "Diverging Mobilities, Converging Immobility? Romanian Roma Youths at the Crossroad between Spatial, Social and Educational Im/mobility." Intersections 4, no. 3 (September 5, 2018): 29–56. http://dx.doi.org/10.17356/ieejsp.v4i3.388.

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The article investigates the youth transitions of a group of Romanian Roma adolescents with different im/mobility experiences but originating from the same transnational rural village. Their postcompulsory education orientations and development of autonomous im/mobility projects are anything but homogeneous; nevertheless, they all develop halfway between the reproduction of socio-economic inequalities and the challenge of social mobility. While in Spain young migrants are confronted with severe residential and school mobility but have access to wider vocational training opportunities, their peers in Romania rely on more consistent educational trajectories, but face the prospect of poorly valued work in the local rural economy. As for young returnees, they struggle to mobilize their richer transnational social and cultural capital as a way of overcoming the negative experience and result of (re)migration. Based on broader, longitudinal, multi-sited and collaborative ethnography, this paper aims to unveil the interplay between structural constraints and individual agency that shapes meaningful interaction between spatial, social and educational im/mobility in both transnational localities. While emphasizing the usefulness of the concept of transition to explain the processes of intergenerational transfer of poverty in contemporary Europe, we discuss how temporality, social capital and mobility engage with the specific socio-economic context, transformations, and imagined futures of its young protagonists.

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18

Wang, Qi. "Postcompulsory Education and Training in China." International Higher Education, no. 60 (March 25, 2015). http://dx.doi.org/10.6017/ihe.2010.60.8504.

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The recent debate on building a learning society in China has focused on the gap between individuals' learning motivation and the government's policy orientation on further developing postcompulsory [i.e., postsecondary] education and training programs through certified learning. This gap, reflecting China's cultural and historical force of credentialism, is believed to be a barrier to the promotion of lifelong learning.

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