Vocational Education and Training in Rural Schools: Education for the Community.

Autor/inn/en	Kilpatrick, Sue; Bell, Rowena; Kilpatrick, Peter
Institution	Australian Association for Environmental Education, Tasmania. Tasmanian Branch.
Titel	Vocational Education and Training in Rural Schools: Education for the Community.
Quelle	(2000), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Education Work Relationship; Educational Cooperation; Foreign Countries; High Schools; Lifelong Learning; Relevance (Education); Role of Education; Rural Education; Rural Schools; Rural Youth; School Community Relationship; School Holding Power; Vocational Education; Australia + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; cooperation; Kooperation; Ausland; High school; Oberschule; Life-long learning; Lebenslanges Lernen; Relevance; Relevanz; Bildungsauftrag; Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Youth; Jugend; Jugendlicher; Ausbildung; Berufsbildung; Australien
Abstract	A study examined the impact of high school vocational education and training (VET) courses on small, rural communities in Tasmania (Australia). Data were gathered from site visits and interviews with school principals, VET coordinators, and VET students from three rural Tasmanian high schools. Findings show that the programs met the immediate training needs of current students, young adults seeking training to receive the Common Youth Allowance, and mature adults wanting to update their skills. The programs also provided opportunities for lifelong learning. Partnerships that evolved between schools and local employers to expand VET programs were recognized as important to community renewal. The need to travel to a major regional center to complete grades 11 and 12 was a major cause for high dropout rates among rural students. VET programs have partially redressed the lack of educational opportunities available to rural students and adults, and have improved previously low retention rates beyond grade 10. Benefits to participants included gaining training while living at home, gaining self-confidence before entering the workforce, and having access to work-based education. The presence of adult learners in the schools was a positive influence on school culture, providing valuable role models to younger and less motivated students. Factors responsible for the success of these programs included commitment and enthusiasm from principals, teachers, and senior staff; ability of schools to involve the local community; supportive educational environment; school culture that values adult learners; and flexibility to cater to individual needs. (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC