School-Based Initial Vocational Education in the Republic of Ireland: The Parity of Esteem and Fitness for Purpose of the Leaving Certificate Applied

Autor/inn/en	Gleeson, Jim; O'Flaherty, Joanne
Titel	School-Based Initial Vocational Education in the Republic of Ireland: The Parity of Esteem and Fitness for Purpose of the Leaving Certificate Applied
Quelle	In: Journal of Vocational Education and Training, 65 (2013) 4, S.461-473 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2013.838288
Schlagwörter	Foreign Countries; Educational Certificates; Vocational Education; Curriculum Design; Community Attitudes; Adult Education; Employment Potential; Secondary Education; Postsecondary Education; Australia; Ireland + Suchen Sie Ihr Suchwort? Ausland; Bildungsabschluss; Schulzeugnis; Ausbildung; Berufsbildung; Lehrplangestaltung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Sekundarbereich; Post-secondary education; Tertiäre Bildung; Australien; Irland
Abstract	The Irish Leaving Certificate Applied (LCA) is a school-based, pre-vocational alternative to the "high stakes" established Leaving Certificate. Its origins lie in European Union funded "school to work" initiatives and it is currently taken to completion by some 5% of Irish senior cycle students. Since it was designed 20 years ago, there has been little critical commentary regarding the programme. The current paper considers the public perceptions and fitness for purpose of this ring-fenced programme in a rapidly changing social and economic environment. Key aspects of this changed context include the increased numbers of Irish students completing secondary education and progressing to higher education, the changing destinations of LCA graduates and the recent economic downturn. The problems arising from ring-fencing are considered from the perspectives of parallel programmes in Australia, the UK and the Netherlands. Relevant issues are identified for discussion and review. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10