Literaturnachweis - Detailanzeige
Autor/inn/en | Polesel, John; Klatt, Malgorzata; Blake, Damian; Starr, Karen |
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Titel | Understanding the Nature of School Partnerships with Business in Delivery of Vocational Programmes in Schools in Australia |
Quelle | In: Journal of Education and Work, 30 (2017) 3, S.283-298 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1363-9080 |
DOI | 10.1080/13639080.2016.1165344 |
Schlagwörter | Foreign Countries; Partnerships in Education; School Business Relationship; Vocational Education; Workplace Learning; Job Placement; Student Placement; Leadership; Documentation; Program Implementation; Needs Assessment; Program Development; Educational Administration; Semi Structured Interviews; Administrator Attitudes; Teacher Attitudes; Coordinators; Case Studies; Technical Institutes; Industry; Secondary Schools; Innovation; Employment Potential; Economically Disadvantaged; Educational Policy; Questionnaires; Australia Ausland; Hochschulpartnerschaft; Ausbildung; Berufsbildung; Employment service; Employment services; Arbeitsvermittlung; Schülerpraktikum; Führung; Führungsposition; Dokumentation; Bedarfsermittlung; Programmplanung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Lehrerverhalten; Koordinator; Case study; Fallstudie; Case Study; Technische Fakultät; Industrie; Sekundarschule; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Politics of education; Bildungspolitik; Fragebogen; Australien |
Abstract | This article seeks to provide a school perspective on the nature and quality of the partnerships which schools form with businesses in order to deliver work placements and workplace learning in Australia. It found that the ability of schools to engage with external partners depended on the ability of school leaders to define and communicate the role of VET within the school and its broader community. This dependence on individuals and leadership is vulnerable to changes in key personnel and the informality of some of the processes and relationships can lead to problems in monitoring, evaluating and replicating programmes. Our study shows that a balance is required between carefully documented processes and the flexibility required to operate programmes successfully. The study also noted the tension between the perceived needs of the school and those of industry. A successful partnership necessarily requires school flexibility--in the decisions as to what programmes should be offered and how work placements and timetabling should be organised. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |