Understanding the Nature of School Partnerships with Business in Delivery of Vocational Programmes in Schools in Australia

Autor/inn/en	Polesel, John; Klatt, Malgorzata; Blake, Damian; Starr, Karen
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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