VET Market Prognostications Two Decades Later: Using 'Big Data' to Compare Omens with Outcomes

Autor/in	Zoellner, Don
Titel	VET Market Prognostications Two Decades Later: Using 'Big Data' to Compare Omens with Outcomes
Quelle	In: Journal of Vocational Education and Training, 74 (2022) 3, S.494-512 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zoellner, Don)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2020.1786438
Schlagwörter	Vocational Education; Educational Research; Educational Trends; Commercialization; Public Policy; Foreign Countries; Enrollment Trends; Trend Analysis; Australia + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Bildungsforschung; Pädagogische Forschung; Bildungsentwicklung; Öffentliche Ordnung; Ausland; Trendanalyse; Australien
Abstract	Publishing the results of thoughtfully designed research projects allows contemporary investigators to revisit the findings years later. The willingness of academics to make specific predictions about the impact of introducing user-choice principles into a state vocational education and training market has enabled comparisons to be drawn using extensive statistical collections. These data sets do not cover each of the forecasts; for example, employer reactions to increased marketisation can only be inferred. However, extensive information has been recorded on the training provider and student responses. The jurisdiction under study has a long history of centralised government decision-making and bureaucratic regulatory control; which allows for a substantial level of confidence in the causal relationship between public policy implementation and outcomes observed in the vocational education and training market. By making data-driven comparisons between what was hypothesised and the results over a long period of time, it is re-affirmed that good research is relevant and can assist governments in achieving their intended public policy priorities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01