Implementing VET in New South Wales Government Schools: Investigating Implementers' Expectations and Perspectives

Autor/in	Smyth, Robyn
Titel	Implementing VET in New South Wales Government Schools: Investigating Implementers' Expectations and Perspectives
Quelle	In: International Journal of Training Research, 1 (2003) 2, S.62-85 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
Schlagwörter	Educational Change; Foreign Countries; Vocational Education; Financial Support; Program Implementation; Knowledge Level; Curriculum Development; Secondary Schools; Teacher Attitudes; Principals; Administrator Attitudes; Consultants; Educational Policy; Attitude Measures; Expectation; Questionnaires; Interviews; Educational Resources; Professional Development; Australia + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; Ausbildung; Berufsbildung; Finanzielle Förderung; Wissensbasis; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sekundarschule; Lehrerverhalten; Principal; Schulleiter; Consultant; Berater; Politics of education; Bildungspolitik; Expectancy; Erwartung; Fragebogen; Interviewing; Interviewtechnik; Bildungsmittel; Australien
Abstract	This paper discusses how the management of educational change can be affected by the fundamental beliefs about the formation and communication of knowledge that stakeholders bring to the process of implementing change. A curriculum change designed to embed vocational education into the senior years of secondary schooling was investigated from the perspective of the teachers, principals and consultants (the implementers) whose task it was to implement policy derived from the Australian National Training Agenda. The practitioners' impressions were sought regarding a range of matters including their expectations, experiences and perceptions of management strategies supporting their work. Using a qualitative approach that included a purposefully designed questionnaire, the study gathered data from structured and unstructured questions and post-script interviews. The data from the study indicated that continuation of the initiative was uncertain in many sites, despite its popularity with students and teachers. The most prominent criticisms related to resources and staff development. Respondents reported inadequate access to, or provision of, industry standard equipment and facilities, ongoing professional development for teachers and financial support. The belief systems of administrators did appear to influence the management strategies that underpinned implementation. Judged against current theorising, these strategies were not as efficacious as they might have been. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10