Decentralization of Public Vocational Training in New Zealand and Two Australian States. Training Policy Study No. 9.

Autor/in	Lundberg, David
Institution	International Labour Office, Geneva (Switzerland).
Titel	Decentralization of Public Vocational Training in New Zealand and Two Australian States. Training Policy Study No. 9.
Quelle	(1994), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	92-2-109254-2
Schlagwörter	Curriculum Development; Decentralization; Educational Administration; Educational Finance; Foreign Countries; Institutional Autonomy; Job Training; Organizational Change; Postsecondary Education; School Restructuring; Vocational Education; Australia; New Zealand + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Decentralisation; Dezentralisierung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsfonds; Ausland; Institutionelle Autonomie; Berufsqualifizierender Bildungsgang; Organisationswandel; Post-secondary education; Tertiäre Bildung; Schulreformplan; Schulumwandlung; Ausbildung; Berufsbildung; Australien; Neuseeland
Abstract	Approaches to decentralization of public vocational education and training in New Zealand, New South Wales (NSW), and Victoria (Australia) were compared. The national training reform agenda and establishment of the Australian National Training Authority (ANTA) provided the national context for and influenced the direction of developments within NSW and Victoria. New Zealand's policy approaches were broadly similar in thrust and direction. In each jurisdiction, decentralization of management of inputs into public vocational education and training was combined with new forms of accountability. Technical and Further Education (TAFE) in NSW and Victoria had substantial networking arrangements for curriculum development. In New Zealand, curriculum development was fully devolved to the institutional level but had fewer resources compared with Australia. New Zealand, NSW, and Victoria had three different approaches to the structural forms of decentralization. New Zealand's Equivalent Full-Time Student funding system was a market-based bureaucratic mechanism that created incentives for polytechnics to attract students. Funding for TAFE in Australia was coordinated by ANTA and channeled through state and territory bodies. Both countries experienced quality differences due to market-determined prices. Decentralization contributed to responsiveness to the labor market. NSW's approach--organized structural changes--appeared most adaptable. (Appendixes include notes on Australia's vocational education and training system. Contains 57 references. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC