Equity in the Learning Society: Rethinking Equity Strategies for Post-Compulsory Education and Training.

Autor/inn/en	Watson, Louise; Kearns, Peter; Grant, John; Cameron, Barry
Institution	National Centre for Vocational Education Research, Leabrook (Australia).
Titel	Equity in the Learning Society: Rethinking Equity Strategies for Post-Compulsory Education and Training.
Quelle	(2000), (59 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-87397-658-4
Schlagwörter	Academic Persistence; Access to Education; Accountability; Adult Education; Adult Programs; Community Education; Comparative Analysis; Definitions; Disabilities; Disadvantaged; Education Work Relationship; Educational Attainment; Educational Needs; Educational Opportunities; Educational Policy; Educational Strategies; Educational Trends; Enrollment Trends; Equal Education; Foreign Countries; Government School Relationship; Indigenous Populations; Lifelong Learning; Needs Assessment; Non English Speaking; Outcomes of Education; Participation; Partnerships in Education; Policy Formation; Postsecondary Education; Rural Areas; Rural Education; Special Needs Students; Technical Institutes; Trend Analysis; Universities; Vocational Education; Womens Education; Australia + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Verantwortung; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Begriffsbestimmung; Handicap; Behinderung; Bildungsabschluss; Bildungsgut; Educational need; Bildungsbedarf; Bildungsangebot; Bildungschance; Politics of education; Bildungspolitik; Lehrstrategie; Bildungsentwicklung; Ausland; Sinti und Roma; Life-long learning; Lebenslanges Lernen; Bedarfsermittlung; Lernleistung; Schulerfolg; Teilnahme; Hochschulpartnerschaft; Politische Betätigung; Post-secondary education; Tertiäre Bildung; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Sonderpädagogischer Förderbedarf; Technische Fakultät; Trendanalyse; University; Universität; Ausbildung; Berufsbildung; 'Women''s education'; Frauenbildung; Australien
Abstract	Existing equity strategies for postcompulsory education and training in Australia were examined to assess their effectiveness in a learning society. First, the equity and access policies in schools, vocational education and training (VET), higher education, and adult community education were compared. Next, educational outcomes of target groups in each sector were examined to identify patterns of participation for specific disadvantaged groups and to determine the extent to which structural factors affect patterns of participation in each sector. The feasibility of developing access and equity policies that would transcend sectoral boundaries was also explored. The following were among the study's key findings: (1) government equity strategies could be improved by targeting low socioeconomic status students within all equity groups, reporting performance so as to focus on outcomes, and strengthening pathways to employment from education and training; (2) performance reporting could be improved by collecting and publishing data in all sectors to the standard set by the VET sector; and (3) although it is not necessary to redefine equity in the context of lifelong learning, governments may need to develop new approaches to equity policies and programs to ensure that workers are able to participate effectively in the knowledge economy. (Contains 130 references.) (MN)
Anmerkungen	National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia; Tel: 08 8333 8400, Fax: 08 8331 9211, E-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/research/proj/nr8027.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC