
Contents
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Introduction Introduction
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What Does It Mean to Do a Vocational Programme in School? What Does It Mean to Do a Vocational Programme in School?
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The Culture of Secondary Schooling The Culture of Secondary Schooling
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Outcomes Outcomes
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Social Selection Social Selection
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What Is the Role of Adult VET Providers for Young People? What Is the Role of Adult VET Providers for Young People?
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Conclusion Conclusion
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References References
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8 Pre-Employment Skill Formation in Australia and Germany
Get accessJohn Polesel is Professor and Associate Dean International in the Melbourne Graduate School of Education in the University of Melbourne. He has written over 100 journal articles, book chapters, and commissioned reports, including articles in Oxford Review of Education, Comparative Education., and Journal of Education Policy. His research focuses on youth transitions. He is currently leading a national study for the UK Schools Partnership Forum to deliver vocational learning.
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Published:06 March 2017
Cite
Abstract
This chapter provides a critical analysis of the role that vocational education and training plays in preparing young people for the labour market in two contrasting systems – Australia and Germany. In Germany, this occurs mainly within the structure of the “dual system”. In Australia, it occurs within a system of comprehensive high schools, where vocational studies are located within the senior secondary certificates. In Australia, it also occurs to an extent in the adult sector VET institutions and in some specialist providers which focus on school-aged youth. The concepts of education logic and employment logic and the type of welfare state, whether neocorporatist or neoliberal, are used to analyse important differences between Australia and Germany. The chapter argues that the skills formation of young people requires both symbolic and financial support and an approach to upper secondary education which is not captive to the sorting and selection mechanisms of universities.
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