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Participation, inclusiveness, academic drift and parity of esteem: A comparison of post-compulsory education and training in England, Wales, Scotland and Northern Ireland
Ist Teil von
Oxford review of education, 2001-06, Vol.27 (2), p.173-203
Ort / Verlag
Oxford: Taylor & Francis Group
Erscheinungsjahr
2001
Link zum Volltext
Quelle
Psychology & Behavioral Sciences Collection
Beschreibungen/Notizen
This paper ... compares the training systems with respect to four issues of current policy concern: participation, inclusiveness, academic drift and parity of esteem. It asks how a system's performance on these four criteria varied according to the degree of ' unification' of post compulsory education and training (PCET), that is, the extent to which academic and vocational tracks were linked or combined within a unified system. In the early 1990s Scotland was the most unified system (with the weakest divisions between tracks) and Northern Ireland the least unified (with the strongest divisions between tracks). The paper finds no clear link between unification and participation in PCET. ... The Scottish system was slightly less inclusive than the other three systems. . ... Academic drift - measured by participation in academic rather than vocational tracks - was more pronounced in Scotland than elsewhere. There was no clear association between unification and parity of esteem, as indicated by the relative educational backgrounds of entrants to vocational and academic tracks. (DIPF/orig.)