Journal article
Fully integrating upper-secondary vocational and academic courses: A flexible new way?
C Polidano, D Tabasso
Economics of Education Review | Elsevier | Published : 2016
Abstract
The tracking of students in upper-secondary school is often criticised for narrowing the post-secondary pathways of student in the vocational education and training (VET) track, which can stigmatise VET. To tackle this problem, countries have introduced courses that integrate aspects of VET and academic study, which provide the dual purpose of preparing students for work and vocational study and providing university pathways for more academic students in the VET track. In this study we assess the latter purpose by examining the outcomes of university aspirants who take these courses in their final year of school. Using rich survey and administrative data from Australia and propensity score m..
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Funding Acknowledgements
Funding and support for this project was provided by the Australian Government Department of Education and Training through the National VET Research program, coordinated and managed by the National Centre for Vocational Education Research (NCVER) on behalf of the Australian Government and state and territory governments. The authors would like to thank staff from the Victorian Department of Education and Training (VDET); the Victorian Curriculum and Assessment Authority (VCAA) and the Victorian Tertiary Admission Centre (VTAC) for making the data available for this project and for providing very helpful feedback on an earlier draft of this paper. The views and opinions expressed in this document are those of the authors and do not necessarily reflect the views of the Australian Government, State and Territory governments, VDET, VCAA, VTAC, or NCVER. The authors thank Rong Zhang for helping to prepare the data for an earlier version of this paper, Juerg Schweri, staff at NCVER, and participants at the SFIVET Congress 2015 and the ISER Multidisciplinary Workshop in Education 2015 for comments and suggestions.