Dual-sector education

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Dual-sector education is a system of tertiary education that includes substantial amounts of both vocational (skills-based) and higher (academic-based) education in the same institution.[1]

It differs from, and/or can also encompass, the similarly termed dual education system – which combines both vocational education within a school and an apprenticeship within a workplace.[2] For instance, Australia's Centralian College offers dual-sector education to students in years 11 and 12 as well as post-school vocational education and training students.[3]

Moodie distinguishes between single-sector institutions which offer 97 per cent of their teaching in one sector, mixed sector institutions which teach from 3 to 20 per cent of their students in their smaller sector, and dual-sector institutions which have substantial (greater than 20 per cent of their load) in each of vocational and higher education.[4] For some institutions, dual-sector education, could include practical traineeship such as educational internship, field experience, and a pre-graduation internship.[5]

Dual-sector education are offered in the so-called dual-sector institutions, which define it as "further" (post-school, but not necessarily higher level) as well as "higher" education.[6] In Australia, these institutions note markedly different proportions of domestic students to bachelor programmes on the basis of previous studies in vocational education and training.[7] Dual-sector education is offered by colleges and universities worldwide, most prominently in Australia,[8] Austria, Germany,[2] Ireland, New Zealand,[8] Switzerland, and the United Kingdom.[9]

References[]

Footnotes[]

  1. ^ Bathmaker et al. 2008; Wheelahan 2000.
  2. ^ a b "Reform to Vocational Education". Federal Ministry of Education and Research. Archived from the original on 20 February 2006. Retrieved 26 October 2018.
  3. ^ Zoellner, Don (2017). Vocational Education and Training: The Northern Territory's history of public philanthropy. Acton: Australian National University Press. p. 173. ISBN 9781760460990.
  4. ^ Moodie 2009.
  5. ^ Phillipson, Sivanes; Garvis, Susanne (30 January 2019). Teachers' and Families' Perspectives in Early Childhood Education and Care: Early Childhood Education in the 21st Century. Routledge. ISBN 9781351397889.
  6. ^ David, Miriam; Bathmaker, Ann-Marie; Crozier, Gill; Davis, Pauline; Ertl, Hubert; Fuller, Alison; Hayward, Geoff; Heath, Sue; Hockings, Chris (18 September 2009). Improving Learning by Widening Participation in Higher Education. Routledge. ISBN 9781135282677.
  7. ^ Puukka, Jaana (2012). Higher Education in Regional and City Development Post-Secondary Vocational Education and Training Pathways and Partnerships: Pathways and Partnerships. OECD Publishing. p. 90. ISBN 9789264097551.
  8. ^ a b Wheelahan 2000.
  9. ^ Bathmaker et al. 2008.

Bibliography[]

  • Bathmaker, Ann-Marie; Brooks, Greg; Parry, Gareth; Smith, David (2008). "Dual-Sector Further and Higher Education: Policies, Organisations and Students in Transition". Research Papers in Education. 23 (2): 125–137. doi:10.1080/02671520802048646. ISSN 1470-1146. S2CID 154463172.
  • Moodie, Gavin (2009). "Australia: The Emergence of Dual Sector Universities". Draft of a chapter in Garrod, Neil; Macfarlane, Bruce (eds.). Challenging Boundaries: Managing the Integration of Post-Secondary Education. New York: Routledge. pp. 59–76.
  • Wheelahan, Leesa (2000). Bridging the Divide: Developing the Institutional Structures That Most Effectively Deliver Cross-Sectoral Education and Training. Leabrook, South Australia: National Centre for Vocational Education Research. ISBN 978-0-87397-656-5.


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