Raising educational attainment
How young people's experiences speak back to the Compact with young Australians
Bibliographic Data
| ID | 12906158 |
|---|---|
| Authors | K Te Riele (0000-0002-8826-1701, University of Technology Sydney, corresponding author) |
| Year | 2011 |
| Volume | 52 |
| Issue | 1 |
| Pages | 93-107 |
| Publication date | 2011-01-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Critical Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 1750-8487 • E-ISSN: 1750-8495 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17508487.2011.536515 |
| OpenAlex | W2077254242 |
| Language | EN |
| Citations received | 15 |
| References cited | 10 |
In the context of international consensus that the knowledge economy requires more highly educated people, the Australian federal, state and territory governments agreed on a set of policies and targets for lifting the minimum level of educational attainment of young people, which are analysed in Part 1 of this paper. This Compact with young Australians will have the most impact on the quarter of young people who in the past would have left school early. The second part of the paper explores the transition experiences of early leavers who move on to a ‘second chance’ school. Based on their experiences, the paper concludes that to genuinely enable more young people to complete senior secondary education requires recognition of a broad range of benefits, rather than focusing mainly on economic outcomes, and support for re-entry through second chance education rather than coercing young people to remain in mainstream schooling
Context (archaeology · Economic growth · Economics · Educational attainment · Mainstream · Political science · Quarter (Canadian coin · Raising (metalworking · Set (abstract data type · Sociology · State (computer science · Education Systems and Policy · Gender Studies · Global Educational Policies and Reforms · History · Law · Youth Education and Societal Dynamics
Examining Aspirational Horizons
Performers and postulates
Cracking with affect
I want to get a piece of paper that says I can do stuff’
Troubled kids? Locational disadvantage, opportunity structures and social exclusion
Excluded from school
Outcomes from Flexible Learning Options for disenfranchised youth
Understanding the work of FLOs through a recovery framework lens
Problematising flagship ‘disadvantage’ policies in English schools
School principals speaking back to widening participation policies in higher education
Special educational needs and youth justice
Alternative education and social justice
Students that just hate school wouldn’t go’
Transitions, local culture and human dignity
Valued outcomes in the counter-spaces of alternative education programs
Towards a critical policy ethnography
Schooling, productivity and the enterprising self
Toward a critical pedagogy of engagement for alienated youth
Speaking back to educational policy
Opportunity and resignation within marginalised students
Youth transition in Australia
Hanging in with kids in tough times
Beyond What Are Given as Givens
| Citations per year | 1 |
|---|---|
| Citation span | 2011 - 2023 (13) |
| Highly cited | No |