TVET and the Poor: Challenges and Possibilities
Stephen Lamb
Professor of Education, Centre for Research on Education Systems, Melbourne Graduate School of Education, University of Melbourne, Melbourne VIC
Abstract
Keywords
technical and vocational education and training (TVET), education for all, lifelong learning, educational attainment, educational policy
Article Text
Recent educational attainment targets set by Australian governments recognise education and training as pivotal to the economic and social well-being of Australians. The targets seek to close the gaps in attainment that socially and economically divide the population, and, in doing so, raise the levels of skills of the workforce and improve the ways in which education and training are delivered. TVET will play a critical role as it provides important programs for raising Year 12 completion rates, for re-engaging early school leavers, and for helping adults acquire qualifications after many years away from formal study.
This paper examines some of the prospects and challenges that confront the TVET system in engaging with new populations and helping promote lifelong education for the most disadvantaged: early school leavers, the indigenous, people from poor families, those located in rural and remote areas and those with disabilities.
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