Edited By Sandra Bohlinger, Thi Kim Anh Dang and Malgorzata Klatt
This book maps recent developments in the landscape of education policy in higher and vocational education, the returns of education, curriculum design and education reforms, driven by social, economic, political and cultural factors. Contributed by over twenty authors from five continents, this collection provides diverse, innovative and useful perspectives on the ways education policy is researched, implemented and enacted. It helps researchers, policy makers, students and practitioners to better understand processes of policy making, its theory, practice and outcomes. Despite national differences, many shared features and challenges emerge from this book as education systems face the common need to reinvent their existing systems and processes.
Shifting problems and shifting policies to reduce student drop-out – the case of vocational education policy in Denmark
Education policy generally places a premium on raising the level of education attained by the young generation ultimately heading towards the labour market. While the rate of enrolment in post-compulsory education has risen in most countries, so too has the rate of drop-out, in particular from vocational programmes. Consequently, lowering the drop-out rate is high on a policy maker’s agenda. This chapter examines the education policies designed to reduce the prevalence of drop-out in Denmark’s vocational system. First, the chapter reviews the international research on the phenomenon of drop-out, as well as the policies that have been implemented in pursuit of improving student retention. The review identifies two pervasive ways in which the drop-out problem has been framed in both policy and research. The first locates the drop-out problem with individual students, while the second locates the problem with the educational system. This study of Danish vocational education policy examines both (i) how student attrition has been framed in different periods, and (ii) the solutions that have been prescribed in accordance with shifting conceptualisations of early school leaving. The author’s inquiry finds that the rate of student drop-out has been a cause for ongoing concern among policy makers for more than a century, and that the framing of the problem has shifted considerably over time. The problem has variously been placed with the individual apprentice, the basic structure of vocational education, the organisation of curricula, and an under-supply of opportunities for authentic training placements. This analysis finds that...
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