The new compulsory schooling age policy in NSW, Australia: ethnicity, ability and gender considerations
The new compulsory schooling age policy in NSW, Australia: ethnicity, ability and gender considerations
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澳大利亚新南威尔士州新义务教育年龄政策：种族、能力和性别考虑
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
H. Young
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文献类型：
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作者：
C. Reid;H. Young
澳大利亚新南威尔士州的新入学离校年龄政策要求所有学生留在学校直到他们17岁 。这项政策是在2010年1月推出的，几乎没有警告，似乎也没有考虑到它在复杂背景下的影响。在悉尼西南部，该市最具多样性的地区，人们刚刚感受到了这种影响。在本文中，我们借鉴了鲍尔的政策方法，保持了政策分析的复杂性和广泛性--从对国家运作的兴趣，到对实践背景和政策分配结果的关注。这份白皮书探讨了离校年龄的提高对课程的影响，以及对种族多元化学校和有学习和行为问题的学生的影响。对校长、教师、家长和学生的采访表明，在回应新政策时，有性别、种族和能力等方面的考虑。许多学校发现缺乏机会或对机会的竞争太激烈，途径有限。一些学校的资源不足和所在社区的社会网络不足限制了整个学校的变革。
The new schooling-leaving age policy in New South Wales, a state in Australia, requires all students to stay at school until they are 17 years old. The policy was introduced in January 2010, with little warning and, it appears, little consideration of its impact in complex contexts. In south-western Sydney, the most diverse region in the city, the impact is just being felt. In this paper, we draw on Ball’s approach to policy, maintaining ‘the complexity and scope of policy analysis – from an interest in the workings of the state to a concern with contexts of practice and the distributional outcomes of policy’. The paper explores the impact of the increase in school-leaving age on the curriculum, and the implications for ethnically diverse schools, and for students with learning and behavioural issues. Interviews with principals, teachers, parents and students suggest that there are dimensions of gender, ethnicity and ability to consider when responding to the new policy. Many schools find a lack of opportunity or too much competition for opportunities, and limited pathways. Whole school change is restricted by inadequate resourcing in some schools and by insufficient social networks in their communities.