Dual-sector education

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]

In the United States, the concept of dual-sector education is unheard of and unknown, especially at the higher levels of tertiary education (i.e., four-year universities awarding bachelor's degrees, master's degrees, and doctorates). Many two-year community colleges offer vocational education programs leading to certificates or associate's degrees, but the traditional American position is that research universities and vocational education are inherently incompatible and cannot function as part of the same educational institution. For example, under its prior identity as a state normal school and then a state college, the University of California, Santa Barbara historically offered one of the finest industrial arts programs in the United States. It was forced to dismantle that program upon its conversion to a research university, because certain members of the Regents of the University of California regarded "shop work" as an "insult to the university".[10]

References

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Footnotes

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  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.
  10. ^ Kerr, Clark (2001). The Gold and the Blue: A Personal Memoir of the University of California, 1949–1967, Volume 1. Berkeley: University of California Press. p. 309. ISBN 978-0-520-22367-7. Retrieved 17 August 2020.

Bibliography

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  • 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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