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Realities of private VET practice through VET teachers’ lenses: learning contexts for international students in private VET in Australia

Pasura, Rinos 2014, Realities of private VET practice through VET teachers’ lenses: learning contexts for international students in private VET in Australia, International journal of training research, vol. 12, no. 1, pp. 29-44, doi: 10.5172/ijtr.2014.12.1.29.

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Title Realities of private VET practice through VET teachers’ lenses: learning contexts for international students in private VET in Australia
Author(s) Pasura, Rinos
Journal name International journal of training research
Volume number 12
Issue number 1
Start page 29
End page 44
Total pages 16
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2014-04
ISSN 1448-0220
Keyword(s) international students
vocational education and training
VET discourses
training packages
education-migration
VET policy
Summary Since the introduction of the competitive vocational education and training market model in the Australia in the 1990s, the growth and participation of international students and private providers has led to sustained debates about training standards in commercial-for-profit, private registered training organisations. Much of this debate has been negative and critical, focusing on providers seen as ‘dodgy’ and international students’ permanent residence ‘PR’ reasons for participating in the Australian Vocational Education and Training sector (Smith, 2010; Tran & Nyland, 2013). This article argues that this focus has limited critical debates on other contextual factors, particularly the influence of teacher perceptions on learning experiences and the way vocational education and training is understood and practised.
Language eng
DOI 10.5172/ijtr.2014.12.1.29
Field of Research 13 Education
14 Economics
16 Studies In Human Society
Socio Economic Objective 0 Not Applicable
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2014, eContent Management
Persistent URL http://hdl.handle.net/10536/DRO/DU:30088029

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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