JVO 6 - Monograph - 5 SEJA JVO final_long-1

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JVO 6 - Monograph - 5 SEJA JVO final_long-1

SUPPORT DOCUMENTHigher education in TAFE: Support documentLESSA WheelahanGavin MoodieStephen BilletAnn KellyGRIFFITH UniversityThis document was produ

JVO 6 - Monograph - 5 SEJA JVO final_long-1uced by the authors based on their research for the report Higher education in TAFE, and is an added resource for further information. The report is a

vailable on NCVER’S website:The views and opinions expressed in this document are those of the author JVO 6 - Monograph - 5 SEJA JVO final_long-1

(s) and do not necessarily reflect the views of the Australian Government, state and territory governments or NCVER. Any errors and omissions are the

JVO 6 - Monograph - 5 SEJA JVO final_long-1

responsibility of the authorls).© Commonwealth of Australia, 2009This work has been produced by the National Centre for Vocational Education Research

SUPPORT DOCUMENTHigher education in TAFE: Support documentLESSA WheelahanGavin MoodieStephen BilletAnn KellyGRIFFITH UniversityThis document was produ

JVO 6 - Monograph - 5 SEJA JVO final_long-1n. Science and Thaining. Apart from any use permittedunder the Copyright Act 1968. no part of this publication may be rep'Oduced by any process Withou

t written pe-misston Requests should be meae to NCVER2Higher Education in TAFE supporting documentOverviewLiterature reviewContents453Higher education JVO 6 - Monograph - 5 SEJA JVO final_long-1

in TAFE Support documentOverviewThis is the support document for Higher education in TAFE and Higher education in TAFE: An issues paper (both availab

JVO 6 - Monograph - 5 SEJA JVO final_long-1

le at . The purpose of this support document is to: o provide a fuller version of the literature review than in the report an

SUPPORT DOCUMENTHigher education in TAFE: Support documentLESSA WheelahanGavin MoodieStephen BilletAnn KellyGRIFFITH UniversityThis document was produ

JVO 6 - Monograph - 5 SEJA JVO final_long-1e reviewThis literature review explores countries with comparable systems of tertiary education to analyse the relationship between mixed sector insti

tutions and the structure of tertiary education in those countries and the nature of the opportunities that are created for students to participate in JVO 6 - Monograph - 5 SEJA JVO final_long-1

higher education. It focuses particularly on England because of the similarities between our tertiary education systems. The literature review first

JVO 6 - Monograph - 5 SEJA JVO final_long-1

revisits the definition of mixed-sector institutions that we have used in this project and the way they are differentiated from single-sector and dual

SUPPORT DOCUMENTHigher education in TAFE: Support documentLESSA WheelahanGavin MoodieStephen BilletAnn KellyGRIFFITH UniversityThis document was produ

JVO 6 - Monograph - 5 SEJA JVO final_long-1 countries and the way they have been constituted as a consequence of tertiary education policies. Next, it outlines a framework to analyse the develo

pment of learning cultures within mixed-sector institutions, and this is then applied to an analysis institutional, staff and student identities. The JVO 6 - Monograph - 5 SEJA JVO final_long-1

next two sections consider the institutional contexts for navigating students' transitions and students' experiences of these transitions. The conclus

JVO 6 - Monograph - 5 SEJA JVO final_long-1

ion suggests ways in which provision of higher education in TAFE can be supported so that it opens rather than limits opportunities for students.The f

SUPPORT DOCUMENTHigher education in TAFE: Support documentLESSA WheelahanGavin MoodieStephen BilletAnn KellyGRIFFITH UniversityThis document was produ

JVO 6 - Monograph - 5 SEJA JVO final_long-1her education provision and for providing access to higher education for students from disadvantaged backgrounds. However, such provision develops wit

hin and is structured by a highly stratified system of tertiary education. Consequently, while the growth of this provision may offer new opportunitie JVO 6 - Monograph - 5 SEJA JVO final_long-1

s for students, it may also contribute to the further differentiation and stratification of higher education. The review concludes by identifying issu

JVO 6 - Monograph - 5 SEJA JVO final_long-1

es arising from the literature that affect higher education in TAFE in Australia.What are mixed-sector institutions?There are ten TAFE institutes in f

SUPPORT DOCUMENTHigher education in TAFE: Support documentLESSA WheelahanGavin MoodieStephen BilletAnn KellyGRIFFITH UniversityThis document was produ

JVO 6 - Monograph - 5 SEJA JVO final_long-1a. We have called these TAFEs mixed-sector institutions because most of their student load is in vocational education and training (VET) and they have

a small amount of higher education provision as well. A TAFE, university or private educational provider can be a mixed-sector institution. The focus JVO 6 - Monograph - 5 SEJA JVO final_long-1

of this project is on mixed-sector TAFE institutes that offer degrees and associate degrees. Associate degrees are 'short-cycle' two-year higher educ

JVO 6 - Monograph - 5 SEJA JVO final_long-1

ationWheelahan et al.5

SUPPORT DOCUMENTHigher education in TAFE: Support documentLESSA WheelahanGavin MoodieStephen BilletAnn KellyGRIFFITH UniversityThis document was produ