Advertisement

A Capability Approach to Cultural Diversity in School-to-Work Transitions: Amartya Sen and Young Adults’ Diversely Different Education and Work Communities

  • Roberta (Bobby) HarreveldEmail author
  • Michael Singh
  • Bingyi Li
Chapter
Part of the Technical and Vocational Education and Training: Issues, Concerns and Prospects book series (TVET, volume 17)

Abstract

Internationally, the effects of a global financial crisis, technological advances, political instabilities and ongoing environmental issues impact young adults’ transitions from school to work. This complex issue has been addressed through policy frameworks guiding national systems and their institutionalised structuring of education and training. This chapter is presented in three sections. First, Amartya Sen’s (Inequality re-examined. Russell Sage Foundation, New York, 1992; Identity and violence: the illusion of destiny. WW Norton & Company, New York/London, 2006) capability approach is used to develop a theoretical position for our investigation of the ways in which educators are challenged in their attempts to transitions for young adult. Second, a review of international and national issues at the point of intersection between socio-economically aligned transitions and considerations of cultural diversity at individual, institutional and systems levels. National models for school-to-work transitions are reviewed, and their success, or otherwise, for identifying cultural diversity of both individuals and groups and using them explicitly in successful transitions is analysed. Third, a specific case from Australia is presented through a descriptive analysis of transitions brokered for indigenous and non-indigenous young adult living in metropolitan and non-metropolitan (i.e. rural, regional and remote) communities in Queensland. Our non-indigenous perspective is constructed through both theoretical and contextual literature from the fields of vocational education, workplace training and career development in Australian senior secondary schools.

Keywords

Capability Approach Indigenous Student Senior Secondary School Indigenous Youth Indigenous Identity 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Notes

Acknowledgement

This chapter is based on work conducted for an Australian Research Council Linkage Grant with the Queensland Department of Education and Training (LP0777022).

References

  1. Abbott-Chapman, J. (2011). Making the most of the mosaic: Facilitating post-school transitions to higher education of disadvantaged students. Australian Education Researcher, 38, 57–71.CrossRefGoogle Scholar
  2. Alford, K., & James, R. (2007). Pathways and barriers: Indigenous schooling and vocational education and training participation in the Goulburn Valley region. Adelaide: NCVER.Google Scholar
  3. Barnaart, A., & Peacock-Taylor, C. (2010). Australia Pacific Technical College: Innovation and success in combining development with vocational training across the Pacific. VOCAL, The Australian Journal of VETiS, 8, 38–41.Google Scholar
  4. Carter, P. (2008). To skill a mocking-bird. VOCAL, The Australian Journal of VETiS, 7, 87–90.Google Scholar
  5. Codd, J. (2007). The construction and deconstruction of educational policy documents. In S. Ball, I. Goodson, & M. Maguire (Eds.), Education, globalisation and new times. Abingdon: Routledge.Google Scholar
  6. Dumbrell, T., Montfort, R., & Finnegan, W. (2004). Equity in VET: An overview of the data for designated equity groups. In K. Bowman (Ed.), Equity in vocational education and training. Adelaide: NCVER.Google Scholar
  7. Flores-Crespo, P. (2007). Education, employment and human development: illustrations from Mexico. Journal of Education and Work, 20(1), 45–66.CrossRefGoogle Scholar
  8. Gasper, D. (2007). What is the capability approach? Its core, rationale, partners and dangers. Journal of Socio-Economics, 36(3), 335–359.CrossRefGoogle Scholar
  9. Gray, J., & Beresford, Q. (2008). A ‘formidable challenge’: Australia’s quest for equity in Indigenous education. Australian Journal of Education, 52(2), 197–223.Google Scholar
  10. Harreveld, R. (2010). A capability approach to brokering creative futures in vocational learning. VOCAL, The Australian Journal of VETiS, 8, 6–8.Google Scholar
  11. Harreveld, R., & Singh, M. (2008). Amartya Sen’s capability approach and the brokering of learning provision for young adults. Vocations and Learning: Studies in Vocational and Professional Education, 1(3), 211–226.Google Scholar
  12. Harreveld, R., & Singh, M. (2009). Contextualising learning at the education-training-work interface. Education and Training, 51(2), 92–107.CrossRefGoogle Scholar
  13. Lamb, S. (2010). School dropout and completion in Australia. In S. Lamb, E. Markussen, R. Teese, N. Sandberg, & J. Polesel (Eds.), School dropout and completion: International comparative studies in theory and policy. Dordrecht: Springer.Google Scholar
  14. Lanzi, D. (2007). Capabilities, human capital and education. Journal of Socio-Economics, 36(3), 424–435.CrossRefGoogle Scholar
  15. Long, M., Frigo, T., & Batten, M. (1998). The school to work transition of Indigenous Australians: Review of the literature and statistical analysis. Canberra: Australian DEETYA.Google Scholar
  16. MCEETYA. (2008). Melbourne declaration on educational goals for young Australians. Canberra: DEWR.Google Scholar
  17. McRae, D., Ainsworth, G., Cumming, J., Hughes, P., Mackay, T., Price, K., et al. (2000). What works? Explorations in improving outcomes for Indigenous students. Canberra: DEETYA.Google Scholar
  18. Merriam, S. B. (2009). Case study: a guide to design and implementation. San Francisco: Jossey-Bass.Google Scholar
  19. NCVER. (2008). 2006 VET in schools statistics. Adelaide: Australian Government.Google Scholar
  20. NCVER. (2009). 2007 VET in schools statistics. Adelaide: Australian Government.Google Scholar
  21. Nguyen, N. (2010). The impact of VET in schools on young adult’s intentions and achievements. VOCAL, The Australian Journal of VETiS, 8, 35–37.Google Scholar
  22. Nussbaum, M. (2003). Capabilities as fundamental entitlements: Sen and social justice. Feminist Economics, 9(2/3), 33–59.CrossRefGoogle Scholar
  23. Nussbaum, M. (2011). Creating capabilities: The human development approach. Cambridge/London: The Belknap Press of Harvard University Press.CrossRefGoogle Scholar
  24. OECD. (2000). From initial education to working life; making transitions work. Paris: OECD Publications.Google Scholar
  25. Parsons, T. (1949). Essays in sociological theory. Glencoe: Free Press.Google Scholar
  26. Perry, L. (2009). Conceptualizing education policy in democratic societies. Educational Policy, 23(3), 423–450.CrossRefGoogle Scholar
  27. Qizilbash, M. (2007). Introduction: challenges and debates. Journal of Human Development, 8(3), 327–335.CrossRefGoogle Scholar
  28. Queensland Government. (2006). Next step 2006: A report on the destinations of year 12 completers from 2005 in Queensland. Brisbane: DETA.Google Scholar
  29. Queensland Government. (2007). Next step 2007: A report on the destinations of year 12 completers from 2006 in Queensland. Brisbane: DETA.Google Scholar
  30. Queensland Government. (2008a). Toward Q2. Brisbane: State of Queensland.Google Scholar
  31. Queensland Government. (2008b). Next step 2008: A report on the destinations of year 12 completers from 2007 in Queensland. Brisbane: DETA.Google Scholar
  32. Queensland Government. (2009). Next step 2009: A report on the destinations of year 12 completers from 2008 in Queensland. Brisbane: DETA.Google Scholar
  33. Robeyns, I. (2005). The capability approach: A theoretical survey. Journal of Human Development, 6(1), 93–114.CrossRefGoogle Scholar
  34. Sen, A. (1992). Inequality re-examined. New York: Russell Sage.Google Scholar
  35. Sen, A. (1999). Development as freedom. New York/Toronto: Random House.Google Scholar
  36. Sen, A. (2006). Identity and violence: The illusion of destiny. New York/London: WW Norton & Company.Google Scholar
  37. Smith, M., & Seward, C. (2009). The relational ontology of Amartya Sen’s capability approach: Incorporating social and individual causes. Journal of Human Development and Capabilities, 10(2), 213–235.CrossRefGoogle Scholar
  38. Sweet, R. (2009). Factors influencing youth transitions: A review of the evidence. Melbourne: Department of Education and Early Childhood Development and Department of Industry, Innovation and Regional Development.Google Scholar
  39. Sweet, R. (2010). Transition outcomes: The impact of context and institutions. A report prepared for the COAG Reform Council, September. Kirribilli, NSW: Sweet Group P/L.Google Scholar
  40. te Riele, K. (2007). Educational alternatives for marginalised youth. The Australian Educational Researcher, 34(3), 53–68.CrossRefGoogle Scholar
  41. UNESCO. (2001). Universal declaration on cultural diversity: preamble. http://unesdoc.unesco.org
  42. UNESCO. (2009). Overcoming inequality: Why governance matters. Education For All Global Monitoring Report 2009. http://www.unesco.org/

Copyright information

© Springer Science+Business Media Dordrecht 2012

Authors and Affiliations

  • Roberta (Bobby) Harreveld
    • 1
    Email author
  • Michael Singh
    • 2
  • Bingyi Li
    • 2
  1. 1.Learning & Teaching Education Research CentreCentral Queensland UniversityRockhamptonAustralia
  2. 2.Centre for Educational ResearchUniversity of Western SydneySydneyAustralia

Personalised recommendations