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Open Access The development of key training policies in England and Australia: a comparison

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Public policies on training are firmly rooted in the historical, political, economic and social context of their countries. This paper explores the acceptability of such policies to stakeholder groups including learners and employers, and its impact on policy take-up, viability and longevity. The paper uses a comparative analysis of developments in the English and Australian systems in three key areas, using elements of public policy theory, to explain the factors affecting stakeholder acceptance of training policies. The data was gathered through a series of interviews with stakeholders in England and Australia in 2005. The paper focuses on the role of employers and the importance of employer acceptance to the successful implementation of training policy. The paper finds that the successful implementation of training policies depends upon participation in the system by all the stakeholders. The successful implementation of qualifications and apprenticeship policies in Australia rests on a foundation of institutions that support neo-corporatist employer and union participation in policy-making as well as a public trust in past policies that seems to be lacking in England. The degree of employer involvement via neo-corporatist mechanisms such as concertation has a highly significant impact on the success of national training policies.

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Document Type: Research Article

Publication date: March 1, 2007

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  • Founded in 2003 by the UCL Institute of Education, the journal reflects the Institute's broad interests in all types of education in all contexts - local, national, global - and its commitment to analysis across disciplines using a variety of methodologies. It shares the Institute's aspiration to interrogate links between research, policy and practice, and its principled concern for social justice.

    Drawing on these strengths, LRE is a wide-ranging and engaging journal that features rigorous analysis and significant research across key themes in education, including: public goals and policies; pedagogy; curriculum; organization; resources and technology; and institutional effectiveness. Articles and book reviews are written by experts in education, psychology, sociology, policy studies, philosophy and other disciplines contributing to education research, and by experienced researcher-practitioners working in the field. The highest quality of reporting and presentation are ensured through an independent, anonymised peer-review process. As an entirely web-based open access journal, LRE has been able to offer innovative features and formats including: epistolary conversation; colour photos and illustrations; illustrative video clips.

    LRE welcomes relevant articles and book reviews. Please email them to [email protected]

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