Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/15384
Title: Reflections on Upper Secondary Science for the Twenty-First Century
Contributor(s): Vlaardingerbroek, Barend (author); Taylor, Neil (author)orcid 
Publication Date: 2014
Handle Link: https://hdl.handle.net/1959.11/15384
Abstract: Despite the global trend toward the universalizaiotn of school completion, and despite the weakening or deletion of examination filters controlling access to the upper tiers of schooling in countries such as Australia, Canada, New Zealand, and Scotland, where they effectively no longer exist, the upper secondary level remains "special." At least some of it is postcompulsory, thereby setting it outside the basic education cycle, which nowadays encompasses primary and lower secondary schooling. In some systems, such as the aforementioned, a large array of subject options opens up to students studying at this level, while in other systems students are channeled into a variety of upper secondary institutions and programs. These programs exhibit hierarchies in which science-intensive tracks routinely occupy the upper echelons; in Sri Lanka, the exclusive "Type lAB" secondary schools offer the elite upper secondary science programs, and the "science secondary school" is at the top of the tree in the Turkish education system.
Publication Type: Book Chapter
Source of Publication: Issues in Upper Secondary Science Education: Comparative Perspectives, p. 261-264
Publisher: Palgrave Macmillan
Place of Publication: New York, United States of America
ISBN: 9781137275950
Field of Research (FOR): 130212 Science, Technology and Engineering Curriculum and Pedagogy
130106 Secondary Education
130302 Comparative and Cross-Cultural Education
HERDC Category Description: B1 Chapter in a Scholarly Book
Other Links: http://trove.nla.gov.au/version/202028005
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Appears in Collections:Book Chapter

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