The Qualifications Framework in New Zealand: reproducing existing inequalities or disrupting the positional conflict for credentials

Individual and school factors affecting students’ participation and success in higher education

“…The study dataset comprised of data from 69 secondary schools and their students who sat NCEA exams (Strathdee 2003) and/or CIE (University of Cambridge Local Examination Syndicate 2004) exams in 2004 within the Auckland Region. The dataset includes 9,894 students of whom 51% are male.…”

Vocational education and training and social capital in New Zealand

“…However, the broker/coordinators also focus on encouraging those young people, who lack the necessary skills, to develop these through training. As argued elsewhere different aspects of society can be commodified and be put into competition against one another if a common 'currency' can be developed (Strathdee, 2003). In the case of the VET programmes reviewed here, the common currency is employment and training outcomes and the aspect of society commodified are the social networks.…”

Stating the Obvious: The European Qualifications Framework is Not a neutral evidence-based policy tool

“…One explanation for the apparent failure of promoting parity of esteem is that vocational qualifications in the qualifications framework policy are closely connected to the issue of inclusion of marginalised groups and this connection further repudiates vocational education and training. As to the success of 'empowering' marginalised groups, both Strathdee (2003) and Allais (2003) argue that exclusion mechanisms in education and in the labour market are not overcome by the introduction of a qualifications framework.…”

“…all sectors are included within the same framework and with the same underpinning principles (Allais, 2003(Allais, , 2007Keating, 2003;Strathdee, 2003). Ensor (2003) and Young (2007) both point to the difference in epistemological concerns between the two sectors, and in many countries (for example, South Africa, New Zealand and Scotland) there has been resistance from the university sector against what is perceived as a 'new vocationalism' -i.e.…”

“…Providers of a specific qualification can be evaluated on the basis of the qualification standard and so can the 'owner' of a qualification applying for a specific job in the labour market. As described by Strathdee (2003), a qualifications framework establishes a common currency in the education system which can be used by individuals and companies in the labour market and which can be a benchmark and standard for evaluating and accrediting education and training providers.…”