Search results

Learning seems to be irrelevant to many national post-compulsory education and training policies which are typically preoccupied with funding, fees, structures, credentials and outcomes. Is the converse true: is national policy therefore largely irrelevant to learning? This paper compares the implications for learning of the Australian Government’s higher education policy arising out of its Crossroads review and the recent draft national strategy for vocational education and training 2004–2010 [the final national strategy for vocational education and training 2004-2010 is indexed at TD/ANTA 73.11] with the UK’s analogous policies. It concludes that Governments’ main effect on learning is indirectly through their policies on the form and content of the curriculum.