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By Michael Singh; Roberta Harreveld

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Part three: Neo-liberal constraints at the coverage schedule

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12. in the direction of new developmentalism: context, software and constraints Shahrukh Rafi Khan

Additional resources for Deschooling L’earning: Young Adults and the New Spirit of Capitalism

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In some jurisdictions, schoolbrokered apprenticeships, traineeships and cadetships are important forms of work-integrated l’earning (NCVER, 2011; Steedman, 2011). School-brokered apprenticeships, traineeships and cadetships are formally recognised and financially rewarded programmes in a particular occupation, integrated with senior secondary accreditation (Lewis and Stone, 2011). With the consent of an employer, school and parents, a young adult can elect to be inducted into the world of twenty-firstcentury work in a particular occupation and still graduate from senior secondary school.

2013). With reference to Pakistan’s Higher-Secondary School Certificate (HSSC), Jilani (2009) reports that it has negative effects by engaging young adults in pursuing superficial 24 Deschooling L’earning goals. The shallowness of schooling also enlarges the gap between affluent and poor Pakistanis. Those from affluent families benefit from specialist intensive coaching classes with consequential success in the HSSC and access to better life/work opportunities. Poor Pakistani students and families understand these negative effects of schooling very well.

Increasing the likelihood of continued training or work is a key to the attractiveness of school-brokered apprenticeships or traineeships (SBATs) irrespective of the occupation to which they provide entry (NCVER, 2011). Such intervention indicate that governments can raise the status afforded to completion of school-brokered apprenticeships (Al Oraibi and Jarrar, 2012; Wright, 2012; Young, 2011). Innovations in work-integrated l’earning have opened up a plethora of pathways for integrating cultural and character training (Williams, 1965).

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