The Translation of Transitions Policies into School Enactment

摘要: This chapter presents a synthesis of the themes and issues emerging from contributions across this section, each which focused on transition to post-school life for young people in Queensland, Australia. In particular, it applies curriculum enactment perspective synthesis. The education policy is held involve ‘interpretation because implementers must figure out what means whether how their school decide ignore, adapt, or adopt locally’ (Spillane J, Diamond Burch P, Hallett T, Loyiso L, Zoltners Educ Policy 16(5):733, 2002). As consequence, beyond prescriptions provided earlier book, here consideration turns an appraisal nexus between intentions enactments. doing so, presented three parts. It commences by revisiting policies relating transitions Queensland Australia locating turn within international context. second part draws case study evidence identify characteristics consequences decision-making associated with implementation policies, as discussed studies. section similarities differences amongst various approaches managing schools. third conclusions are identified study’s findings informing productive more widely. all, concluded that factors extending global sentiment, federal schooling funding priorities, state government local preference requirements shaped done schools facilitate student’s post certification further learning work.