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dc.contributor.authorGordon, Liz
dc.date.accessioned2013-06-18T23:19:37Z
dc.date.available2013-06-18T23:19:37Z
dc.date.issued1989
dc.identifier.urihttp://hdl.handle.net/10179/4644
dc.description.abstractThis is a study of a process of educational policy-making, and the subsequent implementation of policy. It is theoretically embedded within the neo-marxist analyses of the sociology of education, but much of the study is concerned with developing a more adequate framework for the investigation of policy and processes within the state than that provided by relative autonomy theories. It begins, therefore, with an overview and critique of various approaches to education from a sociological perspective, and goes on to develop an analytical framework, based on the concepts of the limits and capacity of the state, with which policy processes can be more fully analysed. The development and implementation of the ACCESS post-school training scheme for the unemployed forms the central policy study of the latter part of this thesis.en
dc.language.isoenen
dc.publisherMassey Universityen_US
dc.rightsThe Authoren_US
dc.subjectACCESS Training Schemeen
dc.subjectEducation and state, New Zealanden
dc.subjectEducational sociologyen
dc.titleAccess : the limits and capacity of the state : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Educationen
dc.typeThesisen
thesis.degree.disciplineEducationen
thesis.degree.grantorMassey Universityen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophy (Ph.D.)en


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