This paper discusses two conflicting perspectives on Australian schools as agents of occupational socialization. The first perspective sees Australian schools as failing in their responsibility to prepare young people for occupational roles, while the second perspective sees schools as doing much in this regard. Possible reasons which might explain away the conflict between the two perspectives are discussed. However, it is considered that a more productive approach is to treat the conflict as a genuine one between perspectives each of which has some validity. Policy considerations which might stem from awareness of this conflict in perspective are then suggested.
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