Students’ experiences with different learning pathways to higher professional bachelor programmes

Abstract

Context: In the Dutch educational system, different learning pathways to higher professional bachelor (or HBO) programmes have been created: the regular VET route, the general secondary education route, and continuing learning pathways (such as the Green Lyceum or GL) that combine characteristics of these two traditional routes and that are specifically designed for students who combine a relatively high cognitive level with an affinity for practical, vocation-oriented assignments. Approach: The present study aimed to compare the experiences of students coming from these three different learning pathways to HBO. 62 former GL students, 127 former middle-management VET (or MBO) students, and 81 former regular general secondary education (or HAVO) students completed an online questionnaire on their experiences in their first HBO study year and their scores on the various scales were compared. Findings: Students from the three groups were equally satisfied with their current HBO programme. The same pattern was found for perceived study success in their HBO programme. Former GL students, however, mentioned that they had been better prepared in terms of development of study skills needed in HBO. Compared with the MBO route to HBO, former GL students felt better prepared in terms of the theoretical subjects addressed in their previous educational programme. In this regard, their level of theoretical preparation was comparable to that of former HAVO students. When the vocation-oriented aspects of education were concerned, however, the GL appeared to be comparable with the MBO route to HBO (in the HAVO curriculum, vocation-oriented preparation for HBO is absent). Moreover, former HAVO students scored lower than former GL and former MBO students with respect to the extent to which they felt that they had received support in choosing a particular HBO programme in their previous educational programme.Conclusion: The GL seems to combine the advantages of MBO and HAVO programmes for this particular group of students: theoretical preparation for HBO at HAVO level combined with practical preparation at MBO level, systematic career orientation and guidance, and development of study skills required in HBO. In other words, such continuing learning pathways can be a curriculum design solution for specific student groups to promote their transition to HBO.

Second Chance in Vocational Education and Training of Adults in Slovakia: Second or Wasted Chance?

“…From this perspective, SCE should be seen as part of lifelong learning, as a human right and a pathway to employment, health and political participation that must be accessible to all people throughout their lives (United Nations Entity for Gender Equality and the Empowerment of Women [UN WOMEN], 2021a). Several research studies have shown that many students who had dropped out of higher education have the academic potential to successfully complete their education if they are offered appropriate educational alternatives (e.g., Biemans et al, 2020;Franklin et al, 2007;Franklin & Streeter, 1995;Kiprianos & Mpourgos, 2022;Martins et al, 2020).…”

Learning Pathways in Dutch VET Compared in Terms of Curriculum Design Aspects and Students' Acquired VET Diplomas and Transitions to Higher VET Levels

“…Traditionally, students' transitions from one educational level to the next have been characterised by high student drop-out rates with high personal and societal costs as a consequence (Aarkrog et al, 2018;Social and Cultural Planning Agency, 2016;Van den Berg, 2013). A crucial underlying cause for transition problems in VET is the absence of curriculum continuity and integration of successive educational levels (Biemans et al, 2020a). In other words, because VET curricula at successive educational levels are not truly aligned and integrated, many students face difficulties during their transitions between VET levels, with high drop-out rates as a result (see also Catterall et al, 2014;Harris & Rainey, 2012).…”

“…But what kinds of changes and adaptations in VET curriculum design should be made to achieve these goals and to promote students' acquisition of VET diplomas and transition to Learning Pathways in Dutch VET Compared successive VET levels? Up until now, the international literature on VET curriculum design has not provided clear answers yet (see also Aarkrog et al, 2018;Biemans et al, 2020a). To address these questions, we introduce the concept of continuing learning pathways and describe two of these VET tracks central to this study.…”

“…These higher professional bachelor programmes can be characterised as building on scientific insights, with a strong focus on application of competencies in professional contexts. HBO graduates, in other words, should be able to analyse specific professional contexts and, at the same time, to act accordingly and efficiently in practical, vocation-related situations (Biemans et al, 2020a). In the Dutch education and training system (Cedefop, 2016; see Fig.…”

“…The GL was designed to prepare students for a transition to a broad variety of HBO programmes after successful completion of the GL trajectory with a regular MBO EQF four diploma. Theoretical embedding of continuing learning pathways in VET in general and more detailed information on the GL programme in particular have been provided in previous publications (see Biemans et al, 2013Biemans et al, , 2016Biemans et al, , 2019Biemans et al, , 2020aVan der Meijden et al, 2020).…”