The transition from vocational education and training to higher education: a successful pathway?

Hœlscher, Michael; Hayward, G.; Ertl, Hubert; Dunbar‐Goddet, Harriet

doi:10.1080/02671520802048679

Cited by 80 publications

(45 citation statements)

References 8 publications

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“…Optimal transitions are important for students to be able to continuously develop their competencies and to build a successful study career, but also for school organisations representing successive educational levels, the labour market, and society as a whole. Unfortunately, reality appears to be different in many countries: Students' transition problems between successive educational levels have been documented extensively in the international scientific literature (e.g., Hoelscher et al 2008;Harris and Rainey 2012;Jäppinen and Maunonen-Eskelinen 2012). For many students, the various educational programmes corresponding with successive educational levels represent separate worlds, which makes it difficult for them to link and integrate the content of these programmes (Biemans et al 2013).…”

Section: Theoretical Background Transition Problems In Vetmentioning

confidence: 99%

“…Comparable transition problems between successive educational levels have been recognised internationally as well (e.g., Bradley 2008;Hoelscher et al 2008;Jäppinen and Maunonen-Eskelinen 2012;Catterall et al 2014). These transition problems endanger educational policy to enhance the general educational level and seem to require a curriculum design solution, i.e., the design and implementation of new continuing learning pathways (see also Biemans et al 2013).…”

Section: Introductionmentioning

confidence: 99%

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Students’ Learning Performance and Transitions in Different Learning Pathways to Higher Vocational Education

Biemans

Mariën

Fleur³

et al. 2016

Vocations and Learning

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To improve students' transitions between successive educational levels, continuing learning pathways are being designed and implemented in many countries. This study was carried out to examine the effects of the Green Lycea (GL) as critical cases of continuing learning pathways in vocational education in The Netherlands. The GL were compared with a traditional pathway (pre-vocational secondary education and secondary vocational education offered as separate programmes) in terms of students' learning performance and transitions. GL students and comparable students following the regular pathway yielded the same mean final exam scores for four core subjects in the first phase of their educational programmes, despite the fact that GL students took this exam one year earlier than regular students because of the acceleration of the learning trajectory in the GL programme. Regarding the students' transitions, the GL and the traditional pathway yielded comparable percentages of students who either did or did not obtain a pre-vocational secondary education diploma; For the GL, however, the percentage of students who proceeded in secondary vocational education was higher. To conclude, it seems to be possible to improve students' transitions between

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Section: Theoretical Background Transition Problems In Vetmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Students’ Learning Performance and Transitions in Different Learning Pathways to Higher Vocational Education

Biemans

Mariën

Fleur³

et al. 2016

Vocations and Learning

View full text Add to dashboard Cite

show abstract

“…This phenomenon has been analysed and described in the international literature on the permeability of educational systems (e.g., Bathmaker and Thomas 2009;Catterall et al 2014;Gorard et al 2006;Harris and Rainey 2012;Hoelscher et al 2008;Watson 2006).…”

Section: Transition Problems In Vet and Possible Interventionsmentioning

confidence: 99%

“…Students in the GL group and the regular VMBO group appeared to have comparable mean final exam scores for 4 VMBO core subjects (Mathematics, English language, Dutch language, and Biology), but GL students achieved this performance level one year earlier because of the acceleration in the GL programme (see also Jäppinen and Maunonen-Eskelinen 2012; Harris and Rainey 2012;Hoelscher et al 2008). Moreover, compared with the regular VMBO students, the percentage of GL students that proceeded with MBO after obtaining their VMBO diploma was higher (see also Van den Berg 2013).…”

Section: Previous Research On Effects Of the Green Lyceummentioning

confidence: 99%

“…In many countries, such transition problems between successive (VET) levels resulting in high student drop-out rates have been reported (e.g., Bradley 2008;Harris and Rainey 2012;Hoelscher et al 2008;Catterall et al 2014). Possible causes for these transition problems have been discussed extensively by Biemans et al (2016) (see also the next section).…”

Section: Introductionmentioning

confidence: 99%

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Promoting Students’ Transitions to Successive VET Levels through Continuing Learning Pathways

Biemans

Mariën

Fleur³

et al. 2018

Vocations and Learning

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Continuing learning pathways have been proposed as curriculum design solutions to reduce student drop-out rates and to promote their transitions to successive levels of the educational system. The present study aimed to compare the effects of a specific continuing learning pathway in Dutch VET (the Green Lyceum or GL, which combines a lower secondary pre-vocational school-based (VMBO) programme and a middle-management VET (MBO) programme in an integrated learning trajectory offered by agricultural (or 'green') VET institutes) with a more traditional route (a regular middle-management VET programme) in terms of students' learning performance at MBO level and their transitions to a higher professional bachelor programme (HBO). GL students more often obtained a MBO diploma at EQF level 4 in the nominal study time period than comparable students in terms of cognitive level in regular MBO. Moreover, former GL students more often proceeded with an HBO programme than comparable students coming from regular MBO. Finally, students coming from the GL less often opted for HBO programmes in the agricultural domain than comparable students coming from regular 'green' MBO and more often decided to start with programmes corresponding with other sectors. To conclude, the combination of design characteristics of these continuing learning pathways seems to promote students' transitions within the VET system and, thus, can inspire the design and implementation of comparable learning routes to solve transition problems.Vocations and Learning

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Middle attainers and 14–19 progression in England: half‐served by New Labour and now overlooked by the Coalition?

Hodgson

Spours

2013

British Educational Res J

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In the context of the international problem of 'early school leaving', this paper explores the issue of sustained participation in upper secondary education in England. It focuses in particular on the position of middle attainers, who constitute a large proportion of the cohort and whose progress will be vital in realising the Government's goal of 'Raising the Participation Age' to 18 by 2015. The paper draws on evidence from national research undertaken as part of the Nuffield Review of 14- Education and Training in England and Wales and analysis of New Labour andCoalition policy between 2000-2012. It uses a three-year local study of 2400 14-and 16-year-olds in an established school/college consortium to illustrate the effects of policy and practice on middle attainers. We argue that this important group of young people was 'half-served' by New Labour, because of its incomplete and contradictory 14-19 reforms, and is now being 'overlooked' by Coalition policy because of its emphasis on high attainers. We conclude by suggesting a range of measures to support the 14+ participation, progression and transition of middle attainers in the English education and training system.

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The transition from vocational education and training to higher education: a successful pathway?

Cited by 80 publications

References 8 publications

Students’ Learning Performance and Transitions in Different Learning Pathways to Higher Vocational Education

Students’ Learning Performance and Transitions in Different Learning Pathways to Higher Vocational Education

Promoting Students’ Transitions to Successive VET Levels through Continuing Learning Pathways

Middle attainers and 14–19 progression in England: half‐served by New Labour and now overlooked by the Coalition?

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