Facilitating the learning journey from vocational education and training to higher education

Catterall, Janice; Davis, Janelle; Yang, Dai Fei

doi:10.1080/07294360.2013.832156

Cited by 37 publications

(43 citation statements)

References 12 publications

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“…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%

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: 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

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“…In other words, it seems to be possible to improve students' transitions between successive VET levels through continuing learning pathways such as the GL (at this point, it should be noted that it is also possible for GL students to switch to regular MBO if necessary and to proceed with an HBO programme after graduation). Comparable continuing learning pathways could be a curriculum solution to facilitate and support students' transitions to higher educational levels in other contexts and countries as well (see also Bradley 2008;Catterall et al 2014;David 2010;Gorard et al 2006;Hayward 2006;Watson 2006). Of course, additional research is needed to determine whether this conclusion is justified.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…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%

“…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%

“…To conclude, Biemans et al (2016) showed that the GL with the combined design characteristics was more effective for this specific target group of students with a relatively high cognitive ability level than the regular VMBO pathway in terms of students' learning performance and their transitions to MBO but, at that point, the question remained whether the GL is also more effective in promoting students' transitions to higher professional bachelor programmes (HBO), which could be considered as the ultimate goal of these continuing learning pathways (see also Bradley 2008;Catterall et al 2014;David 2010;Gorard et al 2006;Hayward 2006;Watson 2006). Therefore, the present study, which was already announced by Biemans et al (2016), was carried out as follow-up research to examine whether the GL does promote students' transitions to HBO, as the next educational level in the Dutch VET system.…”

Section: Previous Research On Effects Of the Green Lyceummentioning

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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Filling the Skills Gap in Australia – VET Pathways

Beckley

Netherton

Barber

2018

University Pathway Programs: Local Responses Within a Growing Global Trend

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In 2008 the authoritative Bradley Report into education in Australia identified a skills gap in the overall workforce in the country which, if not addressed, would disadvantage the nation in terms of international trade and technological innovation and development. The Council of Australian Governments (COAG) set targets for investment in potential students who would not traditionally enter tertiary education; that is, mainly those from low socio-economic backgrounds. The Australian federal government administered grants for states and territories to fulfil education targets through the Higher Education Participation and Partnerships (HEPPP) funds. The subject of this paper is the Bridges to Higher Education (Bridges) program, a collaborative initiative provided by five Sydney universities working in partnership to deliver widening participation projects in New South Wales. As part of the Bridges program, two universities-University of Technology Sydney and Western Sydney University-worked together on the Pathways/VET projects which developed several hundred pathways and many workshops for potential students. Two case studies are included to illustrate that significant outcomes were achieved through the project which was externally evaluated by Klynveld Peat Marwick Goerdeler (KPMG).

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Facilitating the learning journey from vocational education and training to higher education

Cited by 37 publications

References 12 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

Filling the Skills Gap in Australia – VET Pathways

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