Recognising potential: trade educators transforming a workforce

Maurice-Takerei, Lisa

doi:10.1080/13596748.2017.1381302

Cited by 3 publications

(2 citation statements)

References 14 publications

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“…A successful transition experience can serve to facilitate retention and encourage increased motivation and engagement with study as learners are able to access the new environment, meet practitioners and make informed choices (Welsh Government, 2018; Holtom & Lloyd‐Jones, 2012; DfES, 2007). Continued education and training remain key in the maintenance and development of a skilled workforce, career progression and social integration (The Northern Powerhouse Partnership, 2018; Maurice‐Takerei, 2017; Ludwig‐Mayerhofer et al, 2019). While the purpose of the study was to ascertain the effectiveness of transition processes from both learner and practitioner perspectives, approaches that encourage the use of learner voice can also be viewed as promoting increased social equality, engagement and commitment to the setting (Browne & Millar, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

‘Be prepared and give it a go!’ Transitions into further education for learners with additional learning needs

Packer¹,

Abbinett²,

Morris³

2022

British J Special Edu

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Transitions in education are known to have an impact on learners both in social and emotional terms as well as academically. This article argues that transition experiences should be regarded as an on-going process rather than a one-off event. The move from compulsory education at the age of 16 can have a significant impact on engagement and retention, particularly for learners with additional learning needs (ALN), yet this is an underexplored area. While the transition from compulsory education to a further education (FE) setting brings increased independence, new opportunities and the emergence of adulthood, it can also be a time of trepidation and uncertainty for all learners, including those with ALN. Using an interpretive methodology, the voices of key stakeholders in the transition to FE from one setting were recorded to explore and inform good practice. Data were gathered using online questionnaires, interviews and focus groups. Findings ascertained the value of nurturing effective practitioner-learner relationships in preparation for transition, the importance of developing peer support networks and the provision of a central, safe space that is accessible to learners with ALN at all times.

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Section: Literature Reviewmentioning

confidence: 99%

‘Be prepared and give it a go!’ Transitions into further education for learners with additional learning needs

Packer¹,

Abbinett²,

Morris³

2022

British J Special Edu

View full text Add to dashboard Cite

show abstract

“…Ensuring successful transition enables better retention and engagement with study as learners are making informed choices (DfES, 2007;WG, 2018a). As other studies have shown, continued schooling and vocational and professional training remain of primary importance for a skilled work force, careers and social integration (The Northern Powerhouse Partnership 2018;Maurice-Takerei 2017;Ludwig-Mayerhofer et al 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Transitions to further education: listening to voices of experience

Packer

Thomas

2021

Research in Post-Compulsory Education

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Transition has an impact upon the emotional and social development of the individual as well as academically. This paper argues that transition is not a one-off event but is an ongoing process that is repeated over time. In entering further education (FE) the impact of transition in the move from formal schooling to post-compulsory education is no less daunting. Emerging independence and exploration of self-identity are fundamental in adulthood; however, individuals often need guidance and support during this process. Using an interpretive methodology, the voices of key stakeholders in the transition to FE were sought and recorded to explore and inform good practice. Data was collected using online and paper questionnaires, interviews and focus groups. Findings concluded the value of active and supportive relationships between learners and practitioners and between learners and their peers during the transition process. Nurturing effective practitioner-learner relationships, with opportunities to visit the setting promoted increased engagement by learners and facilitated learner identification with the learning environment, thus ensuring smooth transition.

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