Transitions to further education: listening to voices of experience

Abstract

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.

Young People’s Perceptions of Transitioning from School to Higher Education: A Cross-National Perspective

“…Loh et al, (2021), for instance, drew on the theory to examine undergraduate students' academic experiences moving from their foundational to second year of studies. EST has also been employed for studies investigating individuals transitioning from SEC to HE, such as by Packer and Thomas (2021), who used the framework to understand the complexity of transitions from school to non-compulsory education based on the interactions of diverse stakeholders. Thanks to its holistic view, Bronfenbrenner's EST provides a useful analytical tool, enabling to distinguish the plethora of drivers facilitating or hindering the SEC-to-HE transition.…”

“…Thanks to its holistic view, Bronfenbrenner's EST provides a useful analytical tool, enabling to distinguish the plethora of drivers facilitating or hindering the SEC-to-HE transition. Therefore, we follow the lead of extant research that relied on this theoretical framework to examine the transition from SEC to higher/further education (Loh et al, 2021;Mocca et al, 2019;Olson, 2016;Packer & Thomas, 2021;Packer et al, 2022).…”

“…It is key regarding access to certain types of jobs and subsequent lifestyles (McDonald, 2011), to achieving status within society, and to developing personal interests (Milesi, 2010). Yet, this transition is challenging both to individuals (e.g., eliciting feelings of uncertainty) and institutions expected to support young people in their moves beyond SEC (Packer & Thomas, 2021).…”

“…Whilst a first wave of studies understood transitions from a mechanistic or stylized perspective, current research is highlighting transitions as complex and dynamic processes (Walther et al, 2022). This applies to transitions from compulsory to non-compulsory education (Packer & Thomas, 2021), from undergraduate to postgraduate studies (Tobbell & O'Donnell, 2013) and from school to work (Alves & Korhonen, 2016). Thus, the complexity of transitions needs to be addressed both theoretically and empirically, involving institutional, economic, cultural, and motivational aspects.…”