Vocational imagination and labour market literacy: young New Zealanders making education–employment linkages

Higgins, Jane; Nairn, Karen; Sligo, Judith

doi:10.1080/13636820903491716

Cited by 21 publications

(12 citation statements)

References 34 publications

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“…In physical education classes the environment created was an important factor in student enjoyment (Higgins, Nairn, & Sligo, 2010). Student athletes agreed that they enjoyed socializing and improving their skills in a positive environment.…”

Section: Discussionmentioning

confidence: 99%

“…However, teachers/coaches may consider forms of regulation, such as allowing elite athletes to participate in only one sport or just focusing attention on a certain cross-section of elite athletes (such as athletics in School A) in a particular sport as possibly counterproductive to participants' enjoyment. Teachers/coaches may also consider developing what Higgins, Nairn, and Sligo (2010) referred to as a "labour . Students' perceptions of learning, post-school options and status in two elite athlete programmes.…”

Section: Discussionmentioning

confidence: 99%

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Students' Perceptions of Learning, Post-school Options and Status in Two Elite Athlete Programmes

Brown¹,

Butler²,

Osborne³

2013

Apex

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The purpose of this study was to identify who participates in elite athlete programmes (EAPs), student athlete selection of EAPs and perceptions of physical skill improvement, enjoyment, post-school options, and programme status. Research exploring EAPs has mushroomed since the 1990s. Much of this literature focused on coach development or coach education and the identification of gifted and talented athletes. Less frequently studies investigated the perceptions of elite athletes' learning, enjoyment, physical skill improvement and post-school options in the talent development environment. A small survey from a New Zealand pilot study on student participation was used for two purposefully selected case sites. Non-parametric statistical tests were used to test for differences within and between the two case sites. Results indicated that the talent development environment exerts a small effect on student athletes' perceptions of physical skill improvement and that these influences need to be considered by EAPs interested in student athlete success.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Students' Perceptions of Learning, Post-school Options and Status in Two Elite Athlete Programmes

Brown¹,

Butler²,

Osborne³

2013

Apex

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“…Hence, strong vocational imagination (Higgins et al, 2010) anchored apprentices' trajectory into apprenticeship with many providing narratives of their attempts to attain apprentice positions in workplaces they perceived to epitomise high level craft work. All the disengaged apprentices who provided reasons for indenture termination as a lack of opportunity for workplace training had either: (a) found a different workplace in the same trade to continue an apprenticeship; (b) enrolled in pretrade training programmes to undertake perceived ''correct '' training; or (c) were in the process of finding another workplace to re-enrol in apprenticeship.…”

Section: Learning Opportunities Are Affordedmentioning

confidence: 99%

Belonging to a workplace: first-year apprentices’ perspectives on factors determining engagement and continuation through apprenticeship

Chan

2014

Int J Educ Vocat Guidance

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The transition to work through apprenticeship is one taken by many young people. A sense of belonging to a workplace is posited to be an important precursor for initial and on-going engagement with practice communities. This article details a study of beginning apprentices in ten trades. The project sought to identify factors influencing apprentices' decisions to enter and commit to apprenticeship. Through comparisons of the experiences of continuing and disengaged first-year apprentices, processes of belonging to a workplace were found to be important contributors to apprenticeship continuation. Factors contributing to apprentices' perceptions of belongingness are identified, examined and discussed.Résumé. Appartenir à un lieu de travail: Perspective des apprentis de première année sur les facteurs déterminant l'engagement et la poursuite de l'apprentissage La transition vers le travail via l'apprentissage est réalisée par beaucoup de jeunes. Un sentiment d'appartenance au lieu de travail est considéré comme une condition préalable importante à l'engagement initial et continu dans les communautés de pratiques. Cet article détaille une étude portant sur de nouveaux apprentis dans dix métiers. Le projet a cherché à identifier les facteurs influençant les décisions des apprentis d'entrer et de s'engager dans leur apprentissage. Grâce à des comparaisons des expériences des apprentis de première année qui ont continué ou abandonné leur formation, les processus d'appartenance à un lieu de travail ont été identifiés comme des contributeurs important à la poursuite de l'apprentissage. Les facteurs contribuant au sentiment d'appartenance des apprentis sont identifiés, examinés et discutés.Zusammenfassung. Arbeitsplatzzugehörigkeit: Perspektiven von neuen Auszubildenden auf Faktoren, die Engagement während und Fortführung der Ausbildung bestimmen Der Ü bergang zur Arbeit durch eine Ausbildung wird von vielen jungen Menschen durchlebt. Ein Gefühl der Zugehörigkeit zu einem Arbeitsplatz ist eine wichtige Voraussetzung für die anfängliche und laufende Beschäftigung mit der Arbeitsgemeinschaft. Dieser Artikel beschreibt eine Studie über Auszubildende des ersten Ausbildungsjahres aus zehn verschiedenen Berufen. Das Projekt versuchte entscheidende Faktoren zu identifizieren, welche dazu führen, dass Auszubildende die Ausbildung beginnen und fortsetzen. Die Vergleiche von Erfahrungen von Personen mit fortgeführten Ausbildungen mit den Erfahrungen von Personen mit abgebrochenen Ausbildungen ergaben, dass die Arbeitsplatzzugehörigkeit einen wichtigen Beitrag zur Erklärung der Fortsetzung der Ausbildung leistet. Faktoren die zur Wahrnehmung von Arbeitsplatzzugehörigkeit führen wurden identifiziert, untersucht und diskutiert.Resumen. Identificarse con un empleo: el punto de vista de los aprendices de primer añ o sobre los factores determinantes de la implicación y continuidad en la formación Muchos jóvenes optan por las prácticas en empresa como modo de transición al mundo laboral. La identificación con el puesto de trabajo es sin d...

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“…Comments such as 'everyone needs an education so they can get qualifications for a job' and 'in the end you can't get a good job without education' were commonly voiced. As in the earlier research project just mentioned, the equation of qualifications with labour market power was assumed by most (Higgins, Nairn, and Sligo 2010;Nairn, Higgins, and Sligo 2012). This is not surprising; young people hear this equation from teachers, parents and many others and it is well-established in popular discourse.…”

Section: Maintaining a Learner Identitymentioning

confidence: 99%

Towards a learning identity: young people becoming learners after leaving school

Higgins

2013

Research in Post-Compulsory Education

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This article explores the development of learning identities among 51 young New Zealanders who left school with few or no qualifications. Most experienced a period of time after leaving school when they were not in education, employment or training (known as NEET). At the time of this research all had moved into a learning environment of some kind. The development of learning identities involved the explicit rejection of their former NEET identities and was facilitated by aspects of their current learning environment, particularly relationships with tutors and fellow students and styles of learning that differed from their school experiences. Within this context the young people were able to think about crafting future pathways into further education and employment. The article concludes with a discussion of current policy directions that attempt to reintegrate these young people into a school-like system, a process that may be unhelpful for them. IntroductionThe Education Employment Linkages (EEL) project is a five-year research project (2008-2012) exploring how transition support systems can best help young New Zealanders make good education employment linkages to benefit themselves, their communities, and the national economy (Dalziel et al. 2007). One strand of the project focuses on young people who have left school with few or no qualifications. The discussion below explores how a group of these young people moved from being outside education, employment or training (known as NEET) into learning environments in which they began to develop learning identities. Focussing particularly on these young people's own voices, it examines what they had to say about their capacity to develop education-employment linkages, and about forms of support (both individual and systemic) that facilitated this development. The article concludes with a discussion of recent policy developments in New Zealand aimed at assisting school-leavers who are regarded as being at risk of becoming NEET.

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Vocational imagination and labour market literacy: young New Zealanders making education–employment linkages

Cited by 21 publications

References 34 publications

Students' Perceptions of Learning, Post-school Options and Status in Two Elite Athlete Programmes

Students' Perceptions of Learning, Post-school Options and Status in Two Elite Athlete Programmes

Belonging to a workplace: first-year apprentices’ perspectives on factors determining engagement and continuation through apprenticeship

Towards a learning identity: young people becoming learners after leaving school

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