Literaturnachweis - Detailanzeige
| Autor/in | Garforth, Graham |
|---|---|
| Titel | Exploring Leaders' Views on the Influence of Applied A Levels and Vocational Education on Preparation for Students' Progression to Higher Education and Employment, in the Context of an Inner City London School |
| Quelle | (2011), (96 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Foreign Countries; Vocational Education; Secondary Education; Education Work Relationship; Employment; Higher Education; Urban Schools; Leaders; Attitudes; Interviews; Focus Groups; United Kingdom (London) |
| Abstract | In London particularly there is increasing competitiveness for jobs and a need for transferable tertiary industry skills. There has been decades of change in vocational education and training; but there is evidence that little has changed to improve the chances of students progression to higher education and employment. With the age that students can leave formal education and training in England set at 18 from 2015 it is now critical that vocational education and training prepares students for progression. This study explores leaders' views on the influence of applied A levels and vocational courses at key stage five in preparation for progression in an inner city London school. The study uses qualitative interviews and a focus group. The findings suggest of primary importance to the leadership of vocational education is creating and maintaining employer relationships to enhance learning; having strong leadership views on educational priorities to overcome pressure to focus on results, and ensuring correct student recruitment for the courses. This requires a clear vision, correct allocation of resources and a suitable curriculum structure. Implications for school leaders include ensuring that more inexperienced teachers value including opportunities for students to practise transferable skills in lessons, and to allocate staff who can build and maintain stakeholder relationships. Nationally a move from results focus to learning quality is suggested. Further research into stakeholder involvement in schools is recommended. The following are appended: (1) Structure of education in England; (2) Literature review search strategy log; (3) A history of VET in the UK from 1980-2010; (4) Email study invitation; (5) Participant information sheet; (6) Interview questions; (7) Focus group instrument; (8) Interview and focus group analysis tool; (9) Chain of evidence record; (10) Focus group card exercise analysis; and (11) Participant consent form. (Contains 2 figures and 1 table.) (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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