Nothing Changes: Perceptions of Vocational Education in England

Autor/inn/en	Atkins, Liz; Flint, Kevin J.
Titel	Nothing Changes: Perceptions of Vocational Education in England
Quelle	In: International Journal of Training Research, 13 (2015) 1, S.35-48 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
DOI	10.1080/14480220.2015.1051344
Schlagwörter	Foreign Countries; Vocational Education; Student Attitudes; Adolescent Attitudes; Disadvantaged Youth; Occupational Aspiration; Educational Policy; Working Class; Educational Attitudes; Cultural Capital; Social Attitudes; Qualitative Research; Interviews; Focus Groups; Adolescents; Young Adults; College Students; Netherlands; South Africa; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Schülerverhalten; Benachteiligter Jugendlicher; Berufsneigung; Berufsziel; Politics of education; Bildungspolitik; Arbeiterklasse; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Social attidude; Soziale Einstellung; Qualitative Forschung; Interviewing; Interviewtechnik; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Collegestudent; Niederlande; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper explores young people's perceptions of vocational education and training (VET) in England. It draws on interview and focus-group data from a funded project. Parallel studies were carried out in The Netherlands, South Africa and England. This study reports on the English project. It found that serendipity, contingent events and influence of significant others are most influential in choice of vocational programme and that young peoples' understandings of possible career paths vary in sophistication, differentiated by age, programme level and subject area. Perceived attractiveness of VET was closely associated with societal perception of their programmes (which the young people considered to be negative). The paper considers the implications of these findings in the context of recent major policy initiatives in England. It concludes that, while some recent policy initiatives, such as the introduction of University Technical Colleges may be successful in raising the esteem of some forms of elite and specialized VET, broad vocational programmes at lower levels, and short courses associated with "employability" and "re-engagement", will continue to be held in lower esteem and to confer little educational advantage on those young people, largely drawn from working-class backgrounds, who pursue them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01