Supporting Progression to HE: The Role of Colleges and Vocational Courses

Autor/inn/en	Gartland, Clare Elizabeth; Smith, Christine
Titel	Supporting Progression to HE: The Role of Colleges and Vocational Courses
Quelle	In: Education & Training, 60 (2018) 6, S.637-650 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0912
DOI	10.1108/ET-02-2018-0053
Schlagwörter	Foreign Countries; Vocational Education; High School Students; College Bound Students; College Preparation; Self Concept; Goal Orientation; Experiential Learning; Postsecondary Education; Business Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Selbstkonzept; Zielorientierung; Zielvorstellung; Experiental learning; Erfahrungsorientiertes Lernen; Post-secondary education; Tertiäre Bildung; Wirtschaftserziehung; Wirtschaftspädagogik
Abstract	Purpose: Vocational courses in England support the progression to higher education (HE) of large numbers of young people from disadvantaged backgrounds, yet there is little research exploring the college experiences of these young people prior to entering university. The purpose of this paper is to consider the experiences of young people on Level 3 Business and Technology Education Council (BTEC) vocational courses in their progression to HE from differently positioned post-16 colleges in England. Design/methodology/approach: A qualitative study was undertaken into the experiences of students on BTEC courses in four subject clusters (science, technology, engineering and maths, arts and humanities, social sciences and health) at both a Further Education College and a Sixth Form College in an area of multiple deprivation and low HE participation. Young people's experiences of BTEC courses and the support and guidance they receive are explored through the conceptual lens of "possible selves" and using Bourdieu's ideas of capital, habitus and field. Findings: Pedagogies and practices on BTEC courses are found to support the development of relevant social and cultural capital and help young people formulate well-articulated "possible selves" as university students, even amongst students who previously had not considered university as an option. The findings illustrate how differently positioned colleges support students' progression and identify challenges presented by an increasingly stratified and marketised system. Originality/value: The study highlights the transformative potential of BTEC courses and their role in supporting progression to HE amongst young people from economically disadvantaged backgrounds. The current emphasis on standardisation and rigour as mechanisms to better equip students for HE neglects the unique contribution BTEC pedagogies and practices make to encouraging HE participation. A Bourdieusian and "possible selves" theoretical framework has provided new insights into these valuable learning processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01