Imagined Futures: Why Are Vocational Learners Choosing Not to Progress to HE?

Autor/inn/en	Aynsley, Sarah; Crossouard, Barbara
Titel	Imagined Futures: Why Are Vocational Learners Choosing Not to Progress to HE?
Quelle	In: Journal of Education and Work, 23 (2010) 2, S.129-143 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
Schlagwörter	Foreign Countries; Vocational Education; Higher Education; Transitional Programs; Academic Aspiration; Disadvantaged; Resistance to Change; Disproportionate Representation; Young Adults; Student Attitudes; Career Development; Conflict; Public Policy; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Young adult; Junger Erwachsener; Schülerverhalten; Berufsentwicklung; Konflikt; Öffentliche Ordnung; Großbritannien
Abstract	This paper is based on a small-scale mixed-method research project, which was located in south-east England and was funded by the British Academy. The project, investigated the factors that affected young people's decisions not to progress to higher education (HE) after following a Level 3 vocational pathway in upper secondary education. Set against the context of divergent and somewhat contradictory government policy initiatives, it draws on the concept of imagined futures as a way of considering students' "decision-making" in their transition from further education to other locations. This paper explores how a group of young people completing their vocational courses in summer 2008 viewed--or imagined--their futures. Contrary to policy discourses, vocational pathways did not necessarily offer straightforward progression to HE. Respondents' "imagined futures" did not lack agency, but HE was not an immediate part of them. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10