Setting Them up to Fail: Post-16 Progression Barriers of Previously Disengaged Students
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| Title: | Setting Them up to Fail: Post-16 Progression Barriers of Previously Disengaged Students |
|---|---|
| Language: | English |
| Authors: | David Allan |
| Source: | Prism: Casting New Light on Learning, Theory & Practice. 2017 1(1):21-32. |
| Availability: | Liverpool John Moores University. Student Life Building, 10 Copperas Hill, Liverpool, L3 5AH, UK. Tel: +44-151-231-4648; Web site: https://openjournals.ljmu.ac.uk/index.php/prism/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Late Adolescents, Vocational Education, Work Experience Programs, Learner Engagement, Student Attitudes, Educational Opportunities, Academic Achievement, Barriers, Education Work Relationship |
| Geographic Terms: | United Kingdom (England) |
| ISSN: | 2514-5347 |
| Abstract: | This paper looks at post-16 progression opportunities for a group of previously disaffected 14-16-year-old students who undertook vocational learning in their final two years at school in the north-west of England. The paper argues that advanced forms of vocational learning at key stage 4 are leading to over-skilling and educational limbo for many young people. Questionnaire data was obtained from 109 participants in total. These included 16-21-year-olds looking to enter further education or employment with training (n=84), 14 vocational learning tutors, and 11 further education teachers. Although the vocational route can lead to a nationally recognised qualification, literacy and numeracy achievements are often below the expected standard, thus creating a mismatch in identified abilities. Due to the current government-enforced pressure to succeed in English and maths, a perceived 'deficiency' in any of these areas presents a significant barrier to progression. The students in this study are seen to be vocationally over-skilled yet underachieving in academic areas. As such, progression routes are severely limited, resulting in a high number of individuals dropping out of learning altogether. [Note: The page range shown on PDF (21-45) is incorrect. The correct page range is 21-32.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1448364 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1448364 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1448364 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Setting Them up to Fail: Post-16 Progression Barriers of Previously Disengaged Students – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22David+Allan%22">David Allan</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Prism%3A+Casting+New+Light+on+Learning%2C+Theory+%26+Practice%22"><i>Prism: Casting New Light on Learning, Theory & Practice</i></searchLink>. 2017 1(1):21-32. – Name: Avail Label: Availability Group: Avail Data: Liverpool John Moores University. Student Life Building, 10 Copperas Hill, Liverpool, L3 5AH, UK. Tel: +44-151-231-4648; Web site: https://openjournals.ljmu.ac.uk/index.php/prism/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 12 – Name: DatePubCY Label: Publication Date Group: Date Data: 2017 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Late+Adolescents%22">Late Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Education%22">Vocational Education</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Experience+Programs%22">Work Experience Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Opportunities%22">Educational Opportunities</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Work+Relationship%22">Education Work Relationship</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2514-5347 – Name: Abstract Label: Abstract Group: Ab Data: This paper looks at post-16 progression opportunities for a group of previously disaffected 14-16-year-old students who undertook vocational learning in their final two years at school in the north-west of England. The paper argues that advanced forms of vocational learning at key stage 4 are leading to over-skilling and educational limbo for many young people. Questionnaire data was obtained from 109 participants in total. These included 16-21-year-olds looking to enter further education or employment with training (n=84), 14 vocational learning tutors, and 11 further education teachers. Although the vocational route can lead to a nationally recognised qualification, literacy and numeracy achievements are often below the expected standard, thus creating a mismatch in identified abilities. Due to the current government-enforced pressure to succeed in English and maths, a perceived 'deficiency' in any of these areas presents a significant barrier to progression. The students in this study are seen to be vocationally over-skilled yet underachieving in academic areas. As such, progression routes are severely limited, resulting in a high number of individuals dropping out of learning altogether. [Note: The page range shown on PDF (21-45) is incorrect. The correct page range is 21-32.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1448364 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1448364 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 21 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Late Adolescents Type: general – SubjectFull: Vocational Education Type: general – SubjectFull: Work Experience Programs Type: general – SubjectFull: Learner Engagement Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Educational Opportunities Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: Barriers Type: general – SubjectFull: Education Work Relationship Type: general – SubjectFull: United Kingdom (England) Type: general Titles: – TitleFull: Setting Them up to Fail: Post-16 Progression Barriers of Previously Disengaged Students Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: David Allan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 2514-5347 Numbering: – Type: volume Value: 1 – Type: issue Value: 1 Titles: – TitleFull: Prism: Casting New Light on Learning, Theory & Practice Type: main |
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