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 |
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