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Effectiveness of Vocational-to-Bachelor Continuation of Studies: An Inclusion Mechanism for Academic Success in Higher Education

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Title: Effectiveness of Vocational-to-Bachelor Continuation of Studies: An Inclusion Mechanism for Academic Success in Higher Education
Language: English
Authors: Jorge Miranda-Ossandón (ORCID 0000-0003-3346-0866), Carla Muñoz (ORCID 0000-0001-5968-6076), Jorge Valenzuela (ORCID 0000-0002-9558-2642)
Source: Journal of Education and Learning (EduLearn). 2026 20(1):465-473.
Availability: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Early Childhood Education
Descriptors: Higher Education, Articulation (Education), Career and Technical Education, Transitional Programs, Undergraduate Study, Foreign Countries, Agronomy, Early Childhood Education, Physical Education, Inclusion, Academic Achievement, Academic Failure, Academic Persistence, College Admission
Geographic Terms: Chile
ISSN: 2089-9823
2302-9277
Abstract: In the context of promoting student inclusion in higher education, this study examines the effectiveness of transition programs from vocational to undergraduate education as access mechanisms that enable effective and successful inclusion. A cohort of 637 Chilean students from three academic disciplines, namely, agronomy, early childhood education, and physical education was analyzed, comparing academic performance, failure rates, and persistence between continuation program participants and students admitted through traditional or inclusive pathways. Statistical analyses, including persistence metrics and analysis of variance (ANOVA), indicate that students in the continuation program achieve equal or superior academic outcomes to their peers admitted through regular or other inclusionary pathways. These results provide evidence to support the relevance and feasibility of this type of higher education pathway access as an effective inclusive education strategy in terms of academic success and persistence. So, this paper contributes with specific evidence on the effectiveness of this inclusion mechanism, which could be relevant for designing efficient inclusion policy mechanisms. However, future studies that address career paths and professional development longitudinally must complement these initial results.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495445
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Effectiveness of Vocational-to-Bachelor Continuation of Studies: An Inclusion Mechanism for Academic Success in Higher Education
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  Data: <searchLink fieldCode="AR" term="%22Jorge+Miranda-Ossandón%22">Jorge Miranda-Ossandón</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3346-0866">0000-0003-3346-0866</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carla+Muñoz%22">Carla Muñoz</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-5968-6076">0000-0001-5968-6076</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jorge+Valenzuela%22">Jorge Valenzuela</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9558-2642">0000-0002-9558-2642</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning+%28EduLearn%29%22"><i>Journal of Education and Learning (EduLearn)</i></searchLink>. 2026 20(1):465-473.
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  Data: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
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  Data: <searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Articulation+%28Education%29%22">Articulation (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Career+and+Technical+Education%22">Career and Technical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Agronomy%22">Agronomy</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Failure%22">Academic Failure</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22College+Admission%22">College Admission</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink>
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  Data: 2089-9823<br />2302-9277
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  Data: In the context of promoting student inclusion in higher education, this study examines the effectiveness of transition programs from vocational to undergraduate education as access mechanisms that enable effective and successful inclusion. A cohort of 637 Chilean students from three academic disciplines, namely, agronomy, early childhood education, and physical education was analyzed, comparing academic performance, failure rates, and persistence between continuation program participants and students admitted through traditional or inclusive pathways. Statistical analyses, including persistence metrics and analysis of variance (ANOVA), indicate that students in the continuation program achieve equal or superior academic outcomes to their peers admitted through regular or other inclusionary pathways. These results provide evidence to support the relevance and feasibility of this type of higher education pathway access as an effective inclusive education strategy in terms of academic success and persistence. So, this paper contributes with specific evidence on the effectiveness of this inclusion mechanism, which could be relevant for designing efficient inclusion policy mechanisms. However, future studies that address career paths and professional development longitudinally must complement these initial results.
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  Data: 2026
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  Data: EJ1495445
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 465
    Subjects:
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Articulation (Education)
        Type: general
      – SubjectFull: Career and Technical Education
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      – SubjectFull: Transitional Programs
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      – SubjectFull: Undergraduate Study
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Agronomy
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Physical Education
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Academic Failure
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      – SubjectFull: Academic Persistence
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      – SubjectFull: College Admission
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      – SubjectFull: Chile
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      – TitleFull: Effectiveness of Vocational-to-Bachelor Continuation of Studies: An Inclusion Mechanism for Academic Success in Higher Education
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