Conceptualising a transition: the case of vocational and academic learning in England, Scotland and the USA

Doyle, L. (2012) Conceptualising a transition: the case of vocational and academic learning in England, Scotland and the USA. Research in Comparative and International Education, 7(4), pp. 446-464. (doi:10.2304/rcie.2012.7.4.446)

Full text not currently available from Enlighten.

Abstract

Drawing on findings from three related empirical studies, two carried out in England and the third a comparative study in England, Scotland and the USA, the contention of the paper is that the potentially fruitful transition young people in schools make between concurrent vocational and academic courses has been unrecognised and thus unexploited. To set the context for this, the paper explores understandings of and attitudes towards vocational learning and the rationales behind them. The impact on the experiences of young people aged 14-19 in school and further education, and the role of teachers, as they transition back and forth between their vocational and academic courses is examined. The transition is then conceptualised within current theoretical approaches to learners’ transitions between different learning environments and teaching methods, especially King Beach’s notion of ‘consequential transitions’. The paper concludes with a discussion on the relation of vocational and academic learning within pedagogic and theoretical frameworks and the opportunities an approach based on symbiosis between the two types of learning can offer for the improved acquisition of young people’s skills, knowledge and understanding.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Doyle, Dr Lesley
Authors: Doyle, L.
College/School:College of Social Sciences > School of Education > Social Justice Place and Lifelong Education
Journal Name:Research in Comparative and International Education
ISSN:1745-4999

University Staff: Request a correction | Enlighten Editors: Update this record