Learning pathways between and within vocational and higher education: towards a typology? |
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| Authors: | Roger Harris and Linda Rainey |
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| Abstract: | Promotion by governments of the provision of pathways for learners and the principle of seamlessness in post-compulsory education
over the past decade may be perceived as both positive and problematic. Seamlessness can provide considerable choice and yet
can readily lead to uncertainty and indecision. A number of studies have drawn attention to the phenomenon of indirect transfer,
where the movement of tertiary students is not linear but involves several moves within and between sectors. This paper explores
patterns in such movements and proposes a typology of five learning pathways. The research involved in-depth interviews held
with 69 students in South Australia who had experienced both vocational and higher education sectors. Such research can help
educators and researchers understand more fully the experiences in and reasons for moving within and between various pathways.
It can also assist policymakers and institutional planners with insights into how best to fashion relationships between sectors
and tailor policies and services that help learners navigate through education systems. |
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