Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/7471
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Coming to college or getting out of school? The experience of vocational learning of 14- to 16-year-olds in a further education college
Authors: Davies, John
Biesta, G J J
Contact Email: gert.biesta@stir.ac.uk
Keywords: age
COLLEGE
CULTURE
documents
Education
experience
experiences
further education
Learning
PEOPLE
policies
Policy
PROVISION
Research
school
Students
VALUE
young people
Issue Date: Mar-2007
Publisher: Taylor & Francis
Citation: Davies J & Biesta GJJ (2007) Coming to college or getting out of school? The experience of vocational learning of 14- to 16-year-olds in a further education college, Research Papers in Education, 22 (1), pp. 23-41.
Abstract: There has been renewed emphasis on the vocational in recent policy documents concerning provision for the 14-19 age group. More open acknowledgement of the vocational/academic divide within English education has appeared alongside the creation of increased vocational opportunities for young people. Research undertaken for the Transforming Learning Cultures in Further Education project has, however, raised questions concerning the provision of vocational options for 14- to 16-year-olds that are not being fully addressed by policy-makers. This article aims to provide an answer to two linked questions: why might it be important to offer vocational options to students of this age in a further education college? And, under what conditions might students benefit most from such provision? Our research revealed that students can value highly such vocational experiences, but that the extent to which young people actually benefit from the opportunity to engage in vocational learning depends crucially upon the way in which such opportunities are experienced as different from 'normal' schooling. It has also revealed that the opportunities for such experiences are potentially fragile, vulnerable to the effects of change within the institution.
Type: Journal Article
URI: http://hdl.handle.net/1893/7471
DOI Link: http://dx.doi.org/10.1080/02671520601152037
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Affiliation: University of Strathclyde
Education Management and Support

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