Students’ Learning Performance and Transitions in Different Learning Pathways to Higher Vocational Education
| Autor: | Loek Nieuwenhuis, Erik Fleur, Piety Runhaar, Harm J. A. Biemans, Hilde Tobi, H. Mariën |
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| Přispěvatelé: | Welten Institute, RS-Research Line Teaching and Teacher Professionalisation (T2) (part of WO program) |
| Jazyk: | angličtina |
| Předmět: |
Continuing learning pathways
Secondary education Higher education education WASS Academic achievement Design characteristics Education 0502 economics and business Mathematics education Education and Learning Sciences Student learning Learning performance business.industry 05 social sciences 050301 education Cognition Learning Performance Green Lyceum Vocational education Onderwijs- en leerwetenschappen Educational transitions Learning trajectory Vocational education and training business Psychology 0503 education 050203 business & management |
| Zdroj: | Vocations and Learning: Studies in Vocational and Professional Education 9 (2016) 3 Vocations and Learning. Studies in vocational and professional education, 9(3), 315-332. Journal of Vocations and Learning Vocations and Learning: Studies in Vocational and Professional Education, 9(3), 315-332 Biemans, H, Marien, H, Fleur, E, Tobi, H, Nieuwenhuis, L & Runhaar, P 2016, ' Students’ Learning Performance and Transitions in Different Learning Pathways to Higher Vocational Education ', Vocations and Learning. Studies in vocational and professional education, vol. 9, no. 3, pp. 315-332 . https://doi.org/10.1007/s12186-016-9155-6 |
| ISSN: | 1874-785X |
| DOI: | 10.1007/s12186-016-9155-6 |
| Popis: | To improve students’ transitions between successive educational levels, continuing learning pathways are being designed and implemented in many countries. This study was carried out to examine the effects of the Green Lycea (GL) as critical cases of continuing learning pathways in vocational education in The Netherlands. The GL were compared with a traditional pathway (pre-vocational secondary education and secondary vocational education offered as separate programmes) in terms of students’ learning performance and transitions. GL students and comparable students following the regular pathway yielded the same mean final exam scores for four core subjects in the first phase of their educational programmes, despite the fact that GL students took this exam one year earlier than regular students because of the acceleration of the learning trajectory in the GL programme. Regarding the students’ transitions, the GL and the traditional pathway yielded comparable percentages of students who either did or did not obtain a pre-vocational secondary education diploma; For the GL, however, the percentage of students who proceeded in secondary vocational education was higher. To conclude, it seems to be possible to improve students’ transitions between successive educational levels (with their learning performance being an important precondition) through continuing learning pathways such as the GL. In this regard, GL design characteristics as described and examined in this study can be valuable ingredients for continuing learning pathways internationally as well. |
| Databáze: | OpenAIRE |
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