Educational pathways: Not the straight and narrow

8 January 2007

Students moving within and between the vocational education and training (VET) and higher education sectors are adept at using and exploiting available options, according to a new study published by the National Centre for Vocational Education Research (NCVER).

The study, Crazy paving or stepping stones? Learning pathways within and between vocational education and training and higher education, examined pathways of 50 students between the two education sectors. After leaving school, these students had gained a taste of both sectors and had, on average, twice changed course or institution or sector.

It finds that while policy statements emphasise linear and seamless pathways, the patterns of movement are rather complicated. The students involved in the study did not generally perceive their educational journeys as pathways, but more like 'stepping stones, zig zags or lurches'.

The students were generally unaware of the career services available to them, so one way forward would be to more widely promote their availability.

'Students should think how they can make best use of both the VET and higher education sectors to help gain a foothold in their relevant career,' says Dr Tom Karmel, Managing Director, NCVER.

Students encountered a number of difficulties moving within and between VET and higher education sectors, including finance, juggling work, other commitments, transportation and institutional location, as well as a range of other personal and provider issues.

Despite these challenges, the students reported they saw great value and were positive in the multiple educational moves they made.

This research is part of the national program of VET research managed by NCVER and funded by the Department of Education, Science and Training on behalf of the Australian, state and territory governments

ENDS

Copies of Crazy paving or stepping stones? Learning pathways within and between vocational education and training and higher education can be accessed from http://www.ncver.edu.au/publications/1722.html

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