Imagined Futures: why are vocational learners choosing not to progress to HE?

Aynsley, Sarah and Crossouard, Barbara (2010) Imagined Futures: why are vocational learners choosing not to progress to HE? Journal of Education and Work, 23 (2). pp. 129-143. ISSN 1363-9080

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Abstract

This paper is based on a small-scale mixed-method research project, which was located in south-east England and was funded by the British Academy. The project, investigated the factors that affected young people's decisions not to progress to higher education (HE) after following a Level 3 vocational pathway in upper secondary education. Set against the context of divergent and somewhat contradictory government policy initiatives, it draws on the concept of imagined futures as a way of considering students' 'decision-making' in their transition from further education to other locations. This paper explores how a group of young people completing their vocational courses in summer 2008 viewed - or imagined - their futures. Contrary to policy discourses, vocational pathways did not necessarily offer straightforward progression to HE. Respondents' 'imagined futures' did not lack agency, but HE was not an immediate part of them.

Item Type: Article
Keywords: vocational education, higher education, transition, imagined futures
Schools and Departments: School of Education and Social Work > Education
Depositing User: Sarah Aynsley
Date Deposited: 06 Feb 2012 20:46
Last Modified: 31 May 2012 14:33
URI: http://sro.sussex.ac.uk/id/eprint/28045
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