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.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Australian Government. (2009). Transforming Australia’s higher education system. Canberra: Commonwealth of Australia.
Australian National Training Authority (ANTA). (2003). Shaping our future: National strategy for vocational education and training 2004–2010. Brisbane: Australian National Training Authority.
Bathmaker, A.-M., & Thomas, W. (2009). Positioning themselves: An exploration of the nature and meaning of transitions in the context of dual sector FE/HE institutions in England. Journal of Further and Higher Education, 33(2), 119–130.
Bloomer, M., & Hodkinson, P. (2000a). The complexity and unpredictability of young people’s learning careers. Education and Training, 2(2), 68–74.
Bloomer, M., & Hodkinson, P. (2000b). Learning careers: Continuity and change in young people’s dispositions to learning. British Educational Research Journal, 26(5), 507–583.
Bowman, H. (2005). ‘It’s a year and then that’s me’: Masters students’ decision-making. Journal of Further and Higher Education, 29(3), 233–249.
Bradley, D. (2008). Review of Australian higher education: Final report. Canberra: Commonwealth of Australia.
Broughton, S. (2005). Reconciling means and ends in equity and access through further and higher education sector partnerships: An Australian case. Journal of Further and Higher Education, 29(2), 143–154.
Christie, H., Cree, V. E., Hounsell, J., McCune, V., & Tett, L. (2006). From college to university: Looking backwards, looking forwards. Research in Post-Compulsory Education, 11(3), 351–365.
Crump, S. (2007). Changing identities and performance of post-compulsory educational providers. Australian Educational Researcher, 34(3), 1–14.
Curtis, D. (2009). Student transfer. Adelaide: National Centre for Vocational Education Research.
Department of Education, Science and Training (DEST). (2002). Varieties of learning: The interface between higher education and vocational education and training. www.dest.gov.au/crossroads/pubs/varieties of learning. Accessed 14 Dec 2004.
Gallacher, J. (2006). Blurring the boundaries or creating diversity? The contribution of the further education colleges to higher education in Scotland. Journal of Further and Higher Education, 30(1), 43–58.
Gardner, M. (2002). The review of pathways articulation through the post-compulsory years of school to further education, training and labour market participation. Brisbane: Queensland Department of Employment and Training, and Department of Education.
Golding, B. (1999). Two-way movement and recognition between university and TAFE in Victoria between 1990 and 1996. Melbourne: Centre for the Study of Higher Education, University of Melbourne.
Grubb, W. N. (2006). Vocationalism and the differentiation of tertiary education: Lessons from US community colleges. Journal of Further and Higher Education, 30(1), 27–42.
Hall, D., & Thomas, H. (2005). Collaborative activity between school and college sixth forms and higher education institutions. Research in Post-Compulsory Education, 10(2), 183–198.
Harreveld, R. E. (2005). Articulation at work among Australia’s post-compulsory education sectors: An examination of cross-sectoral pathways initiatives. Research in Post-Compulsory Education, 10(1), 105–120.
Harris, R., Sumner, R., & Rainey, L. (2005). Student traffic: Two-way movement between vocational education and training and higher education. Adelaide: National Centre for Vocational Education Research.
House of representatives standing committee on education and training. (2004). Learning to work: Report on the inquiry into vocational education in schools. Canberra: Commonwealth of Australia, House of Representatives Publishing Unit.
Hultberg, J., Plos, K., Hendry, G. D., & Kjellgren, K. I. (2008). Scaffolding students’ transition to higher education: Parallel introductory courses for students and teachers. Journal of Further and Higher Education, 32(1), 47–58.
International Labour Organisation (ILO). (2002). Learning and training for work in the knowledge society. Report IV (1) of International Labour Organisation Conference, 91st session. Geneva: International Labour Organisation.
Karmel, T. (2009). Reflections on the tertiary education sector in Australia. www.ncver.edu.au/publications/2115.html. Accessed 13 Sep 2009.
Karmel, T., & Nguyen, N. (2003, Sep). Australia’s tertiary education sector. Paper presented to the Centre for the Economics of Education and Training Conference: ‘Strategic directions for vocational education and training’, Melbourne.
Keating, J. (2006). Post-school articulation in Australia: A case of unresolved tensions. Journal of Further and Higher Education, 30(1), 59–74.
Knox, H. (2005). Making the transition from further to higher education: The impact of a preparatory module on retention, progression and performance. Journal of Further and Higher Education, 29(2), 103–110.
McKenzie, P. (2000, Oct). Youth pathways to promote lifelong learning. Paper presented to the Centre for the Economics of Education and Training Conference, mobilising resources for lifelong learning, Melbourne.
McMillan, J., Rothman, S., & Wernert, N. (2005). Non-apprenticeship VET courses: Participation, persistence and subsequent pathways. Camberwell: Australian Council for Educational Research.
Moodie, G. (2003, April). VET–higher education transfers and the structure of tertiary education. Paper presented to 6th Australian VET Research Association Conference, the changing face of vocational education and training: Reflection, regulation and re-engineering. Sydney: Australian Technology Centre.
Moodie, G. (2004). Reverse transfer in Australia. International Journal of Training Research, 2(2), 24–48.
Phillips, K.P.A., (2006, June). Giving credit where credit is due: A national study to improve outcomes in credit transfer and articulation from vocational and technical education to higher education. http://www.mceetya.edu.au/verve/_resources/National_Study_final_report_June_2006_FINAL.pdf. Accessed 20 Aug 2009.
Robotham, D., & Julian, C. (2006). Stress and the higher education student: A critical review of the literature. Journal of Further and Higher Education, 30(2), 107–117.
Rogers, K. M. A. (2009). A preliminary investigation and analysis of student learning style preferences in further and higher education. Journal of Further and Higher Education, 33(1), 13–21.
Skills Australia. (2009, June). Foundations for the future: Proposals for future governance, architecture and market design for the national training system. Final position paper, Canberra: Commonwealth of Australia. http://www.skillsaustralia.gov.au/PDFs_RTFs/Foundationsforthefuture.pdf. Accessed 31 Aug 2009.
Skills Australia. (2010, October). Creating a future direction for Australian vocational education and training: A discussion paper on the future of the VET system. http://www.skillsaustralia.gov.au/PDFs_RTFs/discussionpaperdirectionforVET.pdf. Accessed 3 Dec 2010.
Skills Australia. (2011). Skills for prosperity: A roadmap for vocational education and training, Canberra: Commonwealth of Australia, May. http://www.skillsaustralia.gov.au/PDFs_RTFs/SkillsProsperityRoadmap.pdf. Accessed 5 August 2011.
Teese, R., & Polesel, J. (1999, August). Tracking students across institutional and sector divides: The potential of TAFE and higher education statistical collections. Paper presented to the post-compulsory education and training conference, ‘Looking to the future’. Lifelong Learning Network, University of Canberra, Canberra.
Teese, R., & Watson, L. (2001). Mapping and tracking: Data collections from monitoring post-compulsory education and training. Adelaide: National Centre for Vocational Education Research.
Waller, R. (2006). ‘I don’t feel like a “student”, I feel like “me”!’ The over-simplification of mature learners’ experience(s). Research in Post-Compulsory Education, 11(1), 115–130.
West, J. (2006). Patrolling the borders: Accreditation in further and higher education in England. Journal of Further and Higher Education, 30(1), 11–26.
Young, M. (2006). Further and higher education: A seamless or differentiated future? Journal of Further and Higher Education, 30(1), 1–10.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Harris, R., Rainey, L. Learning pathways between and within vocational and higher education: towards a typology?. Aust. Educ. Res. 39, 107–123 (2012). https://doi.org/10.1007/s13384-012-0052-1
Published:
Issue Date:
DOI: https://doi.org/10.1007/s13384-012-0052-1