1 / 7

Educational Sociology Insights: Pathways from School to Work in Scotland

Explore transition systems and credit frameworks shaping education and employment dynamics in Scotland. Learn about policy contexts, labour market trends, and the role of colleges in fostering lifelong learning.

kemp
Download Presentation

Educational Sociology Insights: Pathways from School to Work in Scotland

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Centre for Educational Sociology: themes from recent projects David Raffe Cathy Howieson http://www.ces.ed.ac.uk

  2. School-to-work ‘transition systems’ • Cross-national comparisons of how national structures shape transitions • Context for policy learning • Labour market (LM) ‘British’; education and training (ET) ‘Scottish’ • LM: flexible, polarised, weak occupational markets – but variable • ET: strong pull of higher/academic education; uncertain status of vocational ET; work-based v college-based; flexibility (on paper) • Role of colleges • ‘NEET’: low ed participation rather than low employment

  3. Scottish Credit and Qualifications Framework • Comprehensive framework • 12 levels; credit points; qualifications or units; procedures for ‘credit-rating’ • Not regulatory – ‘communications’ framework – a ‘useful tool’ rather than ‘agent of change’ • Positive impacts: rationalisation/coordination of supply • Other uses, eg credit transfer, recognition of prior learning, guidance, human resources policies – potential greater than actual use • Education v employment

  4. Credit Systems for Lifelong Learning project • Part of 4-country study (D, DK, NL, SCO) of Credit Systems for Lifelong Learning, led by BIBB • Credit arrangements (especially credit transfer) widely seen as a key policy approach for achieving permeability, increasing participation, inclusion, re-training, coherence etc • Scotland perceived as example of ‘good practice’

  5. Credit transfer at three interfaces • General & pre-vocational education to college or work-based VET: limited credit transfer • Within VET: College and work-based Modern Apprenticeships (MAs); between different MAs: limited credit transfer • VET to degree: College sub-degree (HNC/HND) to university degree: main area of transfer but still limits

  6. Issues from the research • System provides (some) permeability without need for formal credit transfer • SCQF but still barriers relating to different types of learning: • Pre-vocational provision -‘employability’ skills v mainstream VET - vocational skills • College-based -voc capability v work-based -occupational competence • Institutional barriers • Individual responsibility and initiative - importance of information, advice and guidance

  7. Longer-term outcomes of provision? • 16+ Learning Choices – ensure offer of a place in post-16 learning (includes employment) • 16+ Learning Choices Data Hub; focus on - analysis to plan provision - identify young people who need support • But no official plans for longitudinal analysis eg previous CES study on Outcomes of Low Attaining Pupils at age 23-24 • Current CES study on use of Data Hub for longitudinal research on individuals’ transitions

More Related