Index
Transitions from Vocational Qualifications to Higher Education
ISBN: 978-1-78756-996-6, eISBN: 978-1-78756-995-9
Publication date: 7 October 2019
This content is currently only available as a PDF
Citation
(2019), "Index", Banerjee, P.A. and Myhill, D. (Ed.) Transitions from Vocational Qualifications to Higher Education, Emerald Publishing Limited, Leeds, pp. 155-160. https://doi.org/10.1108/978-1-78756-995-920191016
Publisher
:Emerald Publishing Limited
Copyright © 2019, Pallavi Amitava Banerjee and Debra Myhill
INDEX
Academic literacy
, 60–64, 116
Academic preparedness
, 117–121
Academic results
, 22–26
Academic support
, 70–74, 126–130, 141–143
recommendations for
, 142–143
Accommodation choices
, 101–104
Addressing Barriers to Student Success
, 6–7
A-level students
, 14, 15, 16, 17, 18, 21–22, 23–25, 27, 32, 40, 41–42, 44–45, 53, 59, 73, 76, 91, 93, 111, 133, 139–140, 145, 149
academic literacy
, 60, 61, 62–64
academic support
, 70–71, 120, 121, 142
adapting to changed assessment expectations
, 85–86
accommodation choices
, 99, 100, 101
assessment preferences
, 80–81
changes in assessment experiences
, 81–82, 84
extra-curricular activities
, 102, 103
literacy and subject knowledge
, 116, 117, 118, 119
modes of assessment
, 129, 130, 132–133
numeracy, mathematics and statistics
, 64, 65, 66
performance and progress
, 111–114, 116
sense of belonging
, 141
social networks
, 97, 98, 99
subject and content knowledge
, 67, 68–69
ways of learning
, 126, 127, 128, 143
ways of teaching
, 143
Assessment and Evaluation in Higher Education
, 79–80
Assessment feedback
, 86–91
good practice
, 92
helpfulness of
, 91–92
Assessment models
, 145–146
recommendations for
, 146
Assessment preferences
, 80–81
Australia
differential access and participation, in higher education
, 17
BAME. See Black Asian and Minority Ethnic (BAME) students
BEC. See Business Education Councils (BEC)
Behavioural competence
, 46
BIS. See Department for Business for Innovation and Skills (BIS)
Black Asian and Minority Ethnic (BAME) students
, 23, 149–150
differential access and participation, in higher education
, 18
BTEC
, 2–3, 5–7, 9–10, 20–21, 32, 40, 41, 42, 48, 54–55, 133, 143, 149–150
assessment preferences
, 80
degree outcomes
, 50
disparity between institutions granting access to
, 19
employment
, 27
Extended Diploma
, 2, 3
inferiority
, 16, 17
modes of assessment
, 130, 132
National Diplomas
, 15
parity between different qualifications
, 54
patterns of progression
, 51–54
performance and progress
, 113–114
progression and academic results
, 21–22, 23, 24–25, 30
qualifications
, 14, 15, 17, 19, 25
undergraduate courses
, 48–50
Buddy schemes
, 70–71
Business Education Council (BEC)
, 2–3
Changes in assessment experiences
, 81–84
Choice, vocational qualifications by
, 45–46
City and Guilds of the London Institute for the Advancement of Technical Education
, 2
Content knowledge
, 67–70
Cycle Report (2016)
, 18
Degree outcomes
, 50, 51
Department for Business for Innovation and Skills (BIS)
, 54, 149–150
Department for Education (DfE)
, 39, 44
Destination of Leavers in Higher Education (DLHE)
, 50–51, 52–53
DfE. See Department for Education (DfE)
Differential access, in higher education
, 17–22
DLHE. See Destination of Leavers in Higher Education (DLHE)
Educational attainment
, 17, 40
Educational preferences
, 44
Employment
, 26–29
England. See United Kingdom (UK)
EPQ. See Extended Project Qualification (EPQ)
EQF. See European Qualifications Framework (EQF)
European Qualifications Framework (EQF)
, 2
Exeter College
, 7
Extended Project Qualification (EPQ)
, 24, 25
Extra-curricular activities
, 104–106
FE. See Further Education (FE)
FEC. See Further Education Colleges (FEC)
Force, vocational qualifications by
, 45–46
Formative assessment
, 79–80
France
, 1–2
Free School Meals
, 18
Further Education (FE)
, 20–21, 32, 103, 139, 141, 144, 145, 146
academic support
, 142
social networks
, 96–97
tutor perspectives on entry qualifications
, 132–133
academic support
, 122–123
modes of assessment
, 128, 129, 130, 131, 132
student performance and progress
, 113–114, 115, 116
ways of learning
, 122, 126, 128
ways of teaching and learning
, 143–144
Further Education Colleges (FEC)
, 5
GCSEs. See General Certificate of Secondary Education (GCSEs)
General Certificate of Secondary Education (GCSEs)
, 39–40, 42, 43–44, 66–67, 73, 84–85, 144
Germany
, 2
value of vocational education
, 16
Habitus
, 28–29
institutional habitus
, 28–29
vocational habitus
, 46
HCEC. See House of Commons Education Committee (HCEC)
HEFCE. See Office for Students
HE/FE partnerships
, 146–147
recommendations for
, 147
HEIs. See Higher Educational Institutions (HEIs)
HEPI
, 49–50
Hereford Sixth Form College
, 7
Her Majesty’s Revenue and Customs data (HMRC)
, 27
HESA. See Higher Education Statistics Agency (HESA)
Higher Educational Institutions (HEIs)
, 15, 18, 29, 46, 140
Higher Education Statistics Agency (HESA)
, 18, 20, 21–22, 27, 39, 41–42
degree outcomes
, 50
patterns of progression
, 50–51
undergraduate courses
, 48–49
HMRC. See Her Majesty’s Revenue and Customs data (HMRC)
House of Commons Education Committee (HCEC)
, 93
IB. See International Baccalaureate (IB)
ICT. See Information Communication and Technology (ICT)
ILR. See Individualised Learner Record (ILR)
Inclusion
, 139–140
Individualised Learner Record (ILR)
, 27
Inequality
, 41
Inferior alternative qualifications
, 15
Information Communication and Technology (ICT)
, 66–67
Institutional habitus
, 28–29
International Baccalaureate (IB)
, 25, 40, 80, 81–82, 139–140
Islington College
, 7
JACS. See Joint Academic Coding System (JACS)
Joint Academic Coding System (JACS)
, 48–49
Juvos
, 27
KCL/HEFCE report
, 149–150
Labour Force Survey
, 26
Labour Market System
, 27
Learner identity, student choices and
, 29–32
Learning democracy
, 150
Learning experiences across FE–HE transition
, 59
academic literacy
, 60–64
academic support
, 70–74
different ways of learning
, 75–77
numeracy, mathematics and statistics
, 64–67
subject and content knowledge
, 67–70
Learning in vocational education
, 46
Lecturer perspectives on entry qualifications
, 111
academic preparedness
, 117–121
academic support
, 126–130
literacy and subject knowledge
, 121–126
modes of assessment
, 136–137
student performance and progress
, 111–117
ways of learning
, 130–136
Literacy
, 121–126
Loughborough College
, 7
Loughborough University
, 7
Mathematics
, 64–67
Modes of assessment
, 136–137
National Benefit Database
, 27
National Pupil Database (NPD)
, 27
National Strategy for Access and Student Success in Higher Education
, 54
National Student Survey
, 79–80
Netherlands, the
, 1–2
NPD. See National Pupil Database (NPD)
Numeracy
, 64–67
OECD. See Organisation for Economic Co-operation and Development (OECD)
OFFA. See Office for Fair Access (OFFA)
Office for Fair Access (OFFA)
, 149–150
Office for Students (OfS)
, 5, 21, 22, 23, 25, 28, 30, 40, 41, 49–50, 53, 54
Addressing Barriers to Student Success
, 6–7
OfS. See Office for Students (OfS)
Organisation for Economic Co-operation and Development (OECD)
, 1
Parity between different qualifications
, 54
Participation in higher education
, 17–22
Participation Of Local AReas (POLAR)
, 41
Passports to Progress
, 18
Patterns of progression
, 50–54
Peer mentoring
, 70–71
Peer support
, 70–71
POLAR. See Participation Of Local AReas terminology, abbreviated (POLAR)
Policy and practice recommendations
, 139
assessment models
, 145–146
HE/FE partnerships
, 146–147
sense of belonging, development of
, 139–141
student academic support
, 141–143
ways of teaching and learning
, 143–145
Post-16 qualifications
, 13–14, 20–21, 24, 149
Prior education
, 42
Prior qualification, undergraduate admission patterns by
, 46–48
Progression
, 22–26
patterns of
, 50–54
Providence, vocational qualifications by
, 45–46
Queen Mary University of London
, 7
Regulated Qualifications Framework (RQF)
, 2, 3, 4
Review of Post-18 Education and Funding (the Augar Review)
, 4, 5
RQF. See Regulated Qualifications Framework (RQF)
Russell Group
, 7, 17, 18, 20, 21–22, 25, 30, 32, 47, 48, 149
Schools’ Enquiry Commission
, 2
Select Committee on Public Accounts
, 21
Sense of belonging
, 28
development of
, 139–141
facilitating
, 95
accommodation choices
, 101–104
extra-curricular activities
, 104–106
social networks
, 96–101
recommendations for
, 140–141
SMC. See Social Mobility Commission (SMC)
Social capital
, 28, 42
Social identity, student choices and
, 29–32
Social Market Foundation
, 18
Social Mobility Commission (SMC)
, 13, 27
report 2016
, 18, 20–21, 149
report 2019
, 54
Socio-genomics
, 42–43
Statistical analysis of national datasets
, 39
degree outcomes
, 50, 51
parity between different qualifications
, 54
patterns of progression
, 50–54
social context
, 40–43
undergraduate admission patterns, by prior qualification
, 46–48
undergraduate subject areas
, 48–50
university
, 48
vocational qualifications, by choice, force or providence
, 45–46
vocational route
, 43–45
Statistics
, 64–67
Student body
, 139
Student choices, and social and learner identity
, 29–32
Student performance and progress
, 111–117
Subject knowledge
, 67–70, 121–126
Summative assessment
, 79–80
Teaching and learning experiences across FE–HE transition
, 79
adapting to changed assessment expectations
, 84–86
assessment feedback
, 86–91
assessment preferences
, 80–81
changes in assessment experiences
, 81–84
TEC. See Technical Education Councils (TEC)
Technical Education Council (TEC)
, 2–3
Terminology, problems of
, 14–15
Training in vocational education
, 46
Transforming Transitions project
, 5–9, 14, 49, 50, 142–143, 146, 150
UCAS. See Universities and Colleges Admissions Service (UCAS)
Undergraduate admission patterns, by prior qualification
, 46–48
Undergraduate subject areas
, 48–50
United Kingdom (UK)
differential access and participation, in higher education
, 17
Higher Educational Institutions
, 29
longitudinal data analysis
, 40
mass expansion of Higher Education in
, 13–14
patterns of progression
, 50–51
post-16 qualifications
, 13
undergraduate admission patterns by prior qualification
, 46, 47
value of vocational education
, 16
United States
differential access and participation, in higher education
, 17
Universities and Colleges Admissions Service (UCAS)
, 3, 5, 14, 17, 18, 32, 46, 48–49, 54–55, 149
tariff
, 23–24, 25
University of Birmingham
, 7
University of Exeter
, 7
Value of vocational qualifications
, 15–17
VET. See Vocational Education and Training (VET)
Vocational Education and Training (VET)
, 1–4, 7, 9–10, 18
definition of
, 1–2
development of
, 3
Vocational habitus
, 39–40, 46
Vocational route
, 39–40, 43–45, 47–48
Ways of learning
, 75–77, 130–136, 143–145
recommendations for
, 144–145
Ways of teaching
, 143–145
recommendations for
, 144–145
Wolf Report (2011)
, 3–4, 15, 16
Working class students
, 45
- Prelims
- Chapter 1 Introduction
- Chapter 2 Vocational Qualifications, University Access and Widening Participation: Setting the Context
- Chapter 3 Statistical Analysis of National Data Sets: Exploring Demographics, Access and Progression of Students in Higher Education from Vocational Entry Routes
- Chapter 4 Ways of Learning: Student Voices on Learning Experiences across the Transition
- Chapter 5 Assessment Practices: Student Voices on Their Experiences of Assessment across the Transition
- Chapter 6 Students’ Voiced Experiences of Social Transitions: Facilitating a Sense of Belonging
- Chapter 7 Lecturer Perspectives on Entry Qualifications and How They Affect Student Progress
- Chapter 8 Recommendations for Policy and Practice
- Chapter 9 Conclusion
- Glossary
- Index