By Rachel Brooks (eds.)
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Additional resources for Transitions from Education to Work: New Perspectives from Europe and Beyond
Weighted survey data, survey regression estimated using pseudo maximum likelihood. 2. e. non-weighted data); Pseudo R2 =. f. ) some cohorts but there is no clear trend. There is a changing distribution of participation in post-compulsory education and a changing distribution of Year 11 GCSE attainment. We believe that explicitly modelling this interaction is useful and will provide increased statistical control when modelling this data, which pools ﬁve cohorts of survey data in order to better explore trends over time.
This process has sometimes been labelled ‘reverse articulation’ (Haas, 1999) or ‘reverse transfer’ (Moodie, 2004), where the assumptions inherent in the term clearly signify the ‘traditional’ direction of transition. While one-way models of learner movement – leading to university – predominate in the literature, Golding and Vallence (2000) have claimed that they are ‘simplistic, illusory and inaccurate’ (pp. 1–2). Yet as Teese and Watson (2001) state, ‘relatively little is known about the educational and employment pathways of students moving between the sectors’ (p.
7 tertiary transitions, three-quarters of the learners making two or more transitions and some even making six or seven. The total number of transitions undertaken by the 69 interviewees was 255: 120 into higher education and 135 into vocational education. Given that 69 of these transitions were from school, the remaining 186 were transitions between (N = 91) and within (N = 95) the tertiary sectors. Of the inter-sectoral transitions, 60 per cent (N = 55) were from vocational to higher education and 40 per cent (N = 36) from higher to vocational education.