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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/9305
Title: Students’ Learning Performance and Transitions in Different Learning Pathways to Higher Vocational Education
Authors: Biemans, Harm
Marien, Hans
Fleur, Erik
Tobi, Hilde
Nieuwenhuis, Loek
Runhaar, Piety
Keywords: Continuing learning pathways
Educational transitions
Learning Performance
Vocational education and training
Green Lyceum
Issue Date: 2016
Publisher: Journal of Vocations and Learning
Citation: Biemans, H., Mariën, H., Fleur, E., Tobi, H., Nieuwenhuis, L. & Runhaar, P. (2016). Students’ learning performance and transitions in different learning pathways to higher vocational education. Vocations and Learning. Studies in vocational and professional education, 9(3), 315-332. DOI 10.1007/s12186-016-9155-6.
Abstract: To improve students’ transitions between successive educational levels, continuing learning pathways are being designed and implemented in many countries. This study was carried out to examine the effects of the Green Lycea (GL) as critical cases of continuing learning pathways in vocational education in The Netherlands. The GL were compared with a traditional pathway (pre-vocational secondary education and secondary vocational education offered as separate programmes) in terms of students’ learning performance and transitions. GL students and comparable students following the regular pathway yielded the same mean final exam scores for four core subjects in the first phase of their educational programmes, despite the fact that GL students took this exam one year earlier than regular students because of the acceleration of the learning trajectory in the GL programme. Regarding the students’ transitions, the GL and the traditional pathway yielded comparable percentages of students who either did or did not obtain a pre-vocational secondary education diploma; For the GL, however, the percentage of students who proceeded in secondary vocational education was higher. To conclude, it seems to be possible to improve students’ transitions between successive educational levels (with their learning performance being an important precondition) through continuing learning pathways such as the GL. In this regard, GL design characteristics as described and examined in this study can be valuable ingredients for continuing learning pathways internationally as well.
URI: http://hdl.handle.net/1820/9305
ISSN: DOI 10.1007/s12186-016-9155-6.
Appears in Collections:1. T2 Publications, books and conference papers

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