An ethnographic study of vocational students in FE
LEAD ORGANISATION
University of Reading Institute of Education
PROJECT SUMMARY
This project aimed to use an ethnographic approach to gain a fuller understanding of:
- How students studying vocational courses in FE colleges experience and perceive their training
- How they are being prepared for either studying at Higher Education or the workplace
It explored, through focus groups, the experiences of students studying vocational courses in FE establishments and, more generally, represented an attempt to focus on the learner voice in the context of fast- moving policy development in 14-19 education and training.
Data was collected between January and June 2009 from 40 students attending two FE establishments in the South East of England. In total, ten focus groups were carried out with student volunteers on a variety of courses: Hairdressing, Hair and Beauty, Public Services, E-media, Computer Gaming, Music and Musical Theatre.
Data was collected on students' attitudes to, and experiences of, their current course, why they had opted to undertake a vocational pathway and who students had spoken to for Information, Advice and Guidance (IAG) in terms of their decision-making process. Focus groups also explored students' experiences of school and their plans for the future.
IMPACT
The research found that the majority of the participating students were finding college to be more rewarding and engaging than their previous school experience and almost unanimously stated that their relationships with fellow students and tutors contributed significantly to this. Students feel respected and supported and, perhaps more importantly, feel a sense of autonomy in their learning. In addition to the positive learning experience, the background and 'hands on' experience of the tutors gave courses a greater credibly, relevance and connection to the work place, enhancing significantly students' opinions overall.
Whilst students discuss with enthusiasm many aspects of studying for a vocational qualification, some areas of weakness were identified. In particular, these related to a lack of good IAG in the process of finding their course, a lack of practical lectures/guest speakers, work experience and poor organisation of assessment. A lack of information and guidance regarding progression into higher education was also identified.
On a more implicit level, a sense of academic under achievement and/or failure also appeared to underpin many of the educational identities of students included in this study. This suggests that for some students at least, the choice to undertake a vocational course was a last resort for those who did not deem themselves suitable for A level study. Whilst many considered the academic requirements of their vocational course more challenging than traditional courses such as A levels, clearly negative stereotypes exist surrounding what type of learner undertakes a vocational course.
LINK TO FULLER REPORT