Pub Date : 2022-07-03DOI: 10.1080/13596748.2022.2076054
C. Lloyd, Peter Wolstencroft
ABSTRACT In this article, we examine the role of the Principal within Further Education colleges in England and explore the often neglected issue of succession planning in the sector. To provide background and context to the current situation, key policies and developments over the past 30 years are reviewed and challenges identified. Interviews with serving Principals designed to explore the role, what leadership development was in place and whether succession planning was used have been carried out. The findings demonstrate that succession planning within colleges is underdeveloped, something particularly concerning when linked to the fact that the role is often a short term one with the turnover of people at the top of the organisation being a major concern. Whilst in some cases individual organisations took steps to identify and support those who wanted to progress this was limited and impacted by the sector environment. The participants’ responses reinforced findings from literature that the importance of succession planning was often paramount to the success of an organisation and included some suggestions as how to increase the pool of potential future leaders for the sector.
{"title":"Yes, but what happens next? Succession planning in English further education colleges","authors":"C. Lloyd, Peter Wolstencroft","doi":"10.1080/13596748.2022.2076054","DOIUrl":"https://doi.org/10.1080/13596748.2022.2076054","url":null,"abstract":"ABSTRACT In this article, we examine the role of the Principal within Further Education colleges in England and explore the often neglected issue of succession planning in the sector. To provide background and context to the current situation, key policies and developments over the past 30 years are reviewed and challenges identified. Interviews with serving Principals designed to explore the role, what leadership development was in place and whether succession planning was used have been carried out. The findings demonstrate that succession planning within colleges is underdeveloped, something particularly concerning when linked to the fact that the role is often a short term one with the turnover of people at the top of the organisation being a major concern. Whilst in some cases individual organisations took steps to identify and support those who wanted to progress this was limited and impacted by the sector environment. The participants’ responses reinforced findings from literature that the importance of succession planning was often paramount to the success of an organisation and included some suggestions as how to increase the pool of potential future leaders for the sector.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45797630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/13596748.2022.2076053
Javier Mula-Falcón, Katia Caballero
ABSTRACT The changes produced in higher education as a consequence of neoliberal influences have had a considerable impact on the university world. As a consequence, there has been a growing research interest in how such changes have affected academics. However, recent review studies related to this issue are scarce in the literature. Therefore, this systematic review aims to provide a general overview of the way in which these new changes in higher education have had an impact on teachers. To this end, a bibliographic search was conducted on the Web of Science, SCOPUS, and Education Resources Information Centre, which yielded a total of 38 articles published in international journals. Thematic analysis was applied using the NVivo 12 software package, from which three emerging themes were identified: action strategies in view of new neoliberal demands; construction of the professional identities; and work, health and social consequences. Further, this review highlighted the need for more research on the influence of the closest social context (research team/department) on academic staff; as well as the development of systematic reviews of the literature that go deeper into the processes of construction and development of new professional identities.
{"title":"Neoliberalism and its impact on academics: a qualitative review","authors":"Javier Mula-Falcón, Katia Caballero","doi":"10.1080/13596748.2022.2076053","DOIUrl":"https://doi.org/10.1080/13596748.2022.2076053","url":null,"abstract":"ABSTRACT The changes produced in higher education as a consequence of neoliberal influences have had a considerable impact on the university world. As a consequence, there has been a growing research interest in how such changes have affected academics. However, recent review studies related to this issue are scarce in the literature. Therefore, this systematic review aims to provide a general overview of the way in which these new changes in higher education have had an impact on teachers. To this end, a bibliographic search was conducted on the Web of Science, SCOPUS, and Education Resources Information Centre, which yielded a total of 38 articles published in international journals. Thematic analysis was applied using the NVivo 12 software package, from which three emerging themes were identified: action strategies in view of new neoliberal demands; construction of the professional identities; and work, health and social consequences. Further, this review highlighted the need for more research on the influence of the closest social context (research team/department) on academic staff; as well as the development of systematic reviews of the literature that go deeper into the processes of construction and development of new professional identities.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47825752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/13596748.2022.2076055
D. Dalby, A. Noyes
ABSTRACT Since policy changes in 2014 about who studies mathematics post-16 in England, the mathematics teaching workforce in further education (FE) colleges has grown and diversified. The question of how best to develop the professional practice of this changing workforce is, however, unresolved. Teachers in a recent national study report the benefits of non-formal learning but the diverse organisational structures of colleges impact on the size and focus of teacher communities and thereby the nature of professional learning. Where mathematics teachers are enabled to meet regularly or work in close proximity, teacher learning communities emerge but their development is constrained by a lack of consensus on the professional identities and competencies of mathematics teachers in FE colleges. Despite these obstacles, we argue that there is considerable potential to enhance professional learning for mathematics teachers in FE through a communities of practice approach and that such a strategy for professional development is a key component of a self-improving further education system.
{"title":"Developing the mathematics teacher workforce in England’s FE colleges: towards a ‘communities of practice’ strategy","authors":"D. Dalby, A. Noyes","doi":"10.1080/13596748.2022.2076055","DOIUrl":"https://doi.org/10.1080/13596748.2022.2076055","url":null,"abstract":"ABSTRACT Since policy changes in 2014 about who studies mathematics post-16 in England, the mathematics teaching workforce in further education (FE) colleges has grown and diversified. The question of how best to develop the professional practice of this changing workforce is, however, unresolved. Teachers in a recent national study report the benefits of non-formal learning but the diverse organisational structures of colleges impact on the size and focus of teacher communities and thereby the nature of professional learning. Where mathematics teachers are enabled to meet regularly or work in close proximity, teacher learning communities emerge but their development is constrained by a lack of consensus on the professional identities and competencies of mathematics teachers in FE colleges. Despite these obstacles, we argue that there is considerable potential to enhance professional learning for mathematics teachers in FE through a communities of practice approach and that such a strategy for professional development is a key component of a self-improving further education system.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46980369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/13596748.2022.2076052
Gary Husband, Aileen Ireland
ABSTRACT This paper examines how governance in the further education (FE) sector in Northern Ireland (NI) has been shaped by policy frameworks implemented at local, regional, national and UK levels. Despite the unique ways in which FE policy has developed alongside the other devolved nations, very little research has considered the NI context and its complexity. In this paper we first examine the history of FE provision in NI, and the development of FE in NI in relation to the rest of the United Kingdom (UK). Following this, we examine the impact of recent FE policy on governance structures and governing practices across the six regionalised colleges operating in NI today by presenting some insights gained from ethnographic observations of governing boards in action and interviews with key policy actors. Our analysis of the empirical data reveals key challenges facing FE governing bodies in NI in relation to financial and budgetary concerns, the multiple relationships between colleges and the various government departments, and the uncertainty presented by the suspension and subsequent reinstatement of Stormont and the EU Exit (Brexit). We conclude by offering reflection on these analyses in relation to FE governance in NI going forward.
{"title":"Contextualising further education governance in Northern Ireland: history, policy and practice","authors":"Gary Husband, Aileen Ireland","doi":"10.1080/13596748.2022.2076052","DOIUrl":"https://doi.org/10.1080/13596748.2022.2076052","url":null,"abstract":"ABSTRACT This paper examines how governance in the further education (FE) sector in Northern Ireland (NI) has been shaped by policy frameworks implemented at local, regional, national and UK levels. Despite the unique ways in which FE policy has developed alongside the other devolved nations, very little research has considered the NI context and its complexity. In this paper we first examine the history of FE provision in NI, and the development of FE in NI in relation to the rest of the United Kingdom (UK). Following this, we examine the impact of recent FE policy on governance structures and governing practices across the six regionalised colleges operating in NI today by presenting some insights gained from ethnographic observations of governing boards in action and interviews with key policy actors. Our analysis of the empirical data reveals key challenges facing FE governing bodies in NI in relation to financial and budgetary concerns, the multiple relationships between colleges and the various government departments, and the uncertainty presented by the suspension and subsequent reinstatement of Stormont and the EU Exit (Brexit). We conclude by offering reflection on these analyses in relation to FE governance in NI going forward.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43366014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/13596748.2022.2076059
Erica Smith
ABSTRACT This paper examines responses to the trend for increasing participation in tertiary education, linking developments in higher education with those in apprenticeship systems, in Australia and the United Kingdom. In both sectors, expansion proceeded for several decades, but was robustly criticised in both countries. The expansion of access to these two forms of tertiary education, therefore, was contested and potentially precarious. The paper finds, through analysis of official data, that participation in higher education and in apprenticeship was actually almost static, or fell, in both countries in the 2010s. Yet criticism of expansion continued in media commentary during this decade. The paper both explains and takes issue with the arguments against expansion, which have been influential in both sectors. It discusses some ways forward to understand the phenomenon better, and also the need to address the problems caused by the restriction of opportunities. Comparative analysis between the two sectors has not previously been undertaken. It is argued in the paper that such analysis enriches the theoretical lenses through which expansion of access may be viewed, and that it may suggest avenues for future research, and perhaps, for advocacy.
{"title":"Expanding or restricting access to tertiary education? A tale of two sectors and two countries","authors":"Erica Smith","doi":"10.1080/13596748.2022.2076059","DOIUrl":"https://doi.org/10.1080/13596748.2022.2076059","url":null,"abstract":"ABSTRACT This paper examines responses to the trend for increasing participation in tertiary education, linking developments in higher education with those in apprenticeship systems, in Australia and the United Kingdom. In both sectors, expansion proceeded for several decades, but was robustly criticised in both countries. The expansion of access to these two forms of tertiary education, therefore, was contested and potentially precarious. The paper finds, through analysis of official data, that participation in higher education and in apprenticeship was actually almost static, or fell, in both countries in the 2010s. Yet criticism of expansion continued in media commentary during this decade. The paper both explains and takes issue with the arguments against expansion, which have been influential in both sectors. It discusses some ways forward to understand the phenomenon better, and also the need to address the problems caused by the restriction of opportunities. Comparative analysis between the two sectors has not previously been undertaken. It is argued in the paper that such analysis enriches the theoretical lenses through which expansion of access may be viewed, and that it may suggest avenues for future research, and perhaps, for advocacy.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43568897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/13596748.2022.2076056
Weiyu Zhang, Sun Xiaoya, Y. L. Cheung
ABSTRACT Given the emergence of English as a global lingual franca, English proficiency has become necessary for workers in many sectors and therefore should be given special attention in vocational education and training. While there is no shortage of research on vocational education and training in general, this body of work lacks a focus on English language education. In view of this gap, this study adopts a desk research approach to examine research published in journal papers, book chapters, dissertations, and websites to provide an overview of vocational English language education in Singapore, and examines how policy makers, educators and researchers in Singapore and beyond may benefit from the knowledge of Singapore’s practices. The findings of this study are presented with a focus on 1) Singapore’s language policy; 2) historical changes in English language education in Singapore schools; and 3) vocational English language education in Singapore’s secondary schools, the Institute of Technical Education (ITE), and other institutions. This success story of the city state can offer practical reference to other nations, particularly in addressing issues of diversity resulting from a multilingual and multiethnic population and also the varied ability of students in the education system.
{"title":"Vocational English language education in multilingual context: the case of Singapore","authors":"Weiyu Zhang, Sun Xiaoya, Y. L. Cheung","doi":"10.1080/13596748.2022.2076056","DOIUrl":"https://doi.org/10.1080/13596748.2022.2076056","url":null,"abstract":"ABSTRACT Given the emergence of English as a global lingual franca, English proficiency has become necessary for workers in many sectors and therefore should be given special attention in vocational education and training. While there is no shortage of research on vocational education and training in general, this body of work lacks a focus on English language education. In view of this gap, this study adopts a desk research approach to examine research published in journal papers, book chapters, dissertations, and websites to provide an overview of vocational English language education in Singapore, and examines how policy makers, educators and researchers in Singapore and beyond may benefit from the knowledge of Singapore’s practices. The findings of this study are presented with a focus on 1) Singapore’s language policy; 2) historical changes in English language education in Singapore schools; and 3) vocational English language education in Singapore’s secondary schools, the Institute of Technical Education (ITE), and other institutions. This success story of the city state can offer practical reference to other nations, particularly in addressing issues of diversity resulting from a multilingual and multiethnic population and also the varied ability of students in the education system.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47837619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/13596748.2022.2076058
Ruth Flanagan, Anna Mountford-Zimdars, Matthew Channon
ABSTRACT We investigated the narratives of enablers and barriers to entry into law communicated through 650 UK tweets posted under the twitter hashtag #mypathtolaw in 2018. Law students, solicitors, barristers and legal academics used this hashtag for sharing their personal paths to a legal career. We use Ricoeur’s theory of dialogues between the archaeology (past) and the teleology (future) of the self. This has previously been applied to legal ethics, but never before to understanding access to the legal profession. Our findings show that tweeters had a strong narrative of agency and ability to succeed against adversity – perhaps underplaying structural barriers. Notable through its absence is the reference to structural barriers, such as class, school, and university type and the converse individual narratives of perseverance. We find that poor or discouraging careers advice had been a significant barrier. We conclude with recommendations for schools, universities and the legal profession around diversifying the narratives used to showcase legal careers and suggest that universities engaging in training for careers advisors may further widen participation.
{"title":"#Mypathtolaw: understanding access to the legal profession through a ricoeurian analysis","authors":"Ruth Flanagan, Anna Mountford-Zimdars, Matthew Channon","doi":"10.1080/13596748.2022.2076058","DOIUrl":"https://doi.org/10.1080/13596748.2022.2076058","url":null,"abstract":"ABSTRACT We investigated the narratives of enablers and barriers to entry into law communicated through 650 UK tweets posted under the twitter hashtag #mypathtolaw in 2018. Law students, solicitors, barristers and legal academics used this hashtag for sharing their personal paths to a legal career. We use Ricoeur’s theory of dialogues between the archaeology (past) and the teleology (future) of the self. This has previously been applied to legal ethics, but never before to understanding access to the legal profession. Our findings show that tweeters had a strong narrative of agency and ability to succeed against adversity – perhaps underplaying structural barriers. Notable through its absence is the reference to structural barriers, such as class, school, and university type and the converse individual narratives of perseverance. We find that poor or discouraging careers advice had been a significant barrier. We conclude with recommendations for schools, universities and the legal profession around diversifying the narratives used to showcase legal careers and suggest that universities engaging in training for careers advisors may further widen participation.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44311880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/13596748.2022.2042908
L. Davies
ABSTRACT This paper explores the definition of ‘bilingual provision’ in vocational subjects in the Further Education sector in Wales, according to practitioners. The research is situated in the political context of the Welsh Government’s policy of increasing the number of Welsh speakers to one million by 2050. The research is based on a sample of four different areas across Wales and draws on semi-structured interviews with staff in schools and Further Education colleges. The study explores to what extent there is a consistent definition of bilingual provision. In the context of the debate regarding flexible and separate bilingualism, the article analyses the following components: teaching materials, delivery, assessment and bilingual teaching methods. It finds that there is an inconsistency in the definition of bilingual provision in the FE sector, driven by an emphasis on learner choice of language medium. The paper argues that there is a need to move away from this emphasis on ad hoc learner choice and offering provision, towards conscious language planning which will increase the number of learners following provision.
{"title":"Exploring the meaning of bilingual provision in the Further Education sector in Wales","authors":"L. Davies","doi":"10.1080/13596748.2022.2042908","DOIUrl":"https://doi.org/10.1080/13596748.2022.2042908","url":null,"abstract":"ABSTRACT This paper explores the definition of ‘bilingual provision’ in vocational subjects in the Further Education sector in Wales, according to practitioners. The research is situated in the political context of the Welsh Government’s policy of increasing the number of Welsh speakers to one million by 2050. The research is based on a sample of four different areas across Wales and draws on semi-structured interviews with staff in schools and Further Education colleges. The study explores to what extent there is a consistent definition of bilingual provision. In the context of the debate regarding flexible and separate bilingualism, the article analyses the following components: teaching materials, delivery, assessment and bilingual teaching methods. It finds that there is an inconsistency in the definition of bilingual provision in the FE sector, driven by an emphasis on learner choice of language medium. The paper argues that there is a need to move away from this emphasis on ad hoc learner choice and offering provision, towards conscious language planning which will increase the number of learners following provision.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46355847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/13596748.2022.2042905
N. Lyngdorf, Xiangyun Du, K. Zhao
ABSTRACT From a social cultural learning perspective, the study explored the social formations for interactions of Danish students during a short-term international mobility study programme in China, using multiple qualitative data sources. Although a variety of patterns of strategies, practices and discourses were identified, the findings suggest that the students socialised most with co-nationals and little with local Chinese. Although their internal socialisations created some opportunities to learn from each other and learn about Chinese culture, they were mainly found to be constraints to learning due to limited interaction with locals and stereotyping the local ‘others’, risking misunderstandings. The outcomes of the study identify a gap between the ideal of the mobility study programme’s formal objectives and the practice of its implementation, which challenges prevailing political initiatives to increase internationalisation through student mobility. Also questioned is the effectiveness of sociocultural learning design in the short-term mobility context.
{"title":"Social formation for interaction in international mobility programmes: a case of Danish students in China","authors":"N. Lyngdorf, Xiangyun Du, K. Zhao","doi":"10.1080/13596748.2022.2042905","DOIUrl":"https://doi.org/10.1080/13596748.2022.2042905","url":null,"abstract":"ABSTRACT From a social cultural learning perspective, the study explored the social formations for interactions of Danish students during a short-term international mobility study programme in China, using multiple qualitative data sources. Although a variety of patterns of strategies, practices and discourses were identified, the findings suggest that the students socialised most with co-nationals and little with local Chinese. Although their internal socialisations created some opportunities to learn from each other and learn about Chinese culture, they were mainly found to be constraints to learning due to limited interaction with locals and stereotyping the local ‘others’, risking misunderstandings. The outcomes of the study identify a gap between the ideal of the mobility study programme’s formal objectives and the practice of its implementation, which challenges prevailing political initiatives to increase internationalisation through student mobility. Also questioned is the effectiveness of sociocultural learning design in the short-term mobility context.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46392770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/13596748.2022.2042904
Phal Chea, Seyhakunthy Hun, Sopheak Song
ABSTRACT This study intends to identify existing permeability pathways between post-secondary education and training in Cambodia and to highlight hindrances that hamper the smooth permeability between the two systems. Adopting a hybrid process, the study combines both inductive and deductive thematic analysis approaches in coding transcribed interviews at 15 sampled training institutions and universities. The study finds that the most common route to higher education and training is through the higher qualification programmes under the same track. Although a transfer mechanism between education and training is in place thanks to the establishment of the national qualifications framework and credit transfer system, it is still a much complicated and less utilised pathway. Challenges that thwart the mobility of students include the lack of inter-ministerial collaboration and coordination, issues related to the assessment of students’ prior qualifications, and differences in quality assurance mechanisms between the two tracks. Be it more or less, these barriers have contributed to the academisation of technical training and the vocationalisation of higher education in the country.
{"title":"Blurred identities: the hybridisation of post-secondary education and training in Cambodia","authors":"Phal Chea, Seyhakunthy Hun, Sopheak Song","doi":"10.1080/13596748.2022.2042904","DOIUrl":"https://doi.org/10.1080/13596748.2022.2042904","url":null,"abstract":"ABSTRACT This study intends to identify existing permeability pathways between post-secondary education and training in Cambodia and to highlight hindrances that hamper the smooth permeability between the two systems. Adopting a hybrid process, the study combines both inductive and deductive thematic analysis approaches in coding transcribed interviews at 15 sampled training institutions and universities. The study finds that the most common route to higher education and training is through the higher qualification programmes under the same track. Although a transfer mechanism between education and training is in place thanks to the establishment of the national qualifications framework and credit transfer system, it is still a much complicated and less utilised pathway. Challenges that thwart the mobility of students include the lack of inter-ministerial collaboration and coordination, issues related to the assessment of students’ prior qualifications, and differences in quality assurance mechanisms between the two tracks. Be it more or less, these barriers have contributed to the academisation of technical training and the vocationalisation of higher education in the country.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47404809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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